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The aim of this study was to describe mental reactions and coping strategies among children of torture victims. The study comprised 11 children from 5 exiled families with at least one of the parents having been subjected to torture. Investigation methods applied were qualitative interviews in three different settings and two projective tests. The children were anxious, depressive, and regressive. Moreover, they presented psychosomatic symptoms, sleep disorders, and family and school problems. The children's ways of dealing with their experiences were divided into four main coping strategies: (a) isolation and withdrawal, (b) mental flight, (c) eagerness to acclimatize, and (d) strength of will and fighting. A lack of flexibility in the children's development of coping strategies was mainly explained by the strength of challenges in the families' overall situation before and after escape and exilation. A lack of openness about imprisonment and torture seemed to be an essential way of parental coping. The observation methods chosen all proved to be applicable and informative. Moreover, the qualitative interview showed to be the crucial method. 相似文献
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Abstract Swedish universities are required to change towards more effective self‐regulation as the government has recently reduced state steering and devolved further responsibilities to them. In this paper, ‘self‐regulation’ is related to the concept of ‘autonomy’, a concept which is analysed on the two dimensions of ‘purpose’ and ‘authority’, resulting in four models of state governance and consequently in a different ‘space of action’ for the institutions. However, in order to develop self‐regulation, the space granted must also be used effectively to realise autonomy. Six Swedish higher education institutions are analysed concerning how they have used their new space of action and what restrictions they have met in their efforts for self‐regulation. 相似文献
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The present study investigated the relationships between the five‐factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty‐seven business students participated in a survey; 56% were female and 44% were male. Their average age was 24.8 years. The results showed that conscientiousness and openness were mediated by the strategic and the deep approach, respectively, in relation to achievement. Additionally, neuroticism had both a direct and an indirect effect on achievement through the surface approach. We also found that the three approaches to learning explained variance in achievement beyond personality when using hierarchical regression analysis. Limitations and implications for future research are discussed. 相似文献
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Anne Berit Emstad 《Educational Assessment, Evaluation and Accountability》2011,23(4):271-288
This article refers to a study on how the school principal engaged in the process after a school self-evaluation. The study
examined how two primary schools followed up the evaluation. Although they both used the same evaluation tool, the schools’
understanding and application of results differed greatly. This paper describes and discusses the post evaluation process
based on Erik Johnsen’s ideal leadership model (2002). It argues that formal leadership makes a difference in the use of the
school evaluation for development by providing a proper context for knowledge sharing and reflection. This involves the prioritization
and facilitation of individual and organisational reflection for learning, as well as transformation of knowledge through
interaction across the whole school. 相似文献
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Dr. Berit ?tsch 《Zeitschrift für Erziehungswissenschaft》2012,15(2):345-361
Human rights education is meant to make people capable of understanding human rights and to enable them to take a stand for their own rights as well as those of others, so that in the long term ahuman rights culture may develop. Human rights education is understood as a comprehensive task which, apart from communicating knowledge, is meant to stimulate the debate on values and attitudes and to support competencies for action, which are called learning about, by way of and for human rights. From a psychological point of view, the article analyzes in how far human rights education may be implemented as a three-dimensional support of knowledge, values and skills and where, in this respect, it comes to its limits, also regarding the question of the feasibility of an attempted human rights culture. The high expectations connected with human rights education are questioned in order to get a more realistic idea of what human rights education may actually achieve. 相似文献
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Abstract The relationships between higher education and the world of work are viewed, principally, as similar in economically advanced societies. The comparative study ‘Higher Education and Graduate Employment in Europe’, however, indicates substantial differences between European countries as regards transition to employment, as well as the employment and work situation, according to objective and subjective measures. The analysis is based on a survey of more than 30,000 graduates from 10 European countries about 3–4 years after graduation. The findings suggest that only a minority of 10–20% of graduates face substantial problems on the labour market or end up in positions not commensurate with their level of education. There is a clear North‐South differential in Europe with respect to transition and objective employment measures, while the pattern is more differentiated with respect to the perceived utilisation of knowledge, the self‐rated adequacy of position and the job satisfaction. 相似文献
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Lisbeth Gravdal Kvarme Liv Sandnes Aabø Berit Sæteren 《Educational Psychology in Practice》2013,29(4):416-431
The aim of this study was to investigate how bullied schoolchildren experience solution-focused brief therapy support groups, and to examine how members of the support group experience their participation in the group. An explorative qualitative design, with individual and focus group interviews, was used. The sample consisted of 19 schoolchildren, aged 12–13 years, three of whom were bullied. Six individual interviews were conducted with the bullied children and three focus group interviews were held with the support groups. The bullied children reported that the bullying stopped after they received help from the support group and the improvements remained after three months. Their daily lives at school changed and they felt safer and happier and made friends. Members of the support groups reported that they were doing a meaningful job in helping the victims. It is important that school nurses, educational psychologists and teachers, together with parents, follow up bullied children, to prevent further bullying. 相似文献
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This article investigates the composition of the Norwegian lower secondary school curriculum with a special emphasis on pre-vocational education from a contemporary perspective. The data consist of four official national curricula enacted from the 1970s until the present. Despite differences between the curricula, the main structure of school subjects has remained stable over time. Norwegian lower secondary school curricula mainly include academic subjects, even though pre-vocational education is, to varying degrees, present in all curricula, especially amongst elective subjects. This consolidated position of academic subjects results in a consistency in the composition of the curriculum. Curriculum change is most likely to happen amongst electives and is related to changes in policy making and societal changes. Pre-vocational education is mainly included in the first and current curriculum contrary to the second and third curriculum. These findings indicate that the international policy agenda and its emphasis on the relevance of education through stressing the linkage between education and the world of work only has a minor impact on Norwegian curricula. Further, the allocation of teaching hours shows that the status of pre-vocational subjects is low compared to that of academic subjects. International policies emphasizing basic skills strengthen the academic subjects even further. 相似文献
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AbstractThe 12th European Youth Olympic Festival (EYOF) was arranged in Austria and Liechtenstein in January 2015. By using a stakeholder framework, the study aims to: (a) identify and differentiate between primary and secondary stakeholders based on their level of influence in planning, implementation and impact of the event; and (b) analyze the challenges and issues caused by the co-hosting. Qualitative data stemming from interviews, observations and document analysis indicate that EYOF is a less formalized event with a scaled down budget. The local stakeholders turned out to have most to gain and were willing to pay for such an event. Therefore, the Organizing Committee involved local sponsors, companies and communities, who became core or primary stakeholders, whereas the usual IOC core stakeholders played a reduced role. Major challenges in co-hosting were the coordination and administration of a border, two currencies, transportation and accommodation. EYOF as an international event might not have international influence, but it may have a sustainable impact on the communities due to the co-host. This implies that co-hosting is a good model for future Olympic hosts if one wants to attract smaller countries, and have the benefits of cost-reduction, strengthening the community and cross-border relations. 相似文献