Stella Karina Mezzolla Pedersen
Hvornår bliver børns skærmbrug skadelig?
Ida Astrup Jørgensen
Et ungdomsliv i limbo
Sanne Østergaard Nissen
HELT PERFEKT?
Luuk L. Westerhof
En invitasjon til utviklende prosesser – hvordan fagpersonen kan innby folk til refleksive og samskapende prosesser
Christina Holm Poulsen
Afmagtsprocesser i skolens fællesskaber
Ole Steen Kristensen
Komplekse interventioner i PPR – et pilotprojekt
Elisabeth Arnbak og Dorthe Klint Petersen
Kompenserende it til ordblinde: en støtte eller en sovepude?
Finn Hesselberg
Fagideologiske og etiske utfordringer i den pedagogisk-psykologiske tjenesten
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Abstracts 4/2018
This study asserts the importance of creating general guidelines in the field of screen time and screen use for children and youth . It attempts to clarify if it is pos- sible to define a threshold for harmful effects of screen time . Some countries have general guidelines stating that more than 2 hours a day should be avoided, but in Denmark, we have no such measures . Is it psychological difficulties that lead to ex- cessive screen use or is it excessive screen use that leads to psychological difficul- ties? The article concludes that it is necessary to take a broader perspective than that of family rules and habits alone . It must be taken into consideration that schools and Danish institutions, in general, are obliged to apply government de- mands of digitisation into the public school system, creating a whole new children’s culture . A critical stance towards this development is crucial .
Through a socialconstructionistic framework, the study examines the subjectifica- tion of four unaccompanied adolescents with a refugee background at a residential facility in Denmark . Conceiving the perspectives of the adolescents and by using participant observation, interviews and photo-elicitation, the paper shows how they emerge through participation in various social and discursive practices . In different ways, they accept, challenge or dispute the available categories and positions as a way to establish themselves in the world . The paper argues that as a response to experiences of objectivity, power and categorisations, they refuse to disclose infor- mation about their private life as a way to retain a degree of agency and control .
Furthermore, the adolescents seem to internalise the awareness of the adults’ ob- jectification becoming more self-controlled in the presence of staff than in other so- cial situations or times of the day when the staff is not present . The night time is in this context was revealed as a time which allowed for new ways of interaction, use of the materiality and positioning .
Perfectionism is a possible cause of increasing discomfort, stress, worry, insecurity, low life satisfaction, and poor mental health among young women in the age group 16-24 . This article puts the perfectionist tendencies under the spotlight with a focus on maladaptive perfectionism . Maladaptive perfectionism is associated with the de- velopment of mental health problems of varying degrees and linked to destructive patterns of anxiety, depression, and risk of suicide . In the article, definitions of per- fectionism and its symptoms and causes are given . Based on research findings, an educational psychological mental health framework for how maladaptive perfection- ism can be prevented and treated is proposed . The framework is intended for use in secondary and higher educational settings as a combined evidence-based and evi- dence-informed intervention with the aim of lowering unhealthy high standards but also aimed at promoting more positive reactions from the perfectionist when trying to live up to ideals . This focus on reducing negative responses is consistent with the development of clear and emotional self-regulatory skills that can act as buffers . Fi- nally, the proposed framework is discussed and critiqued .
This article is concerned with how we, as professionals, can facilitate a dialogical environment in our collaborative walk with people . We are concerned with how we as professionals can raise awareness of the importance of relationship dynamics, and co-creative dialogue . We are concerned with how we as professional can tran- scend from a unilateral “knowing” position to a more multilateral collaborative “not-knowing” position . The former is more occupied with the problem “within” the individual, the latter, however, is more concerned with the problem “between”
heads; the person interconnected through interplay with the people and social envi- ronment in which he/she is brought up, and thus resorts to in his/her daily life . We are not concerned with an explanatory causal solution, but more interested in how we as professionals can develop, together with the people we work with and have ef- fective dialogue and reflective processes .
Several studies describe situations where children who are having difficulties at school act violently against other children and adults through offensive phrases and aggressive actions . This article should be read as a contribution to understanding what children’s actions are related to in order to understand the actions in response to problematic situations in school . Including empirical examples of Emma and Al- exandre’s participation in school life . I would like to point out that the children’s vi- olent actions are linked to difficult conditions for participation . The difficulties are related to the fact that school life takes place in contradictory conditions in a school with historical agendas and dualities . In situations where the dualities and contra- dictions cannot be handled, and there are conflicts about what the problems are about, so many people seem to experience powerlessness . Powerlessness that can lead to a child’s school life is so difficult that it leads to mutual abandonment among children and adults .
It has become common to describe a paradigm shift in school psychology as a shift from testing to consultation . Using a case study design, this pilot project aims at describing interventions in school psychology in order to find the potentials of school psychology . With the assistance of 30 psychology students, 30 cases were col- lected and analysed . The conclusion is 1) that knowledge about children at risk in- creased among teachers, 2) that the distinction between testing and consultation is futile, and 3) that the interventions may benefit from strengthening systematic evaluation .
The purpose of the longitudinal study was to examine the effect of compensatory IT-tools on the reading and spelling skills of dyslexic students and to examine the students’ personal experiences of the usefulness of these tools . Over a period of two school years (5th and 6th grade), the oral and written language skills of 110 dyslexic students and 50 average readers were examined twice a year . Furthermore, the dyslexic students reported their personal use of his or her IT-tools in a weekly log . Analyses of the oral and written language tests revealed that the dyslexic student’ reading comprehension and spelling skills significantly improved when IT-tools were available compared to test conditions when the students read the text and spelt a dictation by themselves . Somewhat surprisingly, analyses of the student logs revealed that a large part of the dyslexic students never used their IT-tools when reading and writing at school or home . The article discusses possible reasons for this problem .
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