3 research outputs found
Hvordan kan skolevegring oppleves fra elevens perspektiv?
No full textSammendrag
Denne masteroppgaven i spesialpedagogikk tar for seg temaet skolevegring, med fokus på hvordan det kan oppleves fra elevens eget perspektiv. Skolevegring er en økende utfordring i norsk skole, og beskriver situasjoner der barn og unge ønsker å gå på skolen, men av ulike grunner ikke klarer det. Årsakene kan være sammensatte og inkludere emosjonelle, sosiale, faglige og strukturelle forhold. Oppgaven belyser tidligere elevers erfaringer og utfordringer i skolen knyttet til skolevegring.
Studien har et kvalitativt forskningsdesign og bygger på semistrukturerte intervjuer med tidligere elever som har erfart skolevegring. Ved hjelp av livsverdenintervjuet som metode, og forskningsdesign forankret i fenomenologi og hermeneutikk, gis det innsikt i elevenes subjektive erfaringer. I tillegg anvendes teorier om selvoppfatning, selvbestemmelse og relasjoner med vekt på anerkjennelse. Funnene viser at elever opplever en gradvis tilbaketrekning fra skolehverdagen, ofte som følge av manglende mestring, sosial mistrivsel, psykiske utfordringer og svake relasjoner på skolen. Flere informanter forteller om en skolehverdag preget av utenforskap, utrygg, mangel på tilpasning, fravær av medvirkning, og i noen tilfeller mobbing. Opplevelsen av ikke å bli sett, forstått eller tatt på alvor, er gjennomgående. I kontrast peker noen også på viktigheten av én trygg voksen som kan gjøre en stor forskjell. Informantene etterlyser tidligere innsats, økt forståelse, mer fleksibilitet i skolehverdagen og en skole som ser hele mennesket, ikke bare eleven som skal vurderes etter faglige prestasjoner.
Oppgaven diskuterer også de etiske implikasjonene knyttet til skolevegring, særlig med tanke på retten til medvirkning, inkludering og stigmatisering. Gjeldende styringsdokumenter, som opplæringsloven og FNs barnekonvensjon, understreker barnets rett til å bli hørt, tilpasset opplæring og oppleve trygghet og tilhørighet i skolen. Prinsipper som ble utfordret i praksis koblet til informantenes egne opplevelser med skolevegring. Gjennom å løfte frem elevenes egne historier gir denne studien verdifull innsikt, som kan bidra til økt forståelse for problematikken. Studien bidrar til økt bevissthet på å tilpasse skolen til eleven, ikke omvendt og gir konkrete råd fra informantene til skolen.Abstract
This master's thesis in special education deals with the topic of school refusal, with a particular focus on how it is experienced from the student’s own perspective. School refusal is a growing problem in Norwegian schools, and describes situations where children and young people want to go to school, but for various reasons are unable to. The reasons can be complex and include emotional, social, academic and structural factors. The thesis seeks to shed light on the experiences of former students with school refusal.
The study has a qualitative research design and is based on semi-structured interviews with former students who have experienced school refusal. Using the interview as a method, and a research design rooted in phenomenology and hermeneutics, insight is provided into the students' subjective experiences. In addition, theories of self-perception, self-determination and teacher-student relationship are included. The findings shows that many students experience a gradual withdrawal from everyday school life, often as a result of lack of coping skills, social discomfort, psychological challenges and weak relationships at school. Several informants has experinced school characterized by exclusion, lack of individual intervensions, absence of the students participation, and for some, bullying. The experience of not being seen, misunderstood or taken seriously is pervasive. In contrast, some also point to the importance of one safe adult who can make a big difference. The students advices the school to earlier intervension, increased understanding, more flexibility in school life and a school that sees the whole person, not just the student according to their academic performance.
The thesis also discusses the ethical implications associated with school refusal, especially with regard to the right to participation, inclusion and stigmatization. Current governing documents, such as the Education Act and the UN Convention on the Rights of the Child, emphasize the child's right to be heard, receive differentiated education and safety and belongingness in school. Principles that were challenged in practice were linked to the informants' own experiences with school refusal. By highlighting the students' own stories, this study provides valuable insight to increase out understanding of school refusal. The study brings awareness of the importance of adapting the school to the student, not the other way around, and provides concrete advice from the informants to the school
Developing theoretical rigour in inter professional education
No full textIn this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena
Scar imaging in the dyssynchronous left ventricle: Accuracy of myocardial metabolism by positron emission tomography and function by echocardiographic strain
No full textInternational audiencePurpose: Response to cardiac resynchronization therapy (CRT) is reduced in patients with high left ventricular (LV) scar burden, in particular when scar is located in the LV lateral wall or septum. Late gadolinium enhancement (LGE) cardiac magnetic resonance (CMR) can identity scar, but is not feasible in all patients. This study investigates if myocardial metabolism by 18F-fluorodeoxyglucose positron emission tomography (FDG-PET) and contractile function by echocardiographic strain are alternatives to LGE-CMR. Methods: In a prospective multicenter study, 132 CRT candidates (91% with left bundle branch block) were studied by speckle tracking strain echocardiography, and 53 of these by FDG-PET. Regional myocardial FDG metabolism and peak systolic strain were compared to LGE-CMR as reference method. Results: Reduced FDG metabolism (andlt;70% relative) precisely identified transmural scars (≥50% of myocardial volume) in the LV lateral wall, with area under the curve (AUC) 0.96 (95% confidence interval (CI) 0.90–1.00). Reduced contractile function by strain identified transmural scars in the LV lateral wall with only moderate accuracy (AUC = 0.77, CI 0.71–0.84). However, absolute peak systolic strain andgt;10% could rule out transmural scar with high sensitivity (80%) and high negative predictive value (96%). Neither FDG-PET nor strain identified septal scars (for both, AUC andlt; 0.80). Conclusions: In CRT candidates, FDG-PET is an excellent alternative to LGE-CMR to identify scar in the LV lateral wall. Furthermore, preserved strain in the LV lateral wall has good accuracy to rule out transmural scar. None of the modalities can identify septal scar. Clinical trial registration: The present study is part of the clinical study “Contractile Reserve in Dyssynchrony: A Novel Principle to Identify Candidates for Cardiac Resynchronization Therapy (CRID–CRT)”, which was registered at clinicaltrials.gov (identifier NCT02525185). © 2022 The Author(s
