Blar i forfatter "Skarstein, Dag"

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    • I’m not as bright as I used to be – pupils’ meaning making of reduced academic performance after trauma 

      Schultz, Jon-Håkon; Skarstein, Dag (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 ...

    • “Terror victims are probably not the easiest to follow up”: students’ perception of learning and teaching in the aftermath of trauma 

      Skarstein, Dag; Schultz, Jon Håkon (Journal article; Tidsskriftartikkel; Peer reviewed, 2022-11-23)
      In August 2011, Norwegian schools welcomed survivors of the Utøya massacre to a new school year. Based on interviews with 135 students who went back to school weeks after experiencing extreme trauma, this study investigates their perception of schooling and learning. Sixty percent of the students reported a variety of reduced academic functioning, and they were not prepared for the learning ...

    • Trying to understand the extreme: school children’s narratives of the mass killings in Norway July 22, 2011 

      Jørgensen, Beate Fosse; Skarstein, Dag; Schultz, Jon-Håkon (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 ...