Counsellors perceptions of the phenomenon of concentration difficulties

Hvidsten, Bente; Valle, Anne Marit

doi:10.1111/1467-9604.12340

Cited by 2 publications

(3 citation statements)

References 23 publications

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“…The present study will highlight how concentration problems affect schoolwork. The term 'concentration' is discussed in the scientific literature (Hvidsten & Valle, 2021). However, we have found no agreed upon definitions on concentration or concentration problems, and prevalence numbers remain unknown, as 'concentration problem' is not a defined diagnosis.…”

Section: Introductionmentioning

confidence: 83%

Enjoyment as a learning resource: Stories told by students with harmful concentration problems

Løhre

Vedul-Kjelsås

Østerlie

2021

NTPK

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Having concentration problems is typical within several diagnoses, such as ADHD, dyscalculia and dyslexia. This study aimed to explore how students experience their concentration problems in relation to schoolwork and what strategies could facilitate learning. Theory of play and motivation was applied. Twelve participants were selected by the local school to a program for concentration training, and individual interviews were conducted before the program started. Thematic analyses led to three main themes: sadness when learning is hampered, enjoyment in subjects and physical and mental sheltering. Perceptions of being academically left behind conveyed sadness in some students. However, substantial diversity characterised the students' like or dislike of subjects, and enjoyment seemed to vary with concentration. Institutional strategies with adapted teaching in separate rooms supported learning, and personal strategies to create pauses provided sheltering to regain concentration. To conclude, the various subjects were associated with significant diversity in enjoyment and concentration, pointing to a need for individual adaptation. Further, elements of play may increase motivation and concentration, and a context providing sheltering possibilities seems preferable.

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Section: Introductionmentioning

confidence: 83%

Enjoyment as a learning resource: Stories told by students with harmful concentration problems

Løhre

Vedul-Kjelsås

Østerlie

2021

NTPK

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“…Hur kan vi förstå detta? Studier om elevers koncentrationssvårigheter, rastlöshet eller överskottsenergi är relativt få och utgår vanligen från att det är i individens personlighet som problemen uppkommer (Ericsson, 2006;Hvidsten & Valle, 2021). Det finns flera exempel bland utsagorna där ungdomarna uttrycker att de har koncentrationssvårigheter.…”

Section: Koncentrationssvårigheter Och Rastlöshetunclassified

“…Samtidigt har idrottstimmarna blivit färre och ungdomar utsätts idag för många och ständigt nya intryck och impulser, via mobiler och datorer. En del ungdomar med hög energidepå kan ha svårt att koncentrera sig när lärare tillämpar undervisningsmetoder som inte är anpassade till dem (Hvidsten & Valle, 2021). Odenbring et al (2017) konstaterar i en studie att vissa gymnasieskolors elevvårdsteam främst använder neuropsykiatriska termer när de talar om elevers beteendeproblem, som exempelvis uppmärksamhets-eller hyperaktivitetsstörning.…”

Section: Koncentrationssvårigheter Och Rastlöshetunclassified

Skolsvårigheter för ungdomar med alkohol och narkotikaproblem: – En studie om (social)exkludering i skolan

Olausson

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The main purpose of this study was to highlight young people with alcohol and drug problems and their experiences of social and pedagogical exclusion. The data collected consist of interviews, in turn obtained from Ungdok. Ungdok is a documentation system used by the Social Services. It aims at documenting young people’s own accounts of their alcohol and drug use and how it affects different aspects of their lives. The study’s focus was on how young people with a variety of substance use describe their experiences of exclusion in school settings. Initially the results were analyzed with the help of concepts that are used to identify various aspects of school difficulties, the significance of them, and what the consequences might be for the youngsters. The analysis also focuses on the elements of exclusion that the youngsters ascribe to the school setting, as well as peer relations, and their own family ties. A large part of the interviewees, roughly 1/3 of 2169 young people with alcohol and drug problems, state that they have no school related problems, which perhaps could be attributed to a more normalized use of so-called party drugs, and/or cannabis. 2/3 of the interviewees however, state that they have experienced, or are experiencing school related problems. A lot of the young people whose accounts were used in this study state that their drug use was most prevalent in transition periods, even though alcohol use generally increase when adolescents reach adulthood. A finding of this study is that about half of the young people interviewed consider themselves unwanted or as failures. Another finding is that approximately 1/5 of the youngsters’ accounts of school related difficulties relate to ADHD or other neuropsychiatric difficulties or diagnoses. Physical illness is in a few cases also given as a reason for school related difficulties. Other problematic areas described by the young people relate to difficulties with concentration, and those are often described in terms of comorbidities or that the individual devalues him or herself. The results of the study show that school related social exclusion appear on both a structural, interpersonal, as well as an individual level. Two distinct approaches also become apparent in the results. The first approach emphasizes that exclusion is the result of the school’s, or the educational institution’s failure to fully embrace inclusive practices. The second approach visible in the results takes a more individualistic view on exclusion, often resulting in the young person putting blame on him or herself for being the very reason they’re experiencing social, and/or pedagogical exclusion. The study’s results raise questions as to what extent an individual child/young person can be expected to take responsibility for the parental level of education and the potential disadvantage this brings the young person. Other questions of interest that may be raised in relation to the results of this study is to what extent a child or young person can be expected to take responsibility for the potentially negative consequences of an unequal and/or segregated school system. Is it the education system, the school, or the pupils that ought to take the responsibility and action to guarantee the educational support that all pupils have the right to? This study has contributed to the body of knowledge by providing knowledge of how young people with alcohol and drug problems describe their own experiences of school related difficulties, and to what extent these experiences in various degrees have contributed to a sense of social and pedagogical exclusion in school settings.

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Counsellors perceptions of the phenomenon of concentration difficulties

Cited by 2 publications

References 23 publications

Enjoyment as a learning resource: Stories told by students with harmful concentration problems

Enjoyment as a learning resource: Stories told by students with harmful concentration problems

Skolsvårigheter för ungdomar med alkohol och narkotikaproblem: – En studie om (social)exkludering i skolan

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