Unga är den grupp av samhällets individer som i hög grad uppger att de utsatts för digitalt våld, till följd av samhällets digitalisering. Yrkesverksamma framhålls som viktiga aktörer i det förebyggande arbetet. Studien bygger på en kvalitativ ansats baserad på åtta semistrukturerade intervjuer med yrkesverksamma som arbetar med unga i åldrarna 13–19 år. Syftet var att undersöka hur yrkesverksamma identifierar digitalt våld bland unga, om yrkesverksamma ser den här typen av våld som ett problem bland unga idag och hur de anser att problemet kan förebyggas. Denna studies resultat, liksom resultat från tidigare forskning, visar att yrkesverksamma uppfattar digitalt våld som vanligt förekommande och avser handlingar så som hot, kränkningar, ryktesspridning och trakasserier online. Resultatet från studien har analyserats genom rutinaktivitetsteorin som utgår från att brott kan begås om det finns en motiverad förövare, ett lämpligt objekt samt avsaknad av kapabla väktare. Tidiga insatser i form av normbildning och öppna samtal för att skapa en trygg miljö både online och offline är enligt studiens resultat viktiga delar i arbetet med att förhindra digitalt våld. Det är ett arbete som behöver ske i samverkan mellan yrkesverksamma, de ungas föräldrar och de unga själva. Yrkesverksamma framhåller även vikten av laganpassningar och tydligare regler och riktlinjer på digitala plattformar, för att förhindra digitalt våld. / Young people are the group of society's individuals who state to a high degree that they have been exposed to digital violence, as a result of society's digitization. Professionals are emphasized as important actors in the preventive work. The study has a qualitative approach based on eight semi-structured interviews with professionals who work with young people aged 13–19. The aim was to investigate how professionals identify digital violence among young people, if professionals see this type of violence as a problem among young people today and how they believe the problem can be prevented. The results of this study, as well as results from previous research, show that professionals perceive digital violence as common and refers to actions such as threats, abuse, spreading rumors and online harassment. The results of the study have been analyzed through the routine activity theory, which assumes that crimes can be committed if there is a motivated offender, a suitable target, and the absence of a capable guardian. According to the results of the study, early efforts in the form of norm formation and open conversations to create a safe environment both online and offline are important parts of the work to prevent digital violence. It is work that needs to be done in collaboration between professionals, the young people's parents, and the young people themselves. Professionals also emphasize the importance of legal adaptations and clearer rules and guidelines on digital platforms, in order to prevent digital violence. / <p>2024-01-12</p>

This thesis is an attempt to capture and understand how young people in Stockholm experience the housing market. It explores what housing policy decisions made by government actually do to people ‘on the ground.’ The research asks: How does the housing crisis manifest for young adults living in Stockholm?This study centers around interviews with 27 young people who are living at least part-time in greater Stockholm. All of these informants were between the ages of 23 and 30 (with the exception of one woman who was 32). The three chapters of this thesis are organized the three major social themes: independence vs. co-dependence; privilege and perception of ‘luck’; and discrimination and scamming. The results show clearly that the housing market does not only mean that people need to pay expensive rents or that some live at home with their parents. Rather, most of the informants lived in temporary and often suboptimal living conditions, and some had experienced emotional harm as a result. By focusing on something as personal as one’s home, this investigation led to discussions of such topics such as common understandings of Swedish society, relationship dynamics, and young people’s feelings about being “adult.”

The policy to reduce teenage pregnancy in England has been used as a case study to explore health policy sustainability. Between 2010 and 2015 many areas across England sustained and improved their conception rate reductions following implementation of the 2000-2010 national Teenage Pregnancy Strategy. Little is known of the factors underpinning these successes in the policy context beyond 2010. This thesis investigates sustained and improved reductions in teenage pregnancy in local authority areas post 2010. The broader political and economic context in which policy is shaped is examined, and the influence of New Public Managerialism considered. The findings suggest three overarching themes which impact on policy sustainability: leadership; understanding the issue; and resources. The thesis develops a seven elements framework, identifying factors to be analysed for policy sustainability. The thesis makes a unique contribution to the understanding of teenage pregnancy policy, providing a detailed review of local actions post 2010. It further adds to the body of knowledge regarding policy sustainability with the development of the seven elements framework. In addition, the thesis is presented at a notable point in history, as the global Covid-19 pandemic takes hold across the world. This situation is considered in the light of insights from the thesis and implications for the policy context into the future are contemplated.

