4 research outputs found
Er tryghed vigtigt for lÌring i institutioner? Analyse af et psykoedukativt forløb med anoreksipatienter
I mange former for institutionsliv indgĂĽr lĂŚring som en vigtig aktivitet. Man hører ofte, at man skal vĂŚre tryg for at kunne lĂŚre, og begrebet tryghed bruges jĂŚvnligt i skandinavisk lĂŚringslitteratur, men der er overraskende fĂĽ definitioner af begrebet. Oftest ses det som en selvfølge, at tryghed er vigtigt for lĂŚring. Der mangler undersøgelser, der underbygger dette, og der mangler en forklaring pĂĽ, hvad tryghed i et institutionsliv egentlig er, og hvordan tryghed er vigtig for lĂŚring. PĂĽ 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 lĂŚring. I artiklens anden halvdel undersøger vi med udgangspunkt i anoreksipatienternes udsagn og psykologisk litteratur, hvad tryghed er, og hvordan tryghed er vigtigt for lĂŚring i et institutionsliv.In many institutions, learning is an important activity. Scandinavians often claim that you need to be âtrygâ (roughly translated as emotionally security) in order to learn, and the Scandinavian term âtryghedâ (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 âtryghedâ is essential for learning, there are no studies supporting this relationship directly, nor are there any explanations for, what âtryghedâ 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, âtryghedâ (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 Egyptâs 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 ârural idyllâ. The process of settling in the desert impacts upon the childrenâs 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 womenâs new roles impact upon the childrenâs lives. The social contexts shaping the desert childhoods are in some ways more similar to contexts in âdevelopedâ countries than in other parts of rural Egypt. The paper ends up by contrasting ideas of rural childhoods in Egypt with those found in âdevelopedâ countries