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dc.contributor.authorSchultz, Jon-Håkon
dc.contributor.authorSkarstein, Dag
dc.date.accessioned2021-09-02T09:27:05Z
dc.date.available2021-09-02T09:27:05Z
dc.date.issued2020-11-12
dc.description.abstractPost-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 reported no or no distinct change; only 6% (n = 4) reported some degree of positive change. By contrast, 69% (n = 45) reported negative changes in academic performance, with impaired concentration and feelings of chaos. Previously effective study techniques became less effective or inadequate. Respondents worried about lasting impairment of academic functioning, but reported little or no discussion with teachers. From the characteristics of the changes reported, attribution style, the use of metaphors and narrative structuring, we identify differences in the meaning-making processes of these young people. Some were left with an understanding that negatively affected their help-seeking activity and reduced the willingness to accept adapted education post trauma.en_US
dc.identifier.citationSchultz, Skarstein. I’m not as bright as I used to be – pupils’ meaning making of reduced academic performance after trauma. International Journal of School & Educational Psychology. 2020en_US
dc.identifier.cristinIDFRIDAID 1848280
dc.identifier.doi10.1080/21683603.2020.1837698
dc.identifier.issn2168-3603
dc.identifier.issn2168-3611
dc.identifier.urihttps://hdl.handle.net/10037/22340
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofSchultz, J.-H. (2021). 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). <a href=https://hdl.handle.net/10037/22354>https://hdl.handle.net/10037/22354</a>
dc.relation.journalInternational Journal of School & Educational Psychology
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Social science: 200::Psychology: 260en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Psykologi: 260en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleI’m not as bright as I used to be – pupils’ meaning making of reduced academic performance after traumaen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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