Lärarens lösningsfokuserade strategier i arbetet med elever som utmanar

Abstract

In order to achieve success in the work around the students who challenge the school the most, higher demands are automatically placed on the individual teacher's competence and achievements that do not directly have to do with knowledge development, something that many teachers do not consider to have enough education and experience to manage. The school's focus on a problem-oriented approach often tends to get stuck when it comes to finding solutions that help young people to develop. This solution-focused perspective emphasizes the importance of trying to develop the student's strengths as a counterpoint to what is not working. Based on this approach, there is a shift from risk factors to health factors. The purpose of this study was to investigate how a course in a solution-focused approach has influenced teachers 'attitudes and attitudes in relation to individual students' problems with challenging behaviors. Six primary school teachers were interviewed. The interviews were studied using thematic analysis as a method. Through the training in solution-focused strategies, the teachers in the study have created an increased understanding of the important social dimension in individual students' school problems, and that these problems do not arise regardless of the context in which the student lives. experienced and assigned their meaning. This study shows that students risk being categorized as problematic through the typifications they are subjected to.

Key words: School problems, Relationships, Solution-focused strategies, Community of internships, Interprofessional collaboration, Work integrated learning