Klotter och skadegörelse på en högstadieskola: en miljöpsykologisk fallstudie med fokus på fysisk miljö.
(2008)School of Social Work
- Abstract
- The purpose of this study was to examine and try to understand the physical environment focusing on the fenomena of scribble and damage at a high school. More specifically its aim was to find out how the pupils themselves discribe their physical environment, the reasons why there are scribble and damage at their school and how they are treated by the adults at the school bearing in mind the scribble and damage that occur. The study took place at one high-school in the southern of Sweden and the methods used were six qualitative interviewes, a minor inquiry in six classes, fotographing the physical environment and putting up scribble boards on the pupils' toilets. The physcial environment was quite bare and monoton and the pupils often felt... (More)
- The purpose of this study was to examine and try to understand the physical environment focusing on the fenomena of scribble and damage at a high school. More specifically its aim was to find out how the pupils themselves discribe their physical environment, the reasons why there are scribble and damage at their school and how they are treated by the adults at the school bearing in mind the scribble and damage that occur. The study took place at one high-school in the southern of Sweden and the methods used were six qualitative interviewes, a minor inquiry in six classes, fotographing the physical environment and putting up scribble boards on the pupils' toilets. The physcial environment was quite bare and monoton and the pupils often felt bored by it. There were few places where the pupils liked being at. More than two of three pupils had scribbled and close to one of three had damaged at the school. Three main reasons were found to the scribble and damage; boredom, "something you just do" and social interaction. The pupils felt expectations from the adults they should not scribble or damage and that they were to blame for the bad physical environment. The analysis was based on two environmental psychology perspectives: one focusing the environmental influence on the individual and the other focusing on the individual's influence on the environment. As a conclusion the physical environment can be seen as understimulating and can be a reason why the pupils get bored and do scribble and damage. The school can be seen as a bearer of a behavioral-setting wich decides that the cultural purpose with the high school partly is that one should scribble and damage there. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1319715
- author
- Hector, Regina
- supervisor
- organization
- year
- 2008
- type
- M2 - Bachelor Degree
- subject
- keywords
- högstadieskola, miljöpsykologi, fysisk miljö, klotter, skadegörelse, Social sciences, Samhällsvetenskaper, Social changes, theory of social work, Sociala förändringar, teorier om socialt arbete, Social problems and welfare, national insurance, Sociala problem, social välfärd, socialförsäkring
- language
- Swedish
- id
- 1319715
- date added to LUP
- 2008-01-30 00:00:00
- date last changed
- 2008-01-30 00:00:00
@misc{1319715,
abstract = {{The purpose of this study was to examine and try to understand the physical environment focusing on the fenomena of scribble and damage at a high school. More specifically its aim was to find out how the pupils themselves discribe their physical environment, the reasons why there are scribble and damage at their school and how they are treated by the adults at the school bearing in mind the scribble and damage that occur. The study took place at one high-school in the southern of Sweden and the methods used were six qualitative interviewes, a minor inquiry in six classes, fotographing the physical environment and putting up scribble boards on the pupils' toilets. The physcial environment was quite bare and monoton and the pupils often felt bored by it. There were few places where the pupils liked being at. More than two of three pupils had scribbled and close to one of three had damaged at the school. Three main reasons were found to the scribble and damage; boredom, "something you just do" and social interaction. The pupils felt expectations from the adults they should not scribble or damage and that they were to blame for the bad physical environment. The analysis was based on two environmental psychology perspectives: one focusing the environmental influence on the individual and the other focusing on the individual's influence on the environment. As a conclusion the physical environment can be seen as understimulating and can be a reason why the pupils get bored and do scribble and damage. The school can be seen as a bearer of a behavioral-setting wich decides that the cultural purpose with the high school partly is that one should scribble and damage there.}},
author = {{Hector, Regina}},
language = {{swe}},
note = {{Student Paper}},
title = {{Klotter och skadegörelse på en högstadieskola: en miljöpsykologisk fallstudie med fokus på fysisk miljö.}},
year = {{2008}},
}