39 research outputs found
Who's at work - A qualitative study of personal and professional motivations in working as a group leader for children in conversation groups
No full textIgennem de sidste 15 år er der sket en stigning af tilbud om samtalegrupper i danske skoler, hvor børn skal dele svære følelser med hinanden. Dette projekt har til hensigt at undersøge hvilke personlige og faglige bevæggrunde der træder frem hos de fagpersoner, der faciliterer samtalegrupper for børn med skilte forældre og hvilke mulige implikationer kommer til syne i denne interventionsform? Projektet er skrevet i et kritisk-hermeneutisk perspektiv og empirien er produceret ud fra fire interviews med forskellige gruppeledere, med samtalegruppeerfaring for børn med skilte forældre i skoleregi. Analysen er foretaget ud fra en tematisk analyse med teoretisk afsæt i Pernelle Roses begrebssætning af skilsmisseforståelser: en normaliserende eller problematiserende forståelse, Serge Moscovici: Social Repræsentationsteori, Mari Pettersvold og Solveig Østrems forståels: godhedsmagt, Steen Wackerhausers: professionsidentitet og Eva Gulløvs socialhistoriske samfundsanalyse af følelseshåndtering. Projektet har fundet, at den diversitet, som ses i gruppelederens sociale repræsentationer, bygger på både personlig og faglig viden, der har indvirkning på hvordan samtalen med børnene faciliteres og hvilke forståelser børnene mødes med, samt hvilke mulighedsbetingelser de får stillet til rådighed. Samtalegrupperne synes baseret på godhedsargumenter fra pædagoger og lærer, om at hjælpe en børnegruppe, som i samfundet portrætteres gennem en mistrivselslinse. Denne optik står i vejen for en videnskabelig granskning af tilbuddets mulige implikationer for kvaliteten i interventionen, fordi godhedsargumenter står uimodsagt.Over the past 15 years, there has been an increase in the number of counselling groups in Danish schools where children share difficult emotions with each other. This project aims to investigate the personal and professional motivations of the professionals who facilitate conversation groups for children with divorced parents and what possible implications emerge in this form of intervention. The project is written from a critical-hermeneutic perspective, and the empirical data is produced from four interviews with different group leaders with experience in facilitating discussion groups for children with divorced parents in a school setting. The analysis is based on a thematic analysis with a theoretical basis in Pernelle Rose's conceptualization of divorce understandings, a normalizing or problematizing understanding, Serge Moscovici’s Social Representation Theory, Mari Pettersvold and Solveig Østrem's concept of goodness power, Steen Wackerhauser's professional identity and Eva Gulløv's social-historical social analysis of emotion management. The project has found that the diversity seen in the group leader's social representations is based on both personal and professional knowledge, which has an impact on how the conversation with the children is facilitated and what understandings the children are met with, as well as what conditions of opportunity are made available to them. The conversation groups seem to be based on arguments of goodness from educators and teachers about helping a group of children who are portrayed in society through a lens of unhappiness. This optic stands in the way of a scientific examination of the possible implications of the offer for the quality of the intervention because goodness arguments go unchallenged
Inclusion and Exclusion in Daycare: Children's social interactions, play and strategies
No full textFormålet med projektet er at undersøge og få en forståelse af, hvordan børn inkluderer og ekskluderer hinanden og hvilken indvirkning det har på børns adgang til børnefællesskabet. I projektet benyttes flere psykologiske teorier, der relaterer sig til børns leg og udvikling, for at opnå en forståelse for, hvad der kan være på spil når børn leger sammen. For at nærme os barnet har vi foretaget deltagerobservationer i to forskellige børnehaver, hvor vi fik muligheden for at se sociale interaktioner og dynamikker mellem børnene. Projektets analyse tager udgangspunkt i nogle uddrag af vores indsamlede empiri, og opdeles ud fra fire forskellige tematikker: At komme ind i legen, når legen er i gang, på grænsen til at være med og at forlade legen. I alle analysens tematikker fremkommer eksempler på legesituationer hvor inklusion og eksklusion gør sig gældende i fantasigruppelegen. Projektet diskuterer og anerkender, hvordan leg er meget mere end rosenrødt og positivt ladet. Derudover viser vores analyse at det kan være svært at vurdere hvornår et barn egentlig er inkluderet eller ej, og vi diskuterer denne gråzone. Vi kan konkludere at inklusion og eksklusion kan have en indflydelse på børnenes adgang til børnefællesskaber, og at dette kommer til udtryk på flere forskellige måder i gruppelegen.The purpose of this project is to gain an understanding of how children include and exclude each other, and what effect it has on their access to children's peer groups. This