Ungdom, lärdom och mandom under 1800-talets andra hälft och långt in på 1900-talet innebar att landets manliga skolelever, från 1863, ålades att i den ordinarie skolan delta, inte bara i gymnastik, utan också i militära vapenövningar. Drivkraften för detta var dels de nationalistiska strömningar som var starka under denna period, dels det manlighetsideal som då också rådde och som innebar att mannen beskyddar, kvinnor och barn blir beskyddade. Vapenövningar för skolungdom hade startat långt innan år 1863 i vissa skolor. Först ut i landet var Linköpings högra allmänna läroverk, där redan år 1834 undervisades i ”krigskonstens första grunder”. Andra orter med skolor som tidigt började med vapenövningar var Göteborg, Karlstad, Uddevalla och Örebro. För att understöja de militära vapenövningarna i Stockholms folkskolor bildades 1868 i Stockholm FBSV (Föreningen för befrämjandet av skolungdomens vapenövningar). Vid årsmötet 1870 förslogs och år 1876 påbörjades verksamheten att även omfatta elementarläroverken i Stockholm. Föreningen insåg tidigt betydelsen av det vi idag kallar PR och Sales Promotion. FBSV utnyttjade tidningar för att sprida information om nyttan och behovet av vapenövningar för skolungdomen. Man riktade speciella inbjudningar till årsmötena till samhällets eliter såsom riksdagsmän, höga skolpolitiker i riket och i Stockholm, höga militära befattningshavare i riket och i Stockholm och liknande. I FBSVs styrelse fanns så gott som hela tiden en känd samhällsdebattör eller skribent, med känningar inom pressen, som kunde ge sina synpunkter på och hur man skulle agera framgångsrikt med lobbyverksamheten. Bland sådana samhällsdebattörer och skribenter kan nämnas August Sohlman (liberal samhällsdebattör och tidningsskribent), Sven Adolf Hedin (liberal tänkare och författare), Harald Sohlman (redaktör, son till A Sohlman). FBSV hade framgång med sin lobbyverksamhet. Snart insåg FBSVs styrelse att man skulle utsträcka sin verksamhet till att inte enbart omfatta huvudstadens alla skolor, utan också inkludera rikets övriga elementarläroverk. Det syntes inte dock inte ha blivit något av en propå från 1880 och ett upprop från 1914. Så småningom, med start år 1891, fann styrelsen att ett sätt att engagera rikets övriga elementarläroverk var att inbjuda dem till de årliga tävlingsskjutningarna. De först inbjudna läroverken var de närmast Stockholm – de från Nyköping, Strängnäs, Uppsala och Örebro. De obligatoriska vapenövningarna för skolungdomen ifrågasattes också. Det var främst läroverkslärare som diskuterade frågan ur olika aspekter bl. a.: den lämpliga åldern att börja med militära vapenövningar, den tidsmässiga omfattningen av vapenövningarna, den militära nytta som vapenövningarna skapade, den påverkan på fosterlandskärleken vapenövningarna hade. En omfattande debatt pågick mellan läroverkslärarna och FBSV 1897-1899, där de förra menade att de obligatoriska vapenövningarna kunde slopas medan FBSV var av motsatt uppfattning. Den omfattande debatten 1877-1899 mellan läroverkslärare och FBSV om de obligatoriska vapenövningarnas vara eller inte vara, kan ha bidragit till obligatoriets avskaffande 1917. Konsekvenserna av obligatoriets upphörande ledde till en omvälvande omställning för FBSV. Föreningen tvingades till samverkan med det Frivilliga skytteväsendet, i Stockholm med den 1902 bildade Skolungdomens i Stockholm Skytteförening, och avsåg främst anordnandet av skjuttävlingar. / In 1863 the Swedish government issued a regulation on mandatory military training for male pupils in elementary and secondary schools and elementary schoolteachers training colleges, although such training had existed earlier - starting in Linköping 1834. InStockholma fumbling start of this military training began 1865. To get a more conform and well structured military training the Association for Promoting Military training of Schoolboys (APMS) was founded in early 1868, focusing on pupils in the elementary schools. APMS, as a good lobby organisation, succeeded well with its efforts to get a good military training developed and successively expanded it to include even Stockholms secondary schools. One important explanation to APMS´s success was the nationalistic and patriotic spirit of the society at that time – the second half of the 19th century. Another explanation is the enthusiastic and prominent citizens ofStockholm that formed the board of APMS. Initially the military training was infantry movements, military drill and rifle shooting. Gradually the military training concentrated to rifle shooting including shooting competitions among theStockholmschools. From 1891 secondary schools from outsideStockholmwere invited and participated in the shooting competitions. Among the school teachers there was a debate on the need and benefits of the military training. Different opinions could be read in the teachers professional journals. There were four main issues on the agenda. Firstly the lowest age to take part in the military training. Secondly the education time the military training stole from other more traditional education. Thirdly the merits of the military training from the army´s point of view. Fourthly the military trainings ability to implement a nationalistic and a patriotic spirit to the male youth was doubted. This debate was very intensive 1897-1899 starting with an article in one of the teachers professional journals where the benefits of the military training in schools were strongly questioned. APMS responded to the anti-military-training articles which ended with the publishing of a contra-booklet with the message that the military training in schools were beneficial and also a tool to promote and establish a more nationalistic and patriotic spirit to the schoolboys. During the first world war, in1917, amotion was proposed to the Parliament meaning to abolish the mandatory military training in schools. After an animated discussion in the daily press and after hard argumentation in the Parliament the motion passed in April 1917 with 175 votes for and 167 votes against. The military training was now more or less voluntary. This was a big defeat for APMS, which soon became a part of the Voluntary Shooting Association for Youth of Stockholm.

