Livsduelighed på skoleskemaet: hvad, hvorfor og hvordan?

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Teaching Life- Doability in Schools – The what, why and how.The dissertation's personal motivation is based on the following data:• 29% of Danish young people aged 19 are not in education (Ottosen, 2014, p 84)• More and more children and adolescents are not thriving to such an extent that they are being referred to psychiatric treatment for stress, anxiety and depression (Danish Regions, 2016)• That it costs society a lot of money to treat these mental illnesses compared to the cost of prevention through teaching about well-being (Bødker & Christensen, 2015; Danish Regions, 2016)These facts, as well as the follow-up research that I undertook in connection withmy Master's thesis (Andersen & Tidmand, 2014b), inspired me to investigate whether, and if so, how we can equip our young people in school to better their youth and thus working with the life-doability of adolescents, ie. their well-being, personal attributes, social skills, cognitive skills, and preparation for adulthood (Holm, 2012; Jensen et al., 2016; Tidmand, 2018a) in school so that they can experience well-being in this 21st century. A life that includes: doing well and being well in a century where the school and the community must be aware of the speed with which the need for new skills arise (B Trilling & C Fadel, 2009).The research questions of the thesis read as follows:Research question 1: How can you understand life-doability scientifically 2019?Research Question 2: Why is it important to teach life-doability in schools?Research question 3: How can positive psychology inform and qualifypedagogical practice in working with life-doability?I have sought to answer the research questions through: 1. Literature study of theconcept of Life-doability, 2. Implementation of a strength-based intervention, 3. Qualitative research design that provides my primary empirical data, 4. Studies abroad visiting schools working with well-being and life proficiency through strength-based interventions that provide my secondary empiricism.The literature study contributes with perspectives on a scientific understanding ofthe concept of life-doability. The intervention contributes to the training of teachers,management and the guidance counselors in the participating schools, as well as a concrete conceptual strength-based teaching material (Teacher’s guide, pupil book, games and activity boxes) containing 38 double lessons. The qualitative research design contributes with 104 semi-structured qualitative interviews with pupils, teachers and school management from the participating schools and an interview with three guidance counselors from Odense.Furthermore, I have participated in observations in teaching the intervention as well as in ongoing evaluation meetings with the teacher teams in Vejle. Qualitive data collection is as follows:• 89 Semi-structured interviews with pupils from the 10th grade offerings (generaleducation, special education and EUD)• 10 semi-structured interviews with teachers from the participating 10th gradeclasses• 4 semi-structured interviews with the school management from the participating10th class schools• 1 semi-structured interview with 3 guidance counselors from the Municipality ofOdense• 3 observations on teaching intervention at the UngdomsCenter Vejle (one of theparticipating schools)• Participation in evaluation meetings with management and teacher teams at theYouth Center Vejle (one of the participating schools) throughout the 2016/17 school year. My stay abroad was a three-month stay in Australia, where I visited nine of thecountry's leading Positive Education schools and interviewed two of the leading experts with experience in the field of Positive Education and teaching aspects of the Danish concept of lifedoability, Matthew White and Charles Scudamore. In addition, my stay at the Centre for Positive Psychology at the University of Melbourne and my day-to-day work at the Centre contributed invaluably to my understanding of the complexity of the research, including daily meetings and dialogues with some of the leading researchers in the field.The project is based on positive psychology and based on the strength- andresource-based approach to teaching, the intervention's ambition is to work with the aspects of the concept of life-doability in education both implicitly and explicitly with reference to Positive Education as an educational didactic framework for teaching (Norrish et al., 2013; Timeman, 2018b; M. White & Kern, 2018)Scientifically, positive psychology has its roots in humanistic psychology, in thatthe two fields share the field of research: human resources and potentials. Positive psychology is a science of positive personal experiences, traits and values that can help improve the quality of life and prevent the problems that may arise in connection with, for example meaninglessness (Andersen & Vogel, 2010 p.65). The phenomenon of life-doability and the conceptual aspects that I want to explore (personal, social and cognitive competences) belong to the field of positive psychology.The project has a qualitative method design and is based on primary empiricaldata obtained in Denmark and secondary empirical data obtained in Australia, a literature study and implementation of a concrete intervention with participation of 500 10th grade pupils from both general and special education, 67 teachers and three school managements and three guidance counselors in Odense.Results of the research project:In summary, life-doability is a concept that embodies an ideal of the viableperson, an ideal of both well-being and resilience, an ideal that bridges the silo mentality in school and hence the division into academic and non-academic skills. It is precisely this thinking that underlies the concept of Positive Education (Tidmand, 2018b). Life-doability is a word composed of life and doability, which justifies the concept's built-in understanding of human agency, it concerns the ability for the individual as well as for communities to be proficient in life, but also about life being suitable for the person and the community. The purpose of teaching life skills is thus to make the person aware of their own agency both personally as well as the community agency in relation to life.In recent years, statistics on children and adolescents not thriving have beencontinuously increasing (Danish Regions, 2016; Tidmand, 2018a, in review-b). From a personal perspective, it may be crucial for children and adolescents to learn strategies in school to deal with emotions and stress as well as everyday challenges (Hodge et al., 2012; Prajapati, Sharma, & Sharma, 2017; Tidmand, 2018a ). From a future perspective where 21st century skills and competency requirements differ from previous ones (Prajapati et al., 2017; B Trilling
Original languageDanish
PublisherDPU, Aarhus Universitet
Number of pages212
Publication statusPublished - 2020
Externally publishedYes

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