Søg titler, forfatter m.v.her:
Pædagogisk Psykologisk Tidsskrift
Det faglige vindue for anvendt psykologi
DE SENESTE NUMRE » 38.årgang - 2001 » 38.årgang nr.5 November 2001 Psykoedukation for flygtninge
 
<< tilbage

Ask Elklit

Psykologisk undersøgelse og diagnostik af traumatiserede flygtninge

Temanummer: Psykoedukation for flygtninge

Elklit, Ask (Lecturer at The Institute of Psychology, The University of Aarhus). Psychological Diagnoses of Traumatized Refugees. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 327-330. – While responses to traumas seem consistent within a cross-cultural perspective, a number of factors makes it difficult to diagnose in common clinical practice. Traditional psychological tests do not function well, although a procedure introduced by Lyons & Keane using 46 MMPI-2 items shows some promise. A systematic investigation of the types and consequences of individual trauma is indispensable. A personality inventory such as MCM-III has been found useful.
Kirsten Abdalla og Ask Elklit

En landsdækkende screeningsundersøgelse af flygtningebørn fra Kosovo



Abdalla, Kirsten & Elklit, Ask (The Danish Red Cross & The University of Aarhus). A Nation-wide Screening of Refugee Children from Kosovo. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 339-348. – Within one week after the arrival to Denmark, all Kosovo refugee children were screened for emotional problems with a Danish Red Cross Trauma- and Symptom Form (TSF). Out of 1,371 children, the TSF is completed for 1,224 children (89%). The occurrence of separations, losses, exposure to violence, torture, extreme poverty, and hunger is described. Twenty percent of the children suffered from emotional symptoms and 24% had psychosomatic disturbances. Variables associated with the presence of emotional distress included age, duration of being on the run, no. of separations, losses, exposure to violence, torture, extreme poverty, and hunger. A regression analysis showed that extreme poverty, torture, and duration of being on the run were able to explain 10% of the variance of all emotional symptoms. The prevalence of emotional distress supports the need to deliver mental care to the victims of ethnic cleansing. The results provide guidelines for early detection of children who are at risk of developing emotional problems.
Ask Elklit

Psykoedukation med flygtningebørn



Elklit, Ask (Lecturer at The Institute of Psychology, The University of Aarhus). Psychoeducation with refugee children. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 349-364 – Screening studies have revealed that many of the displaced refugees and their children have been exposed to many severe traumatic events and that they suffer from psychological sequaelae. Despite of this few psychosocial and prophylactic programs for refugee children have been developed, described, and systematically studied. This article presents the main studies in the field and a psychoeducational program run by the Danish Red Cross and evaluated by the author. Organisational and clinical implications are discussed.
Ask Elklit

Psykoedukation

– 5 aktørgruppers evaluering af et program til forebyggelse af alvorlige psykiske skader hos børn og unge fra Kosovo

Elklit, Ask (Lecturer at The Institute of Psychology, The University of Aarhus). Psycho Education – Education of a Program. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 365-390. – A Danish nation-wide screening of 1,371 refugee children from Kosovo (this journal, this issue pp. 339-348) was evaluated. 8 Kosovo-Albanian mothers were interviewed. All were positive. Asked abt. possible improvements, they suggested an earlier start of the program and a longer duration. 6 Kosovo-Albanian fathers, also positive, added wishes of similar programs for adolescents and adults. 5 interpreters also viewed the results as positive, although one was somewhat critical of the whole concept. 15 caseworkers also were positive and suggested that the program was followed up. 9 psychologists were positive, but some criticism was voiced: the groups size should be reduced from 12 to abt. 8; the interpreters were sometimes left out of the process.
Stina Rosted

Ud med mobning!

I de senere år har der her hjemme været meget fokus på mobning, både i skolen og på arbejdspladsen. Medierne har hyppigt taget emnet op, og triste historier er blevet fortalt om mennesker, der har gennemlevet lange perioder med forfølgelse og udelukkelse. Ofte beretter elever om mobningssituationer, som lærerne ignorerer eller tager sig af på så uheldig måde, at situationen forværres. Helt tilsvarende forløb finder sted på arbejdspladser. Artiklen beskriver kort den kendte personlighedspsykolog Dan Olweus’ forskning og holdning til mobning, samt den af ham og mange andre anbefalede metode til behandling af fænomenet. Jeg har i en årrække – sideløbende med cand.pæd. studiet på DPU – arbejdet med dårligt fungerende relationer, såvel blandt voksne som børn. Jeg arbejder ud fra systemisk teori og anvender en modificeret mediationsmetode. Jeg vil redegøre for mit teoretiske udgangspunkt og den anvendte behandlingsmetode. Til sidst vil jeg sammenholde Olweus’ og min metode. Målet med artiklen er at introducere et andet syn på mobning, som jeg påstår vil gavne begge parter, både den mobbede og mobberen, samt deres indbyrdes relation. Mit syn på mobning og den deraf affødte behandlingsmetode hviler dels på et teoretisk grundlag og dels på mit praktiske arbejde som mediator i et bredt spektrum af dårligt fungerende relationer.