Mental ill-health has increased in the community and especially among young people. Stress is considered as a conduciveness cause to the increasing mental ill-health and stress can lead to angst, worry, depression etcetera. The purpose with this study is to investigate how school nurses and welfare officers in high schools within defines and works with stress among the youths. The study also investigates how the school nurses and the welfare officers work to prevent stress in the schools and if there is cooperation between the two professions. The study is based on a social constructive perspective and a system-thinking. The study has been performed from a qualitative method in the shape of semi-structural interviews. The result of the study shows that school nurses and welfare officers defines stress diversely. The school nurses talks about stress as a natural and physiological reaction that makes people to perform whereas the welfare officers talks about stress as something that is difficult to define and as an imbalance between resources and demands on the individual. The causes of stress explain the respondents be the demands from the environment, the family situation and the situation in school. The respondents’ work with stress is not clear and there are no guidelines. Instead, the work is geared to the youths that are stressed.

<p>This study aims to describe the conditions, of which some youths who live in a segregated area in Sweden, see as important for their development of an identity. The study have been conducted in a manner where we put the youths own words in focus. The youths are in charge of deciding what they regard as important for their own development of their own identity. In this study we assume certain contexts, of which we base the study. These contexts include the society, the urban districts, the school, the family, and the language. A central concept in this study’s technical framework is symbolic interaction, and ethnology. The data in this study comes from group discussions with students in a school in an urban district which has been, and is segregated. Theoretical concepts and the youths own concepts serve as tools in this study. The participants in this study describe them self as not being a part of the Swedish society. They are different. Even though almost everyone of the participants in this study are born in Sweden, none of them feel that they are Swedish. Their sense of feeling secure is connected to the urban district of which they live in, school, and family. The youths describes the possibility of social networking as an important part of being secure. They describe the Swedish society as being hostile towards them as a group. They experience that the Swedes defends Sweden against them. They feel that their language is different from the regular Swedish. The participants see both a positive and a negative side of their language. They feel that the Swedes does not accept their Swedish. At the same time they feel proud of their language. They mention it as being alive. Even though they experience the difficulties in the Swedish society, they feel hopeful about their future. They see themselves in a positive way. They have an positive view of their identity.</p>

This study aims to describe the conditions, of which some youths who live in a segregated area in Sweden, see as important for their development of an identity. The study have been conducted in a manner where we put the youths own words in focus. The youths are in charge of deciding what they regard as important for their own development of their own identity. In this study we assume certain contexts, of which we base the study. These contexts include the society, the urban districts, the school, the family, and the language. A central concept in this study’s technical framework is symbolic interaction, and ethnology. The data in this study comes from group discussions with students in a school in an urban district which has been, and is segregated. Theoretical concepts and the youths own concepts serve as tools in this study. The participants in this study describe them self as not being a part of the Swedish society. They are different. Even though almost everyone of the participants in this study are born in Sweden, none of them feel that they are Swedish. Their sense of feeling secure is connected to the urban district of which they live in, school, and family. The youths describes the possibility of social networking as an important part of being secure. They describe the Swedish society as being hostile towards them as a group. They experience that the Swedes defends Sweden against them. They feel that their language is different from the regular Swedish. The participants see both a positive and a negative side of their language. They feel that the Swedes does not accept their Swedish. At the same time they feel proud of their language. They mention it as being alive. Even though they experience the difficulties in the Swedish society, they feel hopeful about their future. They see themselves in a positive way. They have an positive view of their identity.