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- Ahlgren, Christina, et al.
(författare)
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Struggle for time to teach. Teachers experiences of their work situation.
- 2011
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Ingår i: Work. - 1051-9815 .- 1875-9270. ; 40:Suppl 1, s. 111-118
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The objective of this study was to from a gender perspective, explore elementary school teacher' experiences of their work situation, and identify conditions that could be health risks. Participants: Eighteen female teachers who work in an elementary school in Northern Sweden. Method: Thematic interviews were conducted using an interview guide. The interviews were tape-recorded and transcribed verbatim. Qualitative content analysis was used to analyse the transcribed text and interpretations were made within gender theory. Results: Four categories emerged: "Squeezed between dream and reality", "Effort to keep up with demands", "We can make it together" and "The school needs men's qualities". The categories were linked together with the theme "A struggle for time to teach". The theme describes the conflict between the teachers' ambitions to teach and create a stimulating learning environment versus the increased need for behaviour control that took time from classroom work. Beside work at the school, the teachers carried a large burden of domestic work.Conclusions: Teachers' work includes both endless demands and great joy. Their work is structured within the schools gender system in which caring duties are subordinated despite a growing demand for behaviour control. Traditional gender roles affect their domestic work load.
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| 2. |
- Gillander Gådin, Katja, et al.
(författare)
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A possible contributor to the higher degree of girls reporting psychological symptoms compared with boys in grade nine?
- 2005
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Ingår i: European Journal of Public Health. - Oxford : Oxford University Press (OUP). - 1101-1262 .- 1464-360X. ; 15:4, s. 380-385
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Tidskriftsartikel (refereegranskat)abstract
- Background: It is a recurrent finding that adolescent girls report psychological symptoms in a higher degree compared with boys. The explanations for this difference vary, but the psychosocial school environment has never been a focus in these explanations. The aim of this study was to analyse whether psychosocial factors at school were associated with a high degree of psychological symptoms among boys and girls in grade nine, with a special focus on sexual harassment. Methods: The study was based on a cross-sectional study including 336 pupils (175 girls and 161 boys) in grade nine (about 15 years old), who answered an extensive questionnaire. The non-response rate was negligible (<1%). Logistic regression analysis was used to analyse whether school-related factors (teacher support, classmate support, sexual harassment), body image, and parental support were associated with a high degree of psychological symptoms. Results: Sexual harassment at school was associated with a high degree of psychological symptoms among girls. Conclusions: Sexual harassment must be acknowledged as a negative psychosocial school environmental factor of importance for the high degree of psychological ill-health symptoms among girls compared with boys.
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| 3. |
- Gillander Gådin, Katja, et al.
(författare)
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Do changes in the psychosocial school environment influence pupils' health development? Results from a three-year follow-up study
- 2003
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Ingår i: Scandinavian Journal of Public Health. - : SAGE Publications. - 1403-4948 .- 1651-1905. ; 31:3, s. 169-177
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Tidskriftsartikel (refereegranskat)abstract
- Aims: This study analysed the effects of psychosocial factors at school on pupils' health and self-worth from a longitudinal perspective. Methods: A three-year prospective study was started in 1994, including 533 pupils (261 girls, 272 boys) from 25 different classes in grades 3 and 6. With age-adjusted questionnaires the changes in self-perceived health were compared with changes in psychosocial school environmental factors. Results: The girls in the older cohort reported a negative health development with decreased self-worth and increased somatic and psychological symptoms. Significant gender differences in ill health, but not in self-worth, developed, especially in the older cohort. A multiple regression analysis showed that a negative development of psychosocial factors at school, measured as control, demand, and classmate problems, was associated with poorer health and self-worth among the pupils. A trichotomization of the psychosocial variables at school indicated a possible causal relationship between psychosocial factors and ill health and self-worth. Conclusions: The negative development in pupils' health and self-worth could partly be explained by the more unfavourable psychosocial environment that prevails at school at the senior level. The public health implications of our study can be summarized as the need for schools to improve pupils' social situation at school in relation to their work situation as well as to pay special attention to the school situation of girls at senior level.
