Tilhørighet og trygghet En kvalitativ studie om forebyggende psykisk helsearbeid hos barn

Abstract

Background and purpose of the Project The purpose of this study was to examine what could promote good mental health to children of elementary school age. In recent years, bullying stories have been illuminated in the media. Today many children are struggling against low self-esteem, self-harm, exclusion and mental challenges. My aim was to investigate what children themselves experienced as meaningful for their well-being and confidence in their everyday school life. In this study, my focus was mental health in a preventive perspective. My target was increased focus on early intervention in relation to mental health work, and that children’s voices are heard. My research question was: What promotes wellbeing, affiliation and confidence to children in everyday school life? Method, selection and analyses A qualitative research design was chosen. Here, deeper understanding is searched for and it goes in depth into phenomena. I selected children in 4th grade as my informants. I conducted six life interviews, and seven observation days in class. All interviews were audiotaped and transcribed. This became the basis for the analysis. Topics were categorized, statements were condensed, and finaly analytically theoretical concepts were found. Results and conclusion The study indicated that children are in need of good social relations, recognition and experience of friendship and affiliation, to thrive and feel confident at school. They needed a safe school environment where they could express their emotions and support to regulate their emotions. Children reported that participation was desired. Social competence can contribute to well-being, affiliation and confidence for children. Key findings also was importance of care and boundaries from adults, and that children have time to play. Key words: Social competence, preventive mental health, affiliation, network, exclusion, adult role, play.