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- Lindgren, Sven-Åke, 1951, et al.
(författare)
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Barn/ungdomar som anlägger brand – orsaker och motåtgärder
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the project "Juvenile Fire-Setting – Causes and Countermeasures" is to answer the question of why children/adolescents deliberately set fires, and to suggest warranted strategies to counteract and prevent future fire-setting. There are also two specific objectives: a) to answer the question of whether there is a media-related social dissemination syndrome and b) to evaluate two models of prevention developed by the Greater Gothenburg Fire and Rescue Services. Three studies have been conducted based on a comprehensive empirical material comprising records, statistics of incidents, survey data, narratives and information from interviews, police intelligence data, field and observation notes from lectures and meetings, news in different formats, documents from various organizations and court judgments including preliminary investigation material. The material has been analysed both quantitatively (statistically) and qualitatively (interpretation, category development and typology construction). Arson is largely a youth problem and corresponds in terms of causes and approaches to other forms of youth crimes. It is a problem on the decline. Characteristic for adolescents who set fires is gender (boys), parents with comparatively low levels of education, poor school grades, lack of school satisfaction and attraction to masculine leisure activities. The very few adolescents who repeatedly set fires exhibit severe individual and social problems. Both boys and girls, with or without a direct relationship to the school, set school fires. They act individually or in groups, often with different motives. When a group of adolescents set fires, they act in different roles (positions), during both the planning and the implementation phase. During the social unrest that took place in several neighbourhoods in Gothenburg in the autumn/winter of 2009, deliberate car fires were a permanent feature. The involved adolescents frequently used smartphones and IT-based social media to document actions and results. The social dissemination was achieved mainly through this type of direct communication between young individuals. Diffusion via traditional media coverage had a more subordinate role. Preventive measures should be evidence based. Knowledge of the design and effects of general preventive measures should be combined with knowledge that corresponds to the particularities of fire-setting and arson. Within preventive work, it is especially important to consider the following: Opt for both social and situational measures; specify the purpose and audience; support positive attitudes, roles and activities; pay attention to the situation of both boys and girls; focus on trust-building social relationships; parents and/or professionals with special children's competence should always participate in activities related to children; the preventive work must be visible and well anchored within the performing organization and supporting structures, as well as support from the management level is important; develop and promote collaboration between different actors; invest in evaluation and development of methods.
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| 2. |
- Persson, Sofia, 1972, et al.
(författare)
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Utvärdering av kommuners arbete mot anlagda skolbränder
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This section summarizes the results from the project Evaluation of Municipalities’ Efforts to Prevent Arson. Based on the Swedish Civil Contingencies Agency’s review of measures to prevent school arson in 80 Swedish municipalities, the aim of the evaluation was to identify and discuss work models and interventions that appear to be successful. To this end, the antiarson efforts in 20 municipalities were analysed in-depth (encompassing a total of 15 different preventive measures). Thirteen of the studied municipalities show a reduction in school arson during the period 2005–2011; seven show an increase. By comparing these two groups, it was possible to identify successful combinations of anti-arson measures. The method used – qualitative comparative analysis (QCA) – implies comparison of combinations of measures. Two combinations of measures were found to be successful in larger municipalities: A 1) cross-sectoral specific cooperation, 2) camera surveillance and 3) extended secondary prevention B 1) cross-sectoral specific cooperation, 2) patrolling and 3) extended secondary prevention Cross-sectoral cooperation implies that several actors (for example schools, social services, police and rescue services) coordinate their work and resources related to the problem of school firesetting. To be successful, this method must be combined with situational prevention in the form of either camera surveillance or patrolling. A third component is also required, namely social prevention in the form of extended secondary prevention, which here refers to interventions targeting individuals or groups at risk of engaging in deviant behaviour. ‘Extended’ means that the measures are recurring and intensive in nature. It should be emphasized that it is the specific combinations of these measures that appear to be successful; individual measures or alternative combinations of measures do not seem as successful. It should also be emphasised that the results summarized above apply to larger municipalities, for the simple reason that it is not possible to conclude anything about the outcome of implemented measures without a sufficiently large number of cases of school arson. Another important aspect of the evaluation is that the data collected from the municipalities vary for example in terms of how different measures are labelled, defined and documented. Needless to say, this may affect the comparisons made. In addition, the evaluation design, i.e. a focus on implemented measures in relation to increases and reductions in school arson, implies that other possibly relevant factors, such as closing of schools, demographic changes and changes in the local structure of social problems, are not taken into account. However, the results are well in line with previous research on arson and the effects of methods used in arson prevention.