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| 6. |
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| 7. |
- Gillander Gådin, Katja
(författare)
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Obstacles for equity in health in a school health promotion project among young students
- 2007
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Konferensbidrag (refereegranskat)abstract
- There is a need for more knowledge about school as an agent for equity in health. The present study is a part of an action research project performed in a Swedish school (grade one to six) in a socially disadvantaged area. The point of departure was that young students have competences to define problems and priorities of changes in their school environment as well as being active participants in the changing process. All students participated in groups in a process of defining suggestions of health promoting changes in their school environment. The aim with the present study was to analyse obstacles for equity in health in a school health promotion project where the students have been active participants. Method: Single-sex focus group interviews (half with girls and half with boys) were conducted with students in two sets: eight interviews were performed directly after the group work at school was completed and another six interviews about a half year after the changing process had started. The students in the focus group interviews were recruited from all classes and ages at the school. The interviews were analyzed with a grounded theory approach. Results: The preliminary results showed that power relations within the group of boys, between the groups of boys and girls, and within the group of girls were obstacles for equity in health. Categories such as harassment, injustice, responsibility taking, homosociality and gender based violence have been developed.Conclusions: Young students can be active participants in the work for a healthy environment at school but the staff at school must consider the unequal power relations between the students and to work with the social climate in general to a higher degree to be successful in reducing inequity among young students.
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| 9. |
- Landstedt, Evelina, 1978-, et al.
(författare)
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Deliberate self-harm and associated factors in 17-year-old Swedish students
- 2011
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Ingår i: Scandinavian Journal of Public Health. - : SAGE Publications. - 1403-4948 .- 1651-1905. ; 39:1, s. 17-25
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Tidskriftsartikel (refereegranskat)abstract
- Background: Deliberate self-harm (DSH) in young people is an important public health issue. To prevent DSH, more knowledge is needed about its prevalence and associated contextual factors in community samples of adolescents. Aims: To determine the prevalence of deliberate self-harm in 17-year-old Swedish students and to explore the association of demographic variables, psychological distress, experiences of violence, and school-related factors with DSH. Methods: Data were derived from a cross-sectional study in which 17-year-old students completed questionnaires during school hours (n=1,663; 78.3%). The variables used in this analysis are as follows: deliberate self-harm, demographic variables, psychological distress, experiences of violence, and school-related factors. Data were analysed using chi-squared statistics and logistic regression. Results: The lifetime prevalence of DSH was 17%, and it was more common among girls (23.3%) than boys (10.5%). There were considerable socioeconomic differences in reports of DSH. Psychological distress was strongly associated with DSH in both boys and girls, as were experiences of bullying, sexual harassment, physical violence and sexual assault. Social support, safety and academic factors in school were related to reports of DSH in both girls and boys. There were some gender differences with respect to which factors were associated with DSH. Conclusions: Deliberate self-harm is common and more frequently reported by girls than boys. Psychological distress, experiences of different types of violence, and school-related factors (academic, social and safety-related), should be considered risk factors for DSH in young people. Findings can be applied to health-promotion policy and interventions in various contexts, for example schools.
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| 10. |
- Landstedt, Everlina, et al.
(författare)
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Enhancing adolescent mental health - understanding the significance of contextual factors and a gender perspective.
- 2006
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Konferensbidrag (refereegranskat)abstract
- BACKGROUND: Existing studies show a negative trend in adolescent mental health and a gender pattern where girls in general report more mental health problems. There is a knowledge gap regarding the significance of contextual factors and a lack of qualitative studies. The aim was to explore what conditions upper secondary school adolescents perceive as significant for mental health, analysed from a gender perspective. METHODS: The study was conducted according to grounded theory and consisted of 29 semi-structured, focus group interviews with 16-19 years old adolescents. Data was analysed by constant comparative method. RESULTS: Significant conditions for mental health were identified in three processes comprising what the participants perceived as positive and negative for mental health. These were processes of (i) social interactions, ranging from supportive relations to assault, (ii) performance, ranging from encouraging success to demands and heavy work load, (iii) responsibility, when processes of interaction and performance are intertwined and reinforced. The category of responsibility included processes ranging from limited responsibility taking to responsibility as a burden and lack of control. Mainly girls had experiences of negative aspects of these conditions. CONCLUSION: The adolescents emphasised the significance of contextual factors in general and specifically those concerning relations, treatment, expectations, demands and assault. A gender perspective can contribute to a deeper understanding of gender patterns in adolescent mental health. Different experiences among girls and boys in their everyday life may affect their mental health.Contextual factors, gendered power relations and cultural norms of masculinity and femininity should be acknowledged in mental health promotion and preventive work among adolescents.
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