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norskBlar i forfatter "Schultz, Jon-Håkon"
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Better Learning Programme 1: Supporting Students' Recovery in Emergencies
(Book; Bok, 2019)This handbook is for teachers working with children in the demanding conditions of emergencies - war, conflict, natural disasters, and other types of crisis - and their aftermath.<p> <p>Children affected by stress from conflict and crisis situations often have difficulties learning and functioning at school. They experience a sense of chaos, loss of concentration and reduced memory, making it ... -
Dealing with fear: Managing life-threatening events in different cultural contexts. An empirical study with case design using qualitative interviews and participant observation
(Doctoral thesis; Doktorgradsavhandling, 2021-09-17)<p>Background: Life-threatening events come in various forms, affecting individuals and their societies by evoking fear. Collective dangers such as terrorist attacks, war, conflict, and natural disasters may create societal chaos and suffering. Children in particular appear to be vulnerable as regards dealing with fear from life-threatening events. Although most children and adolescents do not develop ... -
Educational First Aid in Crisis: Input on how to communicate with students about the terrorist bomb attack in Oslo and the mass murder at Utøya in 2011
(Research report; Forskningsrapport, 2011)This manual provides suggestions for how teachers can approach their students at the start of the academic yearr egarding how to prepare for a holistic approach that can provide for processing, understanding and learning, and ensure a return to regular school activities after the terrorist attacks. The manual does not address help to relatives of victims or assistance to survivors. Those directly ... -
Explaining the unexplainable: designing a national strategy on classroom communication concerning the 22 July terror attack in Norway
(Journal article; Tidsskriftartikkel; Peer reviewed, 2014) -
I’m not as bright as I used to be – pupils’ meaning making of reduced academic performance after trauma
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-11-12)Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students (aged 16–29 years) was conducted 2.5 years after the traumatic event. A total of 25% (n = 16) respondents ... -
The nature of posttraumatic nightmares and school functioning in war-affected youth
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-11-25)Children and adolescents who have experienced traumatic events demonstrate a variety of posttraumatic symptoms, including recurrent nightmares, as well as adverse reactions in the school setting. The current study examined nightmare symptoms, posttraumatic stress, sleep disturbance, and self- and teacher-reported school functioning of 64 youths in the Gaza Strip, ages 12 to 16, who have lived through ... -
Negotiating a new day: Parents’ contributions to supporting students’ school functioning after exposure to trauma
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016-04-22)Parents are advised to get their children back to school soon after exposure to trauma, so that they may receive social support and restore the supportive structure of everyday life. This study explores parents' experiences of supporting adolescents in regaining school functioning after the July 2011 massacre at Utøya summer camp in Norway. One year after the attack, 87 parents of 63 young people ... -
Prevalence and Characteristics of Post-traumatic Nightmares in War- and Conflict-Affected Students.
(Journal article; Tidsskriftartikkel; Peer reviewed, 2021-03-19)Introduction: Recurrent nightmares, frequently associated with traumatic experiences, may impair quality of life and daily functioning. However, there have been few studies of posttraumatic nightmares occurring among children and youth, in particular for trauma-exposed populations in conflict zones.<p> <p>Methods: Using two quantitative data sets, this study investigates the prevalence and ... -
Returning to school after a terror attack: a longitudinal study of school functioning and health in terror‑exposed youth
(Journal article; Tidsskriftartikkel; Peer reviewed, 2018-07-12)Terrorist attacks and mass shootings often involve youth. Knowledge is needed on how this may impact their health and functioning. This study investigates perceived academic performance and school wellbeing in 237 terror-exposed survivors of the Utøya youth camp attack according to their sociodemographic characteristics, health and mental health service (MHS) utilization. Semi-structured interviews ... -
School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011
(Journal article; Tidsskriftartikkel; Peer reviewed, 2016-05-10)Background:<br>The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking.<br> Objective:<br>This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway.<br> Method:<br>Data from ... -
“Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon
(Journal article; Tidsskriftartikkel; Peer reviewed, 2023-12-27)The still-evolving situation in Lebanon is characterized by multiple crises that affect students’ mental health and school functioning. This explorative study analyzes educators’ experience of students’ educational and psychosocial needs and their preparedness to deliver psychosocial support. Qualitative interviews were conducted with 19 public-school teachers and counselors in Lebanon. Educators ... -
Suggestions for how teachers can protect students in connection with the July 22nd terror trail in Oslo, 2012
(Research report; Forskningsrapport, 2011)Students need help understanding what is happening during the trial and information on how they can protect themselves from strong emotions. The schools should plan a pedagogical approach for this.We will be facing a long trial concerning terror and massmurder that will be receiving unprecedented media coverage in Norwegian legal history. We will be receiving more detailed and magnified insight into ... -
Trying to understand the extreme: school children’s narratives of the mass killings in Norway July 22, 2011
(Journal article; Tidsskriftartikkel; Peer reviewed, 2015-02-04)School-aged children have limited resources for coping with exposure to high-intensity media coverage of terrorist events. This study explores pupils' meaning-making process of their indirect, media-communicated encounters with a specific terrorist event in Norway. Qualitative in-depth interviews about the July 22, 2011 terror attacks were conducted with 54 pupils aged 6–8 years. Seven months after ... -
Undervisning om kriser og katastrofer. Et pedagogisk mulighetsrom?
(Journal article; Tidsskriftartikkel; Peer reviewed, 2020-08-28)Artikkelen utforsker pedagogiske mulighetsrom for læring og danning når elever er eksponert for skremmende beskrivelser og bilder gjennom media. Det empiriske materialet er intervjuer med 30 lærere som høsten 2011 tok imot elever etter terrorangrepet og massedrapene i Norge 22. juli. Ved skolestart fikk lærerne i oppdrag av skolemyndighetene å gjenreise elevenes opplevelse av trygghet. Det ble ...