Bakgrund: Metakognition kan beskrivas som tankemönster. Det har påverkan på människans utveckling, problemlösning och inlärningsförmåga. Skolsköterskans roll är bland annat att stödja barn och ungdomar i sin utveckling utifrån både hälsofrämjande och livsbejakande perspektiv. Statistik visar att elever i skolan har svårt att nå sina studiemål och saknar framtidstro. Vetenskaplig kunskap om ämnet metakognition i förhållande till barn och ungdomar kan vara värdefull för professioner inom skolan. Syfte: Syftet är att belysa metakognition hos barn och ungdomar. Metod: Examensarbetet är baserat på en systematisk litteraturstudie. Vetenskapliga artiklar söktes i relevanta databaser. Det resulterade slutligen i tio artiklar. Dessa analyserades med tematisk analys. Resultat: Teman som framkom utifrån analys kring den metakognitiva aspekten hos barn och ungdomar var självuppfattning och utveckling, metakognition och agerande samt metakognition som resurs för måluppfyllelse. Resultatet belyser hur den metakognitiva förmågan inverkar på barn och ungdomars utveckling. Konklusion: Metakognition har inverkan hos barn och ungdomar utifrån personlig utveckling och hälsa. Genom utveckling av metakognition kan möjligtvis hälsa, välbefinnande och skolframgång hos barn och ungdomar öka. Skolsköterskan har förutsättningar genom sitt arbete att stödja elever i utvecklingen av deras metakognitiva förmåga / Background: Metacognition can be described as thought patterns. It has an impact on human development, problem solving and learning ability. The school nurse role is to support children and adolescence in their development including health. Several students find difficulties in achieving study goals and lack faith in the future. Hence, in-depth scientific knowledge of the subject is valuable. Aim: Is to shed light on metacognition in children and adolescence. Method: The thesis was based on a systematic literature study. This resulted in ten articles, which were reviewed and analyzed. Findings: The themes that emerged from analysis of the metacognitive aspect of children and young people were self-concept and development, metacognition and acting and metacognition as a resource for goal achievement. Furthermore, an interpretation is presented regarding how the metacognitive ability affects the development of children and adolescence. Conclusion: Metacognition has an impact on children and adolescence based on personal development and health. Through the development of metacognition, the health, well-being and school attendance of children and adolescence can possibly increase. The school nurse has the conditions through her work to support students in the development of their metacognitive ability.

Yes / People in the Global North often have a problem talking about — and processing — the inevitability of death. This can be because death and care of the dying has been professionalised, with encounters of death within our families and communities no longer being ‘normal and routine’ (Kellehear 2005). Young people are particularly excluded from these conversations, with implications for future mental health and wellbeing (Ainsley-Green 2017). Working in Wolverhampton and Bradford, the Dying 2 Talk (D2T) project aimed to build young people’s future resilience around this challenging topic. We recruited over 20 young people as project ambassadors to co-produce resources that would encourage talk about death, dying and bereavement. The resources were used as the basis of ‘Festivals of the Dead’ which were taken to schools to engage wider audiences of young people (aged 11 +). The project aimed to use alternative ‘ways in’ to open discussion, beginning with archaeology, and ultimately using gaming, dance, creative writing and other creative outputs to facilitate discussion, encourage compassionate relationships and build resilience. The resources succeeded in engaging young people from ages 11–19 years, facilitating a comfortable and supportive environment for these vital conversations. Project evaluations and observations revealed that the Festivals, and the activities co-created by the young ambassadors helped to facilitate spontaneous conversations about death, dying and bereavement amongst young people by providing a comfortable and supportive environment. The project was funded by the Arts and Humanities Research Council (AH/V008609/1), building on a pilot project funded by the Higher Education Innovation Fund at the University of Bradford. / The project was funded by the Arts and Humanities Research Council (AH/V008609/1), building on a pilot project funded by the Higher Education Innovation Fund at the University of Bradford.

Thesis (MDram (Drama))--Stellenbosch University, 2008. / Theatre for young people (TYP) is the umbrella term for all theatre created by professional actors for the age group 2 to 25. Within this term there is a form or genre that creates theatre for the ages 13 – 18 with the specific purpose of entertaining these audiences rather than educating them through other forms such as Theatre-In-Education. The aims of this study are to firstly establish to what extent this phenomenon exist within the Western Cape and secondly, if it is found lacking to look at the challenges and opportunities that can arise when introducing this form into the market. There are three reasons why this form should be introduced into the Western Cape’s TYP market. Firstly, theatre is more than just an educational tool for younger audiences and young people deserve the same cultural rights as adults. Secondly, many industries already approach young people as a separate market and theatre needs to adopt the same approach. Lastly, theatre for the age group 13 – 18 is an important part of audience development and should be pursued if theatre wants to expand its market base. To establish what the current strengths and weaknesses of the TYP industry in the Western Cape are, an international frame of reference must be created. The government policy and TYP industry structure of four countries, namely Australia, Denmark, England and The Netherlands are used to create a broad framework from which specific TYP companies and festivals within these countries are discussed. Some general challenges facing TYP in these countries are also highlighted and these elements then form the framework for comparison. The same elements within the TYP industry of the Western Cape – government policy, the TYP industry, companies and festivals – are also discussed and then a comparison between the countries and the Western Cape is made. Based on this it becomes clear that the age group 13 – 18 is grossly neglected when it comes to theatre as form of entertainment as TYP companies in the Western Cape focus mainly on children and educational theatre. From this the challenges that face creators of TYP as entertainment within the larger South African society are highlighted and also made applicable to the Western Cape. The definition of theatre in a multicultural society, the economic situation of the country, the general attitude of society towards theatre, the problematic nature of the youth market and funding structures are identified as possible challenges for TYP in the Western Cape. There are, however, also opportunities for TYP as entertainment within the industry. By using the concept of branding and existing structures in the youth market it is possible to raise the presence of TYP as entertainment form. Youth theatre, educational institutes and the current adult festival circuit of the Western Cape are all possible platforms through which the brand of TYP as entertainment can be introduced and work in symbiosss with the current theatre industry.

