49. årgang, 4 september 2012

Dorthe Landholt og Kirsten Jungersen
KVIK-kontakt tilbud til dagtilbud i område Vesterbro/Kgs. Enghave.

Anne Goul-Jensen og Line Levring Sørensen
Social kompetence i børnefællesskaber

Anne Knudsen
Tværfagligt samarbejde i kommunerne – og PPR psykologernes rolle i dette

Kristine Kousholt og Tine Basse Fisker
Mobning og børns fællesskaber – et narrativt review over international forskning i mobning

Andreas Rasch-Christiansen, , Taru Piironen, Viikin, Gitte Højfeldt og Frans Ørsted Andersen
Supplerende personale i grundskolen: har lærerne brug for assistenter?

150,00 kr. Inkl. moms

Varenummer PPT124 Kategori


Landholdt, Dorthe & Jungersen, Kirsten  (Psychologist & chief school psychologist in Copenhagen). The Quick Contact- A School Psychological Offer. Pædago­ gisk Psykologisk Tidsskrift, 2012, Vol.45, 4, 229-239.- The Quick Contact has been developed in a part  of Copenhagen. It serves children  from O -17 in day care insti­ tutions. Its main goal is to support children, parents, and teachers in locked situa­ tions. The effort is interdisciplinary, the staffbeing support teachers, a nurse, a speech therapist, and a psychologist. While no formal evidence has been collected so far, very positive results are being reported.- Bjørn Glæsel

Goul-Jensen, Anne & Levring:Sørensen, Line (The Schoolpsychological Offi.ce of Vesthimmerland). Social Competence in Children’s Conununities. Pædagogisk Psykologisk Tidsskrift, 2012, Vol.45, 4, 240-252
This article ariginates from our thesis developed at Aalborg University in August 2010 (Goul- Jensen & Sørensen, 2010). Through  observations carried out in a kin­ dergarten, we have explored how social competence can be understood within the setting of children’s communities. In the article  we present  selected  themes from the thesis and introduce a model that sums up themost central results. Themodel contains individual and social factors as well as important balances that may con­ stitute social competence. It is our expectation that  the model can be used as an analytical tool to achieve a more nuanced  understanding of 3-6-year-olds’ social competence. The main condusion of the artide is that  social competence is situated competence that  eannot fully be understood by focusing on individual abilities. The­refore we findit important to payattention to the social and cultural context within the setting of children’s communities. -Anne Goul-Jensen Line Løvring Søren­sen.

Knudsen, Anne (privatpraktiserende psykolog) Interdisciplinary Operati­on between the Municipal Governments- The  Role ofthe PPR Psycholo­ gists. Pædagogisk Psykologisk Tidsskrift, 2012, Vol.45, 4, 253-272
During the last decade the field of PPR has experienced  an increased focus on de­ velopment of consultative models and methods. These have been founded either on the theory of systems or on social constructivism. These theories of learning and knowledge are concerned with the relation between the individual and is sur­ roundings but they don’t offer a frame for comprebension and interpretation which can give the psychologists a deeper understanding ofthe organizations they work in. Neither do they provide a deeper understanding ofthe adults they are working with, the children  they arehelping or ofthemselves and the interaction and relations in which they are engaging. The consultative models and methods  must be sup­ plied by a psychodynamic theory of organizations which can provide the psycholo­ gists in PPR with knowledge and a language which will enable  them to observe and talk about  the unconscious and invisible forces which always are present  in and between humans and in organizations. When such a language  doesn’t exist a lot of important elements aren’t pieked up and therefore not used creatively  and con­ structive to identify and create  new lines of action. Actually the opposite often hap­pens.
This article is an attempt to provide some ofthe knowledge about organizations and groups which the psychologists in PPR henceforward can draw a benefi.t from by acquiring it as a part  oftheir knowledge and lines of action. Ifthe inelusion pro­ ject is to succeed the interdisciplinary co-operation have to function. The whole fun­ dament  in the municipal systems is the many groups/teams and the co-operation between them. But there aren’t any in this system with the special knowledge about groups and group dynamic processes. PPR must accept this challenge: Let the psychologist in PPR become the experts in municipal co-operation and interdi­sciplinary methods. Not on the expense ofbut in a constructive and creative  dialog and with focus on a continuous development of consultative models and methods. The strength of the psychodynamic theory is its ability to put a language  on all the unconscious processes and dynamic forces which arepresent in all organizations at all times in a challenging and exciting way. -Anne Knudsen

Kousholt, Kristine (Post.doc. at The University of Aarhus). The DanishNation­ al Tests and their Significance – Seen from the Perspective of the Chil­ dren. Pædagogisk psykologisk Tidsskrift, 2012, Vol.45, 4, 273- 290. This article presents a review ofrecent international research (2000-2011) on bullying in schools. By way ofintroduction the need for a more nuanced  knowledge about bul­ lying is justified. The included research is discussed withadifferentiation between firstand second order perspectives on bullying. The aim is both to present impor­ tant knowledge about bullying and to explicity discuss different  understandings of bullying, which is often implicitly present  in research articles. This article  thereby contributes to new knowledge when results ofresearch projects are being juxtapo­ sed. lt is argued that there are advantages to a second order perspective on bully­ ing and on interventions against bullying. -Kristine Kousholt

Rasch-Christiansen, Andreas (Head of Research at VIA UC). Assistents in Pri­ mary Schools. Can Practice and Cooperation with Teaching Assistents Benetit Well-being and Learning? Pædagogisk Psykologisk Tidsskrift, 2012Vol.45, 4, 291-305.- Danish national research and fmdings from Finland deal with teaching assistents: why are they used? What are their  functions?  How do staff, pupils and parents evaluate their efforts? The data were obtained by large questionnaires, casestudies, observations etc. The evaluation is quite positive, but the development  should be followed closely.- Bjørn Glæsel

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