Cristin-prosjekt-ID: 579407
Sist endret: 28. mars 2019 13:21

Cristin-prosjekt-ID: 579407
Sist endret: 28. mars 2019 13:21
Prosjekt

En empirisk studie av kvinner som har utøvd vold i ungdomsalderen

prosjektleder

Ann-Cathrin Faldet
ved Institutt for pedagogikk og samfunnsfag – Hamar ved Høgskolen i Innlandet

prosjekteier / koordinerende forskningsansvarlig enhet

  • Høgskolen i Innlandet

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag

Emneord

Atferdsproblemer i skolen

Kategorier

Prosjektkategori

  • Anvendt forskning

Kontaktinformasjon

Telefon
+47 95845641
Sted
Ann-Cathrin Faldet

Tidsramme

Aktivt
Start: 14. februar 2018 Slutt: 31. desember 2019

Beskrivelse Beskrivelse

Tittel

En empirisk studie av kvinner som har utøvd vold i ungdomsalderen

Vitenskapelig sammendrag

This project studies how women who have perpetrated violence in adolescence now view their experiences with friendship and especially their school history. The study presents the women’s perspectives and their understanding of their own practice of violence in adolescence and their gang membership. Previous research indicates that girls who engage in violence in adulthood have a greater chance of developing depression than boys. Girls with violence and aggression problems have an increased risk of later experiencing internalised difficulties, suicide and substance abuse, and they stay in violent relationships, drop out of school, become pregnant early in life and are frequent users of public support services (Chamberlain & Moore, 2002; Bengtson et al., 2003). Furthermore, Chamberlain and Moore (2002) indicate that physically aggressive girls are more often disliked by peers than physically aggressive boys, and although we see examples of girls committing violence against boys, girls mainly fight with other girls (Faldet, 2013; Bjørgo & Haaland, 2001; Natland, 2006). Faldet (2013) found in her study that girls who exercise violence experience losing or failing in arenas that are important for quality of life and for dealing with life's challenges. There are arenas where most girls succeed: family, school and friendship relations.

This project addresses the following issues:

  • How do women who engaged in violence in adolescence, experience school, and how did these experiences affect their learning and identity?
  • How do women who have exercised violence in their youth look at the motivation and meaning behind their practice of violence?

The study’s theoretical foundation is based on the concept of a social life, an initiative that underlines learning and cognitive processes in an individual’s adaptation to and interaction with the social environment. Central to this is Banduras concept of self-efficacy, which is a person's belief in his/her own coping ability (Bandura, 1997).

The study is also based on an understanding of the girls as actors in their own lives. They are not oppressed by contextual conditions or individual attributes; they create their own reality/perception. Such an understanding of the girls implies that their actions are intentional (Nygård, 2007). That is, when the girls show both inappropriate and appropriate behaviour, they do it because they more or less consciously want to do it.

Another approach is derived from the theory of resistance. In some students, problem behaviours reflect their resistance to a school they do not feel they ‘belong to’ or that they believe does not value them. They show resistance because they do not feel acknowledged, and their situation, experiences and interests are not considered (Giroux, 1988; 1983).

prosjektdeltakere

prosjektleder

Ann-Cathrin Faldet

  • Tilknyttet:
    Prosjektleder
    ved Institutt for pedagogikk og samfunnsfag – Hamar ved Høgskolen i Innlandet

Ragnhild Bjørnebekk

  • Tilknyttet:
    Prosjektdeltaker
    ved Politihøgskolen
Aktiv cristin-person

Reidun Synnøve Tangen

  • Tilknyttet:
    Prosjektdeltaker
    ved Universitetet i Oslo
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