There is renewed interest in the role that direct work and relationship-based practice does, should, or could play, in social work practice with children and young people. This study used a qualitative approach to explore day-to-day direct work with children and young people who are ‘looked after’ at home, from the perspectives of children, social workers and those supervising practice. The thesis explores the meanings ascribed to direct work, and identifies factors which enable direct work, and those which act as barriers. The research was undertaken in Scotland, and although the legislation, policy, and guidance underpinning practice differ from other jurisdictions, the messages to emerge are relevant across the UK and beyond. The study found that despite the existence of barriers, direct work which is characterised as meaningful by children, young people and professionals does happen; and that the relationships formed between children and social workers are both a precursor to and an outcome of direct work. A core theme is that although individual relationships are central, the everyday encounters between children and their social workers need to be understood and situated within the personal, professional and structural contexts in which they take place.

This research explores the availability and potential educational uses of different forms of poetry that can be read using a postcolonial approach. The focus is on contemporary France and Spain, two contexts where people with different cultural heritages coexist and need to negotiate cultural imbalances inherited from colonial and neo-colonial domination. This research highlights poetry’s overlooked suitability to engage young people in the expression of cultural difference in a progressively globalized world where cultivating cross-cultural understanding and tolerance needs to be at the top of our agendas. For this reason, the dissertation includes an analysis of poems (currently available for young people) aiming to foreground the possibilities of a postcolonial reading. I also studied similarities and divergences between the French and Spanish scenarios based on evidence gathered during a survey of the Spanish and French fields of poetry for young people and from interviews with informed agents. The survey of the field consists of the exploration of textbooks and anthologies but also the examination of poetry circulating through on-line channels. The interviews were undertaken with selected French and Spanish representatives of people currently involved in the production and dissemination of poetry for young people. I observed that the number of poems showing connections to a postcolonial legacy was scant in the French school material and even more in the Spanish books that I examined. I also confirmed that little attention was given to oral ways to deliver poetry especially showing little regard for the oral literary practices and traditions of non-European French and Spanish speaking communities. The Spanish lack of attention to these traditions is more salient. This contrasts with observations about non-school contexts. Spanish and French young people can nowadays easily engage with varied cultural traditions in poetry which circulate in poetry events and social media. Interviewees confirmed these observations but also raised issues about Spanish and French poetry education that need to be dealt with so as to improve school attention to mixed cultural heritages in poetry. The main contribution to knowledge of this thesis consists in identifying the underused and unexplored educational potential of French and Spanish poetry currently available for young people that can be fruitfully approached using postcolonial lenses. The evaluation of the information gathered in this research reveals that dominant French and Spanish approaches to poetry and limited poetry repertoires hinder the visibility of some contemporary forms of poetry and restrain the effectiveness of some poetry already present in mainstream poetry corpora. However, the comparison of scenarios shows that France offers more accessible and relevant ‘places of enunciation ’ than Spain does for poets to address young people. For instance, comparing contexts, French young people have easier access and more support than Spanish youth to engage with poets’ expressions of being culturally displaced.

