Innspill til lærere om å trygge elevene under rettssakenom 22. juli

Students need help understanding what is happening during the trial and information on how they can protect themselves from strong emotions. The schools should plan a pedagogical approach for this.We will be facing a long trial concerning terror and massmurder that will be receiving unprecedented media coverage in Norwegian legal history. We will be receiving more detailed and magnified insight into very grotesque and frightening details. On some level or other, all of us, almost regardless of age, will be involved in what is happening in the courtroom.The reflections we are presenting here are primarily meant as suggestions and inspiration for teachers at the intermediate and lower secondary levelsof education. In the second half of this article, we will present specific suggestions on how we can talk about the trial and prepare the students.Elevene trenger hjelp til å forstå hva som skjer i rettssaken og hvordan de kan beskytte seg mot sterke inntrykk. Dette pedagogiske arbeidet bør skolene planlegge. Vi står foran en langvarig rettssak om terror og massedrap som kommer til å ha en mediedekning uten sidestykke i norsk rettshistorie. Vi vil få et nytt forsterket og forstørret innblikk i de mest groteske og skremmende detaljene. På ett eller annet nivå vil vi alle, så å si på alle alderstrinn, bli involvert i det som skjer i rettssalen. Refleksjonene vi her presenterer er primært ment som innspill og inspirasjon til lærere på mellomtrinnet og ungdomsskolen. I andre halvdel av teksten presenterer vi et konkret forslag til hvordan en kan snakke om rettssaken for og forberede elevene

A Trauma-Informed Approach to Arresting Migrant Families for Deportation. New Policing Practice

An arrest can be a potentially traumatic event for parents and children. In Norway, the National Police Immigration Service (NPIS) has introduced four child-specific principles – safety, understanding, predictability and involvement – to guide a new practice to prevent traumatic stress. We explored how the police understand and practise the new approach when arresting families to be deported. We conducted 20 semi-structured interviews with police officers who arrest migrant families. We analysed the levels of understanding, from descriptive to practical and reflective understanding. Analysing the levels of understanding makes it possible to decide where and how to improve the practice and the delivery of instruction. We found that police officers who demonstrate a reflective understanding are capable of reflecting on their own actions and use the principles to reduce stress, thereby operationalizing their “know-how” in practice. We suggest creating institutional activities that promote reflection-on-action to develop the collective institutionalization of the new practice, meeting the pressing challenges of contemporary policing

Explaining the unexplainable: designing a national strategy on classroom communication concerning the 22 July terror attack in Norway

Background: In the context of crisis and disasters, school-aged children are a vulnerable group with fewer coping resources than adults. The school is a key arena for preventive interventions; teachers can be given a key role in large-scale school-based interventions following a man-made or natural disaster. Objectives: This paper describes a practical example of designing a school-based population-level intervention. Methods: The preventive measures were delivered as a national communication strategy between teachers and pupils aged 6–19 concerning the terror attack on 22 July 2011 in Norway. The strategy is based on principles from international research. Results: The presentation contributes to the discussion of defining the teacher's role in school-based crisis interventions and dealing with high-intensity media coverage of war, terror, and catastrophes. Conclusions: The presentation provides educational and psychological perspectives on how teachers can take an active role in helping pupils to deal with such events through two approaches: the therapeutic approach, to restore calm and feelings of safety; and the educational approach, to foster reflection and deeper understanding

Suggestions for how teachers can protect students in connection with the July 22nd terror trail in Oslo, 2012

Students need help understanding what is happening during the trial and information on how they can protect themselves from strong emotions. The schools should plan a pedagogical approach for this.We will be facing a long trial concerning terror and massmurder that will be receiving unprecedented media coverage in Norwegian legal history. We will be receiving more detailed and magnified insight into very grotesque and frightening details. On some level or other, all of us, almost regardless of age, will be involved in what is happening in the courtroom.The reflections we are presenting here are primarily meant as suggestions and inspiration for teachers at the intermediate and lower secondary levelsof education. In the second half of this article, we will present specific suggestions on how we can talk about the trial and prepare the students

Objektivitet i avhør: Avhør av fornærmede i straffesaker i Norge

Objektivitet er en av rettssikkerhetens mest fundamentale prinsipper og gjelder for hele straffesakskjeden fra mistanke om straffbar handling til dom. Kravet om objektivitet henger sammen med den materielle sannhets prinsipp – at straffesaken får et objektivt riktig resultat. I politiets opplæring forsøkes objektiviteten ivaretatt ved en åpen, hypotesetestende tilnærming og ved å unngå å påvirke den avhørtes forklaring, ved primært å benytte åpne spørsmål. Hvordan objektivitetskravet operasjonaliseres av politiet under avhør av fornærmede, er imidlertid uutforsket. Formålet med denne studien er å undersøke hvordan politiet praktiserer objektivitetskravet når de avhører fornærmede. Studien viser at objektivitetskravet er sentralt for etterforskerne. De forsøker å ivareta objektiviteten ved å være upartiske, unngå å påvirke og holde en emosjonell distanse. Samtidig ønsker de å være empatiske. Balansegangen mellom objektivitet og empati kan føre til kommunikative dilemmaer i avhørerrollen. Det vil derfor bli analysert og diskutert hvordan kravene om objektivitet og empati håndteres. Vi har brukt to datakilder: 19 lyd- og bildeavhør av ungdommer som overlevde terrorangrepet på Utøya 22. juli 2011, og intervjuer av de 17 etterforskerne som har gjennomført de 19 avhørene

Negotiating a new day: Parents’ contributions to supporting students’ school functioning after exposure to trauma

Parents are advised to get their children back to school soon after exposure to trauma, so that they may receive social support and restore the supportive structure of everyday life. This study explores parents' experiences of supporting adolescents in regaining school functioning after the July 2011 massacre at Utøya summer camp in Norway. One year after the attack, 87 parents of 63 young people who survived the massacre were interviewed using qualitative interviews. The qualitative data were analyzed using thematic analysis. All parents were actively supportive of their children, and described a demanding process of establishing new routines to make school attendance possible. Most parents described radical changes in their adolescents. The struggle of establishing routines often brought conflict and frustration into the parent–adolescent relationship. Parents were given general advice, but reported being left alone to translate this into action. The first school year after the trauma was described as a frustrating and lonely struggle: their adolescents were largely unable to restore normal daily life and school functioning. In 20% of the cases, school–home relationships were strained and were reported as a burden because of poor understanding of needs and insufficient educational adaptive measures; a further 20% reported conflict in school–home relationships, while 50% were either positive or neutral. The last 10%, enrolled in apprenticeship, dropped out, or started working, instead of finishing school. Implications for supporting parents with traumatized adolescent students are indicated