42.årgang nr.2 April 2005

Den pædagogisk psykologiske rådgivning og virtuel kommunikation

Refleksioner over introduktion af en ny form for kommunikation og over betydningen af nye mediers brug af psykologi. Amtspsykolog, Viborg Amt

Christensen, Finn (County school psychologist in Viborg). School Psychology and Virtual communication. Pædagogisk Psykologisk Rådgivning 2005. Vol. 42, 139-146. – The internet and e-mail communication has influence on many aspects of modern life including dealing with problems and asking questions of interest for school psychologists. As pointed out by a.o. The European Federation of Psychologists Association and The American Counseling Association, new possibilities arise in the wake of this wave: information abt. psychology, education an supervision, new techniques primarily behavioural kinds – for dealing with smoking, headaches, bereavement etc. What is needed now is more knowledge and research in this field, it is strict rules abt. ethics and user protection, and it is above all a question of the possibilities and demands that »the new world« gives us as professionals.

Elevtilblivelser i Folkeskolen: Søde piger og urolige drenge

Sociale kategorier som køn, etnicitet, psykopatologi og socialklasser har betydning for børns bliven elever i folkeskolen. I denne undersøgelse, som er en del af mit speciale på cand.pæd.psyk., er betydningen af køn som social kategori analyseret gennem læreres fortællinger om skolelivet. Vha. semistrukturerede kvalitative gruppeinterviews af 8 lærere på en folkeskole på Sjælland analyseres lærerfortællinger om elever som et meningsbærende narrativ i skolekonteksten. Der er lagt særlig vægt på at undersøge subjektiveringsprocesser i et pædagogisk felt1 og omdrejningen for analysen er baseret på flg. spørgsmål: Hvordan bliver skolebørn henholdsvis drengeligt og pigeligt mærkede elever? Og hvordan udvikler kønskategorien sig i indskolingen2?

Hygum, Lone (psychologist). Becoming pupils: Nice Girls and Restless Boys. Pædagogisk Psykologisk Rådgivning 2005. Vol. 42, 147-159. – Based on interviews with teachers of different grades abt. the teachers’ perception of their pupils, the author discusses the gender issue: to what extent are the pupils »seen« as they are, and what is the role of stereotyping? The teachers’ positioning of the pupils is an important prerequisite for the pupils’ possibilities to develop.

Skolernes organisering af specialundervisningen og undervisningen i dansk som andetsprog

Undervisningsministeriet besluttede i september 2004 at iværksætte en undersøgelse, som skulle belyse folkeskolens specialundervisning og undervisningen i dansk som andetsprog, herunder hvor mange elever der modtager den pågældende undervisning uden for den almindelige undervisning, og hvor mange elever der modtager undervisningen som en del af den almindelige undervisning.

Egelund, Niels (professor at The Danish University of Education). Note on the Organization of Special Education. Pædagogisk Psykologisk Rådgivning 2005. Vol. 42, 160-176. – In 2004 the Danish Ministry of Education analysed special education in Denmark at normal schools, and not in special classes. Conclusions: the main size of schools was 335 pupils, main percentage of bilingual pupils was 6,9, the percentage of lessons spent in special education was 8,5 the percentage of pupils receiving special education was 8,5, most of the pupils were taught within the teaching hours, but outside the classroom. There were large differences between schools, but no clear patterns surfaced apart form the tendency that smaller schools used more special education. The discussion covers a broad area, and it is deplored that very little research exists to validate the traditional use of special education.

Metoder og dilemmaer i langvarige behandlingsforløb for børnefamilier med psykisk syge forældre

Gennem de seneste år har der været en øget opmærksomhed overfor børn med psykisk syge forældre, og med distriktspsykiatriens udbygning er der flere børn, der lever en hverdag med en psykisk syg forældre. Vi har gennem de sidste 5-6 år udviklet en model for en koordineret behandlingsindsats overfor børnefamilier, hvor en eller begge forældre er psykisk syge. Formålet med indsatsen er forebyggende: den har til hensigt at modvirke fejludvikling hos børnene ved at forbedre deres opvækst­miljø. Endvidere er formålet at for­hindre »hovsaløsninger« ved foranstaltninger, som iværksættes for barnet og at undgå, at børnene bliver svingdørsbørn.

Hylander, Lone; Krabbe, Ellen: Schwartz, Rikke (Counseller and psychologists at the Child and youth Psychiatric Center in Gentofte). Methods and Dilemas in longterm treatment of families with parents having psychiatric disorders. Pædagogisk Psykologisk Rådgivning 2005. Vol. 42, 177-204. – During the last 5-6 ys. the team has developed a strategy dealing with families with one or two psychiatrically ill parents. The interplay between parents and child is disturbed, and collusion often takes place. The child becomes either invaded or forgotten depending on the needs of the parent, and therefore forced to adapt to the parents perspective in order to preserve its relationship with the parent. A number of case-stories are presented. One of the important issues is the need to coordinate the efforts of different, professional agents. A survey must be made, a structure of meetings must be planned, roles and responsibilities be decided, shared supervision be planned. The most important principles in this method are: The parents psychiatric illness excludes parent change as a goal, the objective is to compensate for the lack of parental support, the therapy must focus on differentiation between child and parent. The method must mirror, contain and clarify.

Erfaringer med hukommelses- og opmærksomhedstræning af skolebørn

Lars er elev i en amtslig specialklasse. Da han var 6 år, blev han opereret og strålebehandlet efter en svulst i hjernen. Det har medført, at Lars, der i dag er 12 år, kan læse svarende til 2. klasseniveau. Ligesom 7 andre børn med specifikke kognitive vanskeligheder fik Lars tilbud om at blive trænet med HOT – Hukommelses- og Opmærksomheds Træning – 30 minutters daglig træning med en af barnets egne lærere over 20 uger suppleret med ugentlig vejledning fra personale fra Børnecenter for Hjerneskade.

Sjö; Madsen, Nina (Psychologist, formerly at the Child Center of Brain Damage). Experiences from Memory and Attention Training of School children. Pædagogisk Psykologisk Rådgivning 2005. Vol. 42, 205-208. – A translated version of a Dutch training system called AMATC (attention and memory training) was used with 8 children between 8-16. The training comprised focused attention, strategies for use of visual and verbal memory, and exercises with distractors. It consisted of 30 minutes daily training during 20 weeks. Experiences from Sweden and Denmark are quite positive