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Frustration och stress i gymnasiesärskolan: Hur personal kan arbeta proaktivt för att undvika utmanande beteenden i skolan
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2018 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
Frustration and stress in upper secondary schools for students with special needs : How personnel can work proactively to avoid challenging school behaviors (English)
Abstract [sv]

Personal inom gymnasiesärskolan arbetar i en verksamhet som kan vara farlig. Det är inte så ovanligt att personal möts av hot och våld i sin vardag. Elever gör rätt om de kan och frustration och stress i situationer som de upplever att de inte kan behärska kan leda till utmanande beteenden. Det är därför personalens uppgift att arbeta förebyggande för att elever inte ska behöva känna stress och frustration. Syftet med denna studie var således att få en fördjupad kunskap om hur personal inom gymnasiesärskolan kan arbeta proaktivt med elever och utmanande beteenden. Elever som upplever att lärmiljön är begriplig, hanterbar och meningsfull behöver inte känna stress och frustration. För att uppnå studiens syfte utfördes intervjuer med elva personal inom två gymnasiesärskolor. I personalens beskrivningar av sin verksamhet visar de att de har ett proaktivt förhållningssätt och att de med metoder, strategier och i sitt bemötande av elever aktivt försöker reducera belastningar så att elever inte ska behöva känna stress och frustration. Det finns dock ramfaktorer som innebär att personalen inte alltid lyckas i det proaktiva arbetet.

Abstract [en]

Personnel in upper secondary schools for students with special needs work in a field that can be dangerous. It is not uncommon for personnel to be faced with threats and violence in their everyday lives. Students do well if they can and frustration and stress in situations that they find that they cannot master can lead to challenging behaviors. It is therefore the task of the personnel to work preventively so that students do not have to feel stress and frustration. The aim of this study was thus to gain an in-depth knowledge of how personnel in the upper secondary school for students with special needs can work proactively to avoid stress and frustration among students. Pupils who feel that the learning environment is understandable, manageable and meaningful need not feel stress and frustration. To achieve the aim, interviews were carried out with eleven personnel within two upper secondary schools for students with special needs. In the personnel's descriptions of their activities, they show that they have a proactive approach and that, with methods, strategies and in their treatment of pupils, they actively try to reduce pressure so that students do not have to feel stress and frustration. However, there are framework factors that mean that the personnel does not always succeed in the proactive work.

Place, publisher, year, edition, pages
2018. , p. 54
Keywords [en]
challenging behavior, frustration, proactive approach, special need´s education, stress, upper secondary school
Keywords [sv]
frustration, gymnasiesärskola, proaktivt bemötande, stress, utmanande beteenden
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-156403OAI: oai:DiVA.org:umu-156403DiVA, id: diva2:1288777
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2019-02-15 Created: 2019-02-14 Last updated: 2019-06-03Bibliographically approved

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CiteExportLink to record
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