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"Alla måste tänka likadant" - Pedagogers syn på implementering av lågaffektivt bemötande

Broberg, Emelie LU and Hedberg, Ia LU (2016) PSPT02 20152
Department of Psychology
Abstract
Low arousal approach is a method that recently was implemented in some Swedish schools to manage challenging behavior. The method differs from other methods by its keynote: Kids do the right thing if they are able instead of Kids do the right thing if they want to. The purpose of this study was to examine how pedagogues view the implementation of low arousal behavior due to a decision from the schools management to implement this method. The study was based on two focus group interviews with five and three pedagogues from two schools. The participants in each focus group worked on the same school and therefore knew each other. The result was analyzed thematic with a hermeneutic approach. The analysis generated four main themes: Not enough... (More)
Low arousal approach is a method that recently was implemented in some Swedish schools to manage challenging behavior. The method differs from other methods by its keynote: Kids do the right thing if they are able instead of Kids do the right thing if they want to. The purpose of this study was to examine how pedagogues view the implementation of low arousal behavior due to a decision from the schools management to implement this method. The study was based on two focus group interviews with five and three pedagogues from two schools. The participants in each focus group worked on the same school and therefore knew each other. The result was analyzed thematic with a hermeneutic approach. The analysis generated four main themes: Not enough education in low arousal in approach, Absence of a common view, A heavy burden to do the right thing, Request for more support. Altogether these themes show that a substantial responsibility of learning the method has been placed upon the pedagogues themselves, even though the decision to implement low arousal approach came from the schools’ management. The pedagogues therefore expressed a frustration over the deficits in both the training of the method and the implementation. They desired more training, but most of all coaching in real cases. They also experienced difficulties to cooperate with staff who did not use low arousal approach. Conflicts occured more often between pedagogues and also between pedagogues and students when the pedagogues did not share the same human values. The result in full show the importance of involving all of the schools staff in the education to facilitate the practical work. (Less)
Abstract (Swedish)
Lågaffektivt bemötande är en metod som nyligen har införts i en del svenska skolor för att hantera problemskapande beteende. Metoden skiljer sig mot andra metoder då den har grundtanken: barn gör rätt om de kan, snarare än barn gör rätt om de vill. Syftet med denna studie var att undersöka hur pedagoger uppfattat implementeringen av lågaffektivt bemötande efter beslut från skolledningen att införa denna metod. Studien baserades på två fokusgruppintervjuer med fem respektive tre pedagoger från två skolor. Deltagarna i respektive fokusgrupp arbetade på samma skola och kände därför varandra. Resultatet analyserades tematiskt med en hermeneutisk ansats. Analysen genererade fyra huvudteman: Otillräcklig utbildning i lågaffektivt bemötande,... (More)
Lågaffektivt bemötande är en metod som nyligen har införts i en del svenska skolor för att hantera problemskapande beteende. Metoden skiljer sig mot andra metoder då den har grundtanken: barn gör rätt om de kan, snarare än barn gör rätt om de vill. Syftet med denna studie var att undersöka hur pedagoger uppfattat implementeringen av lågaffektivt bemötande efter beslut från skolledningen att införa denna metod. Studien baserades på två fokusgruppintervjuer med fem respektive tre pedagoger från två skolor. Deltagarna i respektive fokusgrupp arbetade på samma skola och kände därför varandra. Resultatet analyserades tematiskt med en hermeneutisk ansats. Analysen genererade fyra huvudteman: Otillräcklig utbildning i lågaffektivt bemötande, Avsaknad av gemensam grundsyn, Göra rätt men tungt att bära, Önskan om mer stöd. Sammantaget innebär dessa teman att stort ansvar har lagts på pedagogerna att själva lära sig metoden trots att implementeringskravet kommit från skolledningen. Pedagogerna uttryckte därför en frustration över brister både beträffande utbildning och implementering. De önskade mer utbildning men framförallt handledning i konkreta fall och det var svårt att samarbeta med övrig personal som inte tillämpade lågaffektivt bemötande som metod. När pedagogerna på skolan inte hade samma grundsyn på eleverna kunde det uppstå konflikter mellan pedagoger samt mellan elever och pedagoger. I sin helhet visade resultatet på vikten av att involvera hela skolans personal i utbildningen för att underlätta det praktiska arbetet. (Less)
Please use this url to cite or link to this publication:
author
Broberg, Emelie LU and Hedberg, Ia LU
supervisor
organization
course
PSPT02 20152
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
Thematic Analysis, education, special pedagogy, teacher, implementation, fokusgrupp, kvalitativ metod, focus group, qualitative method, challenging behavior, conflict management, hermeneutics, low arousal approach, pedagogue, school, hermeneutik, tematisk analys, problemskapande beteende, konflikthantering, utbildning, specialpedagogik, implementering, pedagog, skola, lågaffektivt bemötande, lärare
language
Swedish
id
8521805
date added to LUP
2016-01-19 09:56:18
date last changed
2016-01-19 09:56:18
@misc{8521805,
  abstract     = {{Low arousal approach is a method that recently was implemented in some Swedish schools to manage challenging behavior. The method differs from other methods by its keynote: Kids do the right thing if they are able instead of Kids do the right thing if they want to. The purpose of this study was to examine how pedagogues view the implementation of low arousal behavior due to a decision from the schools management to implement this method. The study was based on two focus group interviews with five and three pedagogues from two schools. The participants in each focus group worked on the same school and therefore knew each other. The result was analyzed thematic with a hermeneutic approach. The analysis generated four main themes: Not enough education in low arousal in approach, Absence of a common view, A heavy burden to do the right thing, Request for more support. Altogether these themes show that a substantial responsibility of learning the method has been placed upon the pedagogues themselves, even though the decision to implement low arousal approach came from the schools’ management. The pedagogues therefore expressed a frustration over the deficits in both the training of the method and the implementation. They desired more training, but most of all coaching in real cases. They also experienced difficulties to cooperate with staff who did not use low arousal approach. Conflicts occured more often between pedagogues and also between pedagogues and students when the pedagogues did not share the same human values. The result in full show the importance of involving all of the schools staff in the education to facilitate the practical work.}},
  author       = {{Broberg, Emelie and Hedberg, Ia}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{"Alla måste tänka likadant" - Pedagogers syn på implementering av lågaffektivt bemötande}},
  year         = {{2016}},
}