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| 3. |
- Uhnoo, Sara, 1976, et al.
(författare)
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Juvenile school firesetting in Sweden: causes and countermeasures
- 2015
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Ingår i: Journal of Scandinavian Studies in Criminology and Crime Prevention. - : Informa UK Limited. - 1404-3858 .- 1651-2340. ; 16:1, s. 25-40
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Tidskriftsartikel (refereegranskat)abstract
- Deliberately set school fires cause significant economic, material, and social damage to society. This article aims to contribute to a sociological understanding and explanation of school fires set by juveniles and to the development of effective prevention strategies based on the results obtained. The study draws upon comprehensive empirical data from qualitative and quantitative research consisting of a questionnaire survey, substantive interviews, and document analysis. The findings show firesetting to be a complex, multifaceted phenomenon, which calls for a diversified approach to prevention relying on structural, situational, and social interventions. While juveniles setting schools on fire appear in many respects to be similar to other youths engaged in delinquent behaviours in society, the fires they set can be internally categorized according to firesetting motive, offender characteristics, and modus operandi. The implications of the resulting typology of six main types of school fires for prevention work are discussed, with practical suggestions for effective countermeasures offered.
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| 7. |
- Gillberg, Gunnar, 1958, et al.
(författare)
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Social struktur och mänskligt handlande : En introduktion till kritisk realistisk samhällsanalys
- 2017
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att förklara och förstå relationen mellan samhälle och individ är en av samhällsvetenskapens mest centrala uppgifter. Är individen styrd av de samhälleliga förhållanden som råder eller är det individen som styr sina egna livsvillkor? De flesta skulle förmodligen svara att detta i grunden är en fråga om ömsesidig påverkan. Hur denna ömsesidiga påverkan mer konkret ser ut och fungerar är emellertid en komplicerad fråga. Den här boken är en introduktion till den kritiska realismens ontologiska, kunskapsteoretiska och metodologiska perspektiv på detta.
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| 8. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Conflict escalations in schools: manifestations and strategies
- 2024
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Ingår i: Presentation at NERA, Nordic Educational Research Association (NERA), Malmö University, 7 March 2024, Network: Value Issues and Social Relations in Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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Escalated conflicts, threats, and violence against teachers from pupils in lower-secondary schools
- 2023
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Ingår i: Presentation at NERA, Nordic Educational Research Association, Norway, Oslo 15-17 March 2023, Network 7: Value Issues and Social Relations in Education.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aim) Schools are among the workplaces with the greatest risk of exposure to violence. The aim of this three-year project (2022-2024) is twofold, that is to increase: 1. knowledge about escalating conflicts that contain threats and violence against lower-secondary schoolteachers from pupils. 2. knowledge about school organizations' efforts to support teachers and create safe work environments. The project has started January 2022 and the presentation will focus on the design of the project and discussion of earlier research. (Theoretical framework) Theoretically, the study has three points of departure. The first is the relational nature of the teaching profession. The profession includes responsibility for social and pedagogical relationships as well as teachers having the power to control, monitor and assess pupils, which contributes to asymmetry and possible frictions in the relationship. The second addresses threats and violence from the pupils as expressions of escalated conflicts. A third point of departure in the theoretical framework is an organizational perspective. Multiple institutional expectations and variations in conditions are anticipated to give space to understanding and managing the escalated conflicts in different ways. (Methodology/research design) The research questions will be answered by conducting a qualitative case study of four lower-secondary schools. The selection of schools is a careful process. We are choosing schools that are located in different structural contexts, have had substantial problems with threats and violence towards teachers from pupils but where the situation clearly has improved and the schools use a range of different measures to address the problem. The analysis will be based on the following empirical material for each schools: 1. qualitative individual interviews with principals, union representatives and municipal security officers; 2. focus group interviews with teachers; and 3. documents including legislation, regulations, and policies. The findings will be analysed in the light of existing research on conflict management, professions, and complex organizations. (Expected result) The project will contribute with knowledge on escalated conflicts, pupils’ threats and violence towards teachers, as well as structures, processes and measures influencing these phenomena. Furthermore, the different measures which the participating schools found effective to improve the teachers working environment will be presented and discussed.
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