dc.contributor.author | Karlsen, Lisbeth Åsemoen | |
dc.date.accessioned | 2017-09-21T11:11:00Z | |
dc.date.available | 2017-09-21T11:11:00Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/11250/2455992 | |
dc.description | Masteroppgave psykisk helsearbeid ME504 - Universitetet i Agder 2017 | nb_NO |
dc.description.abstract | Background
Exclusion still have good conditions in school today. In this study, mental health and quality
of life are seen in relation to school as a social arena and from the youth's perspective.
Aim and research question
I want to contribute to creating opportunities for new practices in school, in the way they
work with mental health and quality of life. Research question: What importance has school
as a social arena, when youth who have sought mental health care and the people in the
network describe the difficulties - and change for the better?
Method
The study has a hermeneutical phenomenological approach. The main method of data
collection has been qualitative research interviews. The data I have used belongs to a doctoral
dissertation "They say yes; they don’t say no. Experiences of Change in Dialogical
Approaches to Mental Health - A Qualitative Exploration"(Bøe 2016). The empirical data is
analyzed using systematic text condensation.
Results
Findings in the interviews shows youth’s having difficulties in finding their place at school.
The findings tell about painful experiences in face of fellow students and school as a social
arena. The youth in this study experience exclusion from others at school. It is expressed in
both visible and invisible ways. They experience loneliness, not being included, and lack of
friends at school.
Conclusion
Increased focus on mental health within school contributes to greater openness about the topic
among students. Exclusion and inclusion are central expressions of how youths experience
school. Dialogical practice as an approach can be a way for both recovery and increased focus
on mental health in school.
Keywords
Blocking, Mental Health, Dialogue, Exclusion, Relationship, Gestures, Status. | nb_NO |
dc.language.iso | nob | nb_NO |
dc.publisher | Universitetet i Agder ; University of Agder | nb_NO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.subject | ME504 | nb_NO |
dc.subject | Blocking | nb_NO |
dc.subject | Mental Health | nb_NO |
dc.subject | Dialogue | nb_NO |
dc.subject | Exclusion | nb_NO |
dc.subject | Relationship | nb_NO |
dc.subject | Gestures | nb_NO |
dc.subject | Status | nb_NO |
dc.title | Utenfor og innenfor : En kvalitativ studie av skolen som sosial arena – og dens betydning for ungdoms psykiske helse | nb_NO |
dc.type | Master thesis | nb_NO |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Psykologi: 260 | nb_NO |
dc.source.pagenumber | 71 s. | nb_NO |