project uses several theories within the psychological discipline relating to children's play and development, to gain an understanding of what is at stake when children are playing together. We have been using the method participant observations to get children's perspective of fantasy-group-play, in two different preschools in order to gain an understanding of the dynamics and social interactions. In our analysis, we use different situations from our observations, where different theorists contribute to an understanding of the children's social life. The analysis is divided into four different themes: To enter the play, when the play is in progress, on the edges of being included, to leave or get kicked out of the play. In all of the themes, we have examples of how inclusion and exclusion is expressed in the different strategies the children are using in fantasy-group-play. We discuss the challenges in play, acknowledging that it may involve elements of negativity, and we also discuss the greyzone of inclusion. It can be concluded that inclusion and exclusion have an impact on children's access to children's peer groups, and this is expressed in various ways in the child-initiated fantasy-group-play in the preschool.Finally, we have made a perspective, where we put the results of the project in a social context and relevance, by highlighting the problems we have experienced from our observations.<br/
Violence and sexual abuse in childhood and adolesence
No full textThis study explores the effects of physical and sexual traumas in the childhood and adolescence, and how these affects the individual’s identity, self-image, and relationships. To gain a deeper understanding of this complex and sensitive topic, a qualitative methodology, heavily dependent on ethical interview conduction, led to the life stories of three anonymized individuals – “Frederikke”, “Martin”, and “Maja” – that are thoroughly examined in this study. The interviews unveil the intricacies that unfolded within their psyches, when their boundaries were violated, either physically or sexually.A meticulous analysis of the interview transcripts, drawing upon Erik Homburger Erikson’s theory of identity development and self-image, Anne-Lise Løvlie Schibbye’s definition of relationships, Alan Sroufe’s further development of John Bowlby’s theory on attachments, as well as references to several encyclopedic descriptions, leads to the conclusion that the traumas these subjects suffered in their youth have significantly impacted their identity development, self-image, and ability to form healthy and long-lasting relationships. It is important to acknowledge that the study encountered two major limitations. First, the study’s timeframe, limited to a single semester, may have impacted the amount of data that was collected and analyzed. Second, it proved difficult, but not impossible, to make contact and establish a trusting and safe relationship with individuals who are open to discussing this sensitive and stigmatized topic.The extracted data from the interviews could have been analyzed with different main theorists and definitions as the study’s primary key terms, which in extension could lead to various interesting and important discoveries within this field
Young People and Opioids: Insights and perspectives
No full textThis thesis examines how knowledge about opioids and opioid-overdose can be communicated to young people aged 15-30 by involving their perspectives. Using a critical realist framework and a mixed methods approach, the study combines qualitative interviews with young people who have experiences or knowledge of opioid use, and a quantitative survey to investigate young people’s knowledge, sources of information, and preferred communication strategies.Findings indicate that young people's understanding of opioids often is limited and shaped by informal networks and social media, while traditional drug education is perceived as moralistic and disconnected from their lived experiences. The study highlights the importance of peer-based and experience-informed knowledge dissemination, emphasizing that prevention efforts should be credible, relatable and involve youth as co-creators to enhances relevance and effectiveness.The thesis concludes that opioid information and overdose prevention requires a shift from top-down campaigns toward a dialogical and inclusive practices that recognize youth as key stakeholders in public health communication. When youth are recognized as experts in their own lives, health communication can become not only more effective, but also meaningful and potentially lifesaving
1986-1987: Tartuffe
No full textForeground: Marie Mathay as Elmire, Daniel Mooney as Cleante, William McKereghan as Orgon, Rose Pickering as Dorine, and Tamu Gray as Mme Pernelle (right).
Background: Catherine Lynn Davis as Mariane, Peter Jay Fernandez as Valere, and Matthew A. Loney as DamisTartuffe;Grayscal
Weighing of Children in the Municipial Health Care: An analysis of the links between weighing, mental health and social interaction between children
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