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Towards social well-being in schools: an implementation study of Involvement Education
Stockholm University, The Stockholm Institute of Education.
2002 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

The first purpose of this thesis concerning the implementation of Involvement Education (IE) was to highlight the experiences of the most important actors in the school (teachers, pupils and administration) when implementing the method in ordinary classes /leisure-time centers in a Swedish compulsory school, grades 1-6.

IE is presented as a theory and a method, with the purpose of fostering sound self-esteem in human beings, stimulate a friendly social climate, training of positive traits or “virtues” and teaching positive ways of handling conflict. Its main strategy consists of group talks with the participants sitting in a close circle. There are different kinds of talks each with a different structure of leadership. Of great importance is the attitude of the adult and his/her ability to lead the talks. Theoretically IE is based upon ideas from William Glasser, Alfred Adler and Aron Antonovsky.

The second purpose was to study how the implementation process per se was experienced and how the process developed over time. Did the use of IE continue and develop without support from ”outside”?

The approach chosen is the phenomenon-oriented case study. The study was done during a period of three years involving students, staff and administration. Quantitative as well as qualitative methods have been used.

The findings indicate that IE was experienced as being in line with the curricula of the school and of the recreation center concerning students’ socio-emotional development. The findings also indicate that the teachers experienced that IE was a method that could positively stimulate the social competence of the students, unity in the class, develop the ability to handle conflicts and develop attention of good qualities.

The students liked the talks and experienced that the participants listened to them when they spoke. Several students said that they had been better to solve conflicts. These findings were analyzed from a theoretical point of view that stressed the necessity of satisfying certain basic psychological needs in order to develop social skills.

Concerning the second purpose the findings indicate that the method was successfully implemented in the school. In the leisure-time centers, however, the method was not implemented. One reason was that the pedagogy in leisure-time centers traditionally has not stressed the worth of structured activities.

In the concluding chapter some implications of the study for further research are discussed as well as IE in regard to some fundamental issues concerning didactics and schooling. Among these are: what can be learned from a study like this? – IE and the situation in today’s schools in Sweden and consequences for teacher training.

Place, publisher, year, edition, pages
Stockholm: HLS förl. , 2002. , 223 p.
Series
Studies in educational sciences, ISSN 1400-478X ; 52
Keyword [sv]
Lärarrollen, Skolans socialpsykologi, Skoltrivsel, Involveringspedagogik
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-142878ISBN: 91-7656-522-X (print)OAI: oai:DiVA.org:su-142878DiVA: diva2:1093198
Public defence
2002-05-31, 10:00 (Swedish)
Opponent
Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2017-09-27Bibliographically approved

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