Rosted, Stina (Teacher and student of psychology). Ban Mobbing! Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 391-404. – In the debate and in literature, mobbing is mostly described as a social psychological phenomenon comprising one pupil being violated by aggressive peers. When the victim complains to his teacher, the bully is typically being addressed by his teacher. Such talks rarely work. A better alternative is to view the problem as a dysfunctional relationship with two participants. A well-structured talk between the two pupils, guided by the teacher, can form the basis of the development of a balanced relationship between the two.
Bent Andresen

Nomadiske elevers kommunikative kompetencer – muligheder og udfordringer

Hvis man vil drage en historisk parallel, kan man sammenligne hverdagen for nutidens elever med hverdagen i fortidens nomadekulturer. Børn og unge opfører sig på mange måder som nutidens nomader. Deres hverdag er kendetegnet ved en bestandig afsøgning af det sociale og kulturelle rum efter oplevelser, oplysninger og identifikationsmuligheder, som de kan bruge i deres udvikling af kompetencer, værdier og identitet. Samlerbørnenes hverdag er endvidere kendetegnet ved en stor grad af spontanitet og åbenhed i forhold til muligheder i dagligdagen. De tiltrækkes af det ukendte og er bestandig på jagt efter udfordringer. De søger udfordringer i det fysiske rum såvel som i digitale landskaber. I denne artikel beskrives nogle af de kompetencer, som de udvikler herved. Særligt beskrives elevernes udvikling af IT-kompetencer. Artiklen bygger på materiale fra en undersøgelse gennemført i en større dansk kommune vedrørende eleveres erfaringer med research på Internet. Der medvirkede 146 elever fra 4. klasse og 98 elever fra 8. klasse i undersøgelsen. Desuden har 53 af de ældste elever bidraget med en stil om deres ’netvaner’ og syn på IT-udviklingen.

Andresen, Bent (The Institute of Curriculum Research, The Danish Pedagogical University). Nomadic Pupils’ Communicative Competencies – Possibilities and Challenges. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 405-414. – In the light of history, today’s pupils may be compared to nomads of the past. They are constantly searching their surroundings for information and experiences, useful for their development. A survey of 300 pupils abt. their Internet habits showed that many pupils used the Internet as integrated parts of their daily life, socially and otherwise. These findings illustrate the vast learning potentials of the pupils’ net-based communication.
Marie Elbinger Gramstrup

Psykologsamtaler for børn og unge med socialkognitive vanskeligheder

I artiklen argumenteres for, at de socialkognitive vanskeligheder er et grundvilkår i psykologsamtaler med børn og unge, som har disse vanskeligheder. Heraf følger, at psykologen har et særligt ansvar for at vide noget om vanskelighederne og tage højde for dem. Der præsenteres overvejelser om, hvilke børn og unge med socialkognitive vanskeligheder, der vil have gavn af psykologsamtaler, hvorefter der gives et oplæg til, hvordan psykologen kan gribe samtalerne an i forhold til rammer, emner og metoder. Artiklen afsluttes med et caseeksempel.

Gramstrup, Marie Elbinger (Chief school psychologist in Rønde). Psychological Talks with Children with Socail Cognitive Difficulties. Psykologisk Pædagogisk Rådgivning, 2001, Vol. 48, 5, 415-431. – Psychological conversations with children with social-cognitive difficulties (Asperger etc.) cannot follow ordinary rules. Usually contact is the ultimate foundation of all psychological conversations. These pupils were able to grasp the contents of the words, but not the meaning behind them. This puts demands to the psychologist to take responsibility for the conversations in a widened perspective, and it questions the ethics of the psychologist. Without being too optimistic it is possible sometimes to help these pupils to obtain a more realistic self image and to develop more competencies in their social lives.
Pædagogisk Psykologisk Tidsskrift | Havrevænget 9 | 4681 Herfølge | Tlf.: 23600055 | Salg tlf.: 45460050