Skip to main content

LUP Student Papers

LUND UNIVERSITY LIBRARIES

Låsningar & Lösningar: En intervjustudie med elever på resursskola kring problemsituationer och bemötande

Alwmark, Maria LU (2013) PSPT02 20122
Department of Psychology
Abstract (Swedish)
Syftet med denna kvalitativa studie var att genom semistrukturerade intervjuer synliggöra elever på resursskola och deras upplevelser av problemsituationer och bemötande i en skolmiljö. Åtta elever i åldrarna 10-16 år vid två olika resursskolor i Skåne intervjuades för ändamålet. Tematisk analys användes för identifiering av teman i intervjumaterialet. Resultaten visade att problemsituationer och konflikter främst uppstod i relation till skolarbete, men också kring olika intressen mellan elever samt till följd av kränkningar och skoj som gick över styr. Bemöttes eleverna på ett opersonligt och negativt affekterat sätt med en oflexibel eller obefintlig gränssättning uppstod inte sällan en upptrappning av problemskapande beteende, onda... (More)
Syftet med denna kvalitativa studie var att genom semistrukturerade intervjuer synliggöra elever på resursskola och deras upplevelser av problemsituationer och bemötande i en skolmiljö. Åtta elever i åldrarna 10-16 år vid två olika resursskolor i Skåne intervjuades för ändamålet. Tematisk analys användes för identifiering av teman i intervjumaterialet. Resultaten visade att problemsituationer och konflikter främst uppstod i relation till skolarbete, men också kring olika intressen mellan elever samt till följd av kränkningar och skoj som gick över styr. Bemöttes eleverna på ett opersonligt och negativt affekterat sätt med en oflexibel eller obefintlig gränssättning uppstod inte sällan en upptrappning av problemskapande beteende, onda cirklar och låsningar. Bemöttes eleverna däremot på ett vänligt, personligt och individanpassat sätt, med en konsekvent och begriplig gränssättning, var sannolikheten mycket större för lösningar och förebyggande av beteendeproblem. Elever på resursskola är en utsatt grupp som sällan blir lyssnad till, men hade en hel del att säga kring problemsituationer och bemötande i skolan när de gavs utrymme. Vad eleverna främst efterlyste var empati, relaterande och inflytande. (Less)
Abstract
The aim of this qualitative study was through semi-structured interviewing to make visible students in resource school and their experiences with problem-situations and response in a school environment. Eight students aged 10-16 years at two different resource schools in the south of Sweden were interviewed for the purpose. Thematic analysis was used for identifying themes in the interview material. The results showed that problems and conflict occurred primarily in relation to schoolwork, but also in relation to different interests between students as well as insults and fun going overboard. If the students were responded to in an impersonal and negatively affected fashion with an inflexible or non-existing boundary setting, an escalation... (More)
The aim of this qualitative study was through semi-structured interviewing to make visible students in resource school and their experiences with problem-situations and response in a school environment. Eight students aged 10-16 years at two different resource schools in the south of Sweden were interviewed for the purpose. Thematic analysis was used for identifying themes in the interview material. The results showed that problems and conflict occurred primarily in relation to schoolwork, but also in relation to different interests between students as well as insults and fun going overboard. If the students were responded to in an impersonal and negatively affected fashion with an inflexible or non-existing boundary setting, an escalation of problem-creating behaviour, vicious circles and dead ends often occurred as a result. But if the students were responded to in a friendly, personal and individualised manner, with a consistent and rational boundary setting, there was a much greater chance of resolution and prevention of behaviour problems. Students in special needs is a vulnerable group that rarely is listened too, but had a whole lot to say about problems and interventions in school when given the opportunity. What the students primarily called for, was empathy, relation and influence. (Less)
Please use this url to cite or link to this publication:
author
Alwmark, Maria LU
supervisor
organization
course
PSPT02 20122
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
elever i behov av särskilt stöd, elever i emotionella, beteendemässiga och sociala svårigheter, EBSD, resursskola, särskild undervisningsgrupp, problemsituationer, bemötande, problemskapande beteende, semistrukturerad intervju, fenomenologisk ansats.
language
Swedish
id
3634446
date added to LUP
2013-04-19 16:18:12
date last changed
2013-04-19 16:18:12
@misc{3634446,
  abstract     = {The aim of this qualitative study was through semi-structured interviewing to make visible students in resource school and their experiences with problem-situations and response in a school environment. Eight students aged 10-16 years at two different resource schools in the south of Sweden were interviewed for the purpose. Thematic analysis was used for identifying themes in the interview material. The results showed that problems and conflict occurred primarily in relation to schoolwork, but also in relation to different interests between students as well as insults and fun going overboard. If the students were responded to in an impersonal and negatively affected fashion with an inflexible or non-existing boundary setting, an escalation of problem-creating behaviour, vicious circles and dead ends often occurred as a result. But if the students were responded to in a friendly, personal and individualised manner, with a consistent and rational boundary setting, there was a much greater chance of resolution and prevention of behaviour problems. Students in special needs is a vulnerable group that rarely is listened too, but had a whole lot to say about problems and interventions in school when given the opportunity. What the students primarily called for, was empathy, relation and influence.},
  author       = {Alwmark, Maria},
  keyword      = {elever i behov av särskilt stöd,elever i emotionella,beteendemässiga och sociala svårigheter,EBSD,resursskola,särskild undervisningsgrupp,problemsituationer,bemötande,problemskapande beteende,semistrukturerad intervju,fenomenologisk ansats.},
  language     = {swe},
  note         = {Student Paper},
  title        = {Låsningar & Lösningar: En intervjustudie med elever på resursskola kring problemsituationer och bemötande},
  year         = {2013},
}