The aim of this study is to examine civic teacher’s perception of the twofold purpose of the Swedish education system. The duality consists of supplying subject knowledge to the pupils and at the same time mediate norms and values specified in the regulatory documents for Swedish upper secondary school. Furthermore, this study aims to contribute to the already existing body of work detailing how teachers view norm-breaking behavior in education. The study is based on a phenomenographic analysis of semi structured interviews conducted with nine civics teachers in upper secondary school. The study revolves around three fundamental questions: 1) how do teachers view the twofold purpose within the regulatory documents, 2) how do they handle pupils that exhibit norm-breaking behavior and 3) how do teachers contribute to the making of good citizens. The material retrieved from the interviews was arranged using a seven step phenomenographic method which resulted in the creation of three general themes based on the aim of the study. The results show there is a wide range of perceptions among civic teachers on the twofold purpose of the Swedish educational system. No unified view on norm-breaking behavior could be found and neither a unified way of dealing with such. The results show us that teachers use a plethora of ways to deal with normbreaking behavior depending on what type of behavior is at hand. The two overarching ways of viewing the norms and values presented in the regulatory documents was either an integrated part of the educational system or as a strain on the profession. The results present four main methods teachers use to deal with pupils exhibiting a norm-breaking behavior. 1) A method of disarming, 2) A method of conversing, 3) A inquisitive method and 4) a method of delegation. Lastly the results show that the teachers operate on three levels in their work against norm-breaking behavior, 1) On a state level in which they interpret the regulatory documents. 2) On a peer level in which they interact with other teachers and their expectations on one another. 3) On a personal level in which the teacher navigates their own norms and values. No definitive answers could be found in this study, but it can contribute to past and future research to give a wider understanding of how teachers handle students exhibit norm-breaking behavior.

<p>Antisocial behaviour and alcohol problems are areas of great concern to society, not only associated with personal and emotional costs for the affected individuals and their victims, but also with major societal financial costs. What makes some individuals more likely than others to develop these kinds of problems? The general aim of this thesis was to explore the role of individual characteristics in the development of antisocial behaviour and alcohol problems. More specifically, the research focused on aspects of hyperactive behaviour, personality traits and biological vulnerability indicators in relation to self-reported norm breaking and violent behaviour, registered general criminality and violent offending in particular, and further, on risky alcohol use and drinking offences. The studies were based on both a prospective longitudinal project in which a group of adolescent male lawbreakers and controls were followed from the 1960s into the 1990s, and on more recently collected data on a representative group of Swedish male and female adolescents.</p><p>The results of the thesis supported that neuropsychological deficits, manifested in attention difficulties, and personality traits reflecting disinhibition and negative emotionality, influence the development of antisocial behaviour and risky alcohol use, which in turn increases the risk of subsequent alcohol problems. The findings indicated, furthermore, that these neuropsychological deficits may be associated with an underlying biological vulnerability to various forms of disinhibitory psychopathology. Although the thesis focuses on individual characteristics, the results also support the view that environmental risk factors such as the influence of family and peers and possible stress experiences, play an important role. It was emphasized that individual characteristics continuously interact with environmental conditions in shaping each individual’s developmental course. Results also revealed that adolescent females displaying violent behaviour and engaging in potentially harmful use of alcohol deviated more in personality traits than did the corresponding group of males. Further knowledge of the development of these problems in females is crucial, since most theories in this area have been developed primarily on male samples.</p>

Antisocial behaviour and alcohol problems are areas of great concern to society, not only associated with personal and emotional costs for the affected individuals and their victims, but also with major societal financial costs. What makes some individuals more likely than others to develop these kinds of problems? The general aim of this thesis was to explore the role of individual characteristics in the development of antisocial behaviour and alcohol problems. More specifically, the research focused on aspects of hyperactive behaviour, personality traits and biological vulnerability indicators in relation to self-reported norm breaking and violent behaviour, registered general criminality and violent offending in particular, and further, on risky alcohol use and drinking offences. The studies were based on both a prospective longitudinal project in which a group of adolescent male lawbreakers and controls were followed from the 1960s into the 1990s, and on more recently collected data on a representative group of Swedish male and female adolescents. The results of the thesis supported that neuropsychological deficits, manifested in attention difficulties, and personality traits reflecting disinhibition and negative emotionality, influence the development of antisocial behaviour and risky alcohol use, which in turn increases the risk of subsequent alcohol problems. The findings indicated, furthermore, that these neuropsychological deficits may be associated with an underlying biological vulnerability to various forms of disinhibitory psychopathology. Although the thesis focuses on individual characteristics, the results also support the view that environmental risk factors such as the influence of family and peers and possible stress experiences, play an important role. It was emphasized that individual characteristics continuously interact with environmental conditions in shaping each individual’s developmental course. Results also revealed that adolescent females displaying violent behaviour and engaging in potentially harmful use of alcohol deviated more in personality traits than did the corresponding group of males. Further knowledge of the development of these problems in females is crucial, since most theories in this area have been developed primarily on male samples.

A surge in the debate regarding youth crime has lead to implications of the need to resolve issues with the help of different kinds of youth crime prevention programmes and interventions as well as stricter punishment methods. The aim of this study is to seek a deeper understanding of social workers work with the chosen focus group.The study uses semi-structured interviews where six social workers’ working in different types of crime prevention interventions revolving around youth. With the help of Bronfenbrenner’s Ecological Systems Theory and KASAM the respondents’ answers are analyzed. The results show that the respondents emphasize and value the importance of cooperation, early interventions, resources for staff and long-term relationship-building as core factors for diminishing youth crime. The conclusion also reveals the need for further research and evidence-based approaches that are needed to strengthen the socialworkers, in order to further understand the methods that are being used. Furthermore, there’s alsoa need for evidence that enables more tailored interventions and that’s applicable to today’s issueswith norm-breaking behavior at earlier ages. / En ökning i debatten kring ungdomsbrottslighet har lett till att behovet av att lösa problemen medhjälp av olika typer av brottsförebyggande program och insatser samt striktare straffmetoder har påpekats. Syftet med denna studie är att söka en djupare förståelse för socialarbetares arbete med den valda fokusgruppen. Studien använder semi-strukturerade intervjuer där sex socialarbetaresom arbetar med olika typer av brottsförebyggande insatser riktade mot ungdomar har intervjuats. Med hjälp av Bronfenbrenners ekologiska systemteori och KASAM analyseras respondenternas svar. Resultatet visar att respondenterna betonar och värdesätter vikten av samarbete, tidiga insatser, resurser för personal och långsiktigt relationsbyggande som kärnfaktorer för att minska ungdomsbrottslighet. Slutsatsen avslöjar behov av ytterligare forskning och nya evidensbaserade metoder för att stärka socialarbetarna samt för att ytterligare förstå de metoder som används.Vidare finns det även behov av evidens som möjliggör mer skräddarsydda insatser och som är applicerbar på dagens problematik med normbrytande beteenden i tidigare åldrar.