O Programa de Aprendizagem, fundamentado a partir da Lei n. 10.097/2000, prevê a inserção de adolescentes e jovens que ainda não tiveram experiência formal no mercado de trabalho, assegurando uma jornada diária de atividades que não comprometa a conclusão dos estudos da educação básica e objetivando uma qualificação técnico-profissional. Com base nesse cenário, a presente Dissertação teve por objetivo analisar as repercussões das mudanças familiares e sociais dos jovens em situação de vulnerabilidade social, após sua inserção no Programa de Aprendizagem. A pesquisa foi de natureza mista, quanti-qualitativa. Os participantes foram escolhidos aleatoriamente, cinquenta jovens que fazem parte da Ação Jovem Aprendiz da Fundação Fé e Alegria do Brasil Pernambuco, em parceria com o Sistema Nacional de Cooperativismo. Para compor a análise qualitativa, foram sorteados 10% desses jovens. Os instrumentos escolhidos para a coleta de dados constam de um questionário elaborado pela pesquisadora, composto de 41 perguntas abordando temáticas diversas: situação sociodemográfica, relações familiares, no ambiente do trabalho e no convívio social e de uma entrevista aberta, realizada em grupo, tendo como elemento disparador, uma música de Gonzaguinha, com o título É. Os resultados da pesquisa apontam que a entrada no mercado de trabalho por meio do contrato de Aprendizagem trouxe mudança na vida dos jovens. No que se refere à inserção no mercado de trabalho, os aprendizes pontuaram como importante o conflito existente entre o que eles são e as cobranças exigidas pelo mercado de trabalho. Estas são vistas pelos entrevistados como excludentes e preconceituosas. Em relação às mudanças familiares destacou-se a importância que a família dá ao trabalho, pois à medida que os jovens estão inseridos, numa situação de emprego formal, eles ganham mais autonomia e independência. Ganham também mais responsabilidades, visto que agora eles além de assumir seus gastos, também contribuem no orçamento familiar. No que diz respeito à família dos jovens, prevalece o modelo de família nuclear e os aspectos positivos no relacionamento ganham destaque, sinalizando como a família é importante para eles. Em relação às mudanças sociais, os jovens destacam o fato de o Programa ampliar seu leque de relacionamentos, levando-os a diferenciar às relações de trabalho, das outras relações, indicando que no trabalho prevalecem comportamentos mais formais. Para os jovens aprendizes a juventude destaca-se por ser uma fase de conquistas, mas também de muitas mudanças e incertezas. / The Learning Program, based on Law no. 10.097 / 2000, provides for the insertion of adolescents and young people who have not yet had formal experience in the labor market, ensuring a daily work day that does not compromise the completion of basic education studies and aims at a technical and professional qualification. Based on this scenario, the purpose of this dissertation was to analyze the repercussions of the family and social changes of the young people in situation of social vulnerability, after their insertion in the Learning Program. The research was of mixed nature, quanti-qualitative. The participants were randomly chosen, fifty young people who are part of the Young Apprentice Action of the Foundation Fé e Alegria do Brasil - Pernambuco, in partnership with the National System of Cooperativism. To compose the qualitative analysis, 10% of these youngsters were drawn. The instruments chosen for data collection are a questionnaire prepared by the researcher, composed of 41 questions addressing different themes: socio-demographic situation, family relationships, work environment and social interaction, and an open interview conducted in a group, Trigger element, a song by Gonzaguinha, entitled "É". The research results indicate that entering the labor market through the Learning contract has brought about a change in the lives of young people. With regard to labor market insertion, the apprentices pointed out as important the conflict between what they are and the demands demanded by the labor market. These are seen by the interviewees as excluding and prejudiced. Regarding the family changes, the importance of the family to work was highlighted, because as the young people are inserted, in a situation of formal employment, they gain more autonomy and independence. They also gain more responsibilities, since now they, in addition to spending, also contribute to the family budget. With regard to the family of young people, the nuclear family model prevails and the positive aspects in the relationship are highlighted, signaling how important family is to them. In relation to social changes, the youth emphasize the fact that the Program broadens their range of relationships, leading them to differentiate between work relations and other relationships, indicating that more formal behaviors prevail in the work. For young apprentices, youth stands out as a phase of achievement, but also of many changes and uncertainties.

Studiens syfte är att undersöka och bidra med ökad kunskap om skolkuratorers erfarenhet av deras arbete och möte med gymnasieelever i åldrarna 15–19 år som lider av psykisk ohälsa.. Frågeställningarna i denna studie är: Hur ser skolkuratorers handlingsutrymme ut när det gäller att stödja och hjälpa en ungdom som lider av psykisk ohälsa? Utifrån skolkuratorers erfarenheter- vilka konsekvenser ger psykisk ohälsa för ungdomarna?   Studiens metod baseras på kvalitativ forskningsmetod där fyra semistrukturerade intervjuer har analyserats utifrån kvalitativ analys. Intervjudata analysera genom Kvales sex analyssteg med stöd av två teorier. Dessa teorier är teorin om handlingsutrymme samt systemteori. Resultatet visar att de intervjuade skolkuratorerna upplever att deras handlingsutrymme inte är begränsat. Däremot uttrycker vissa av de att deras handlingsutrymme blir begränsad på grund av tid och att de inte får utföra behandlingsinsatser. Vidare berättar respondenterna att konsekvensernas av psykisk ohälsa kan skilja sig åt, men att de mest förekommande faktorerna är sömnproblem, stress, uppväxtmiljön och relationer med vänner och familj.