Er tryghed vigtigt for læring i institutioner? Analyse af et psykoedukativt forløb med anoreksipatienter

I mange former for institutionsliv indgår læring som en vigtig aktivitet. Man hører ofte, at man skal være tryg for at kunne lære, og begrebet tryghed bruges jævnligt i skandinavisk læringslitteratur, men der er overraskende få definitioner af begrebet. Oftest ses det som en selvfølge, at tryghed er vigtigt for læring. Der mangler undersøgelser, der underbygger dette, og der mangler en forklaring på, hvad tryghed i et institutionsliv egentlig er, og hvordan tryghed er vigtig for læring. På baggrund af en spørgeskemaundersøgelse af et forløb i psykoedukation for anoreksipatienter (Anorexia nervosa), viser vi, at i denne institutionelle kontekst og for disse unge spiller tryghed en vigtig rolle for læring. I artiklens anden halvdel undersøger vi med udgangspunkt i anoreksipatienternes udsagn og psykologisk litteratur, hvad tryghed er, og hvordan tryghed er vigtigt for læring i et institutionsliv.In many institutions, learning is an important activity. Scandinavians often claim that you need to be ‘tryg’ (roughly translated as emotionally security) in order to learn, and the Scandinavian term ‘tryghed’ (emotional security) is often used in Scandinavian literature about learning. At the same time, there are surprisingly few definitions of the term. While it is often taken for granted that ‘tryghed’ is essential for learning, there are no studies supporting this relationship directly, nor are there any explanations for, what ‘tryghed’ in institutions actually is, or how tryghed is important for learning. Based on an evaluation of psychoeducational groups for Anorexia Nervosa (AN) patients in Denmark, we show that for these young women, ‘tryghed’ (emotional security) plays a crucial role in learning. In the second part of the article, we examine what tryghed is, based on the statement of AN patients and on psychological literature, and thereby we suggest how tryghed is essential for learning at institutions

What happened to the Iraqi Marsh Arabs and their land? : The myth about Garden of Eden and the noble savage

Hanne Kristine AdriansenBibliograph

Rural childhoods in Egypt's desert lands

Based on fieldwork in Egypt’s desert lands, this paper discusses rural childhoods in an area experiencing rapid social and cultural change. Since 1987, the Egyptian Government has made new villages in the desert as a means to increase agricultural production and solving problems of unemployment. Many settlers move to the Mubarak villages in order to give their children a good start in life. The desert villages are associated with a type of ‘rural idyll’. The process of settling in the desert impacts upon the children’s possible pathways to adulthood and their identities and social relationships. Not only do the children grow up in a different physical context, they are also exposed to new norms, values and behaviour that influences their everyday life and shape their identity. Especially the change from living in large, extended families to living in nuclear families as well as women’s new roles impact upon the children’s lives. The social contexts shaping the desert childhoods are in some ways more similar to contexts in ‘developed’ countries than in other parts of rural Egypt. The paper ends up by contrasting ideas of rural childhoods in Egypt with those found in ‘developed’ countries

Mellemøsten : Lokalt, regionalt og internationalt

Hanne Kristine Adriansen; Helle Malmvi