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dc.contributor.authorJørgensen, Beate Fosse
dc.contributor.authorSkarstein, Dag
dc.contributor.authorSchultz, Jon-Håkon
dc.date.accessioned2016-03-02T11:58:47Z
dc.date.available2016-03-02T11:58:47Z
dc.date.issued2015-02-04
dc.description.abstractSchool-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 the attacks, the majority had unanswered questions based on more or less accurate knowledge of the events, and they still experienced fear. The media and peers appeared to be their major source of information and not parents or teachers. These children's narratives, characterized by some detailed facts, limited understanding, and a high degree of fiction, were inadequate for restoring calm and feelings of safety. Examples indicate how teacher-facilitated collaborative activities among pupils dealing with crisis can provide a way to construct meaning-making by stimulating conversations and reflections, and developing the narrative through a process of metacognition can provide for further learning and new insights. Implications for a proactive teacher role are indicated.en_US
dc.descriptionPublished version. Source at <a href=http://dx.doi.org/10.2147/PRBM.S73685>http://dx.doi.org/10.2147/PRBM.S73685</a>.en_US
dc.identifier.citationPsychology Research and Behavior Management 2015, 2015(8):51-61en_US
dc.identifier.cristinIDFRIDAID 1217786
dc.identifier.doi10.2147/PRBM.S73685
dc.identifier.issn1179-1578
dc.identifier.urihttps://hdl.handle.net/10037/8610
dc.identifier.urnURN:NBN:no-uit_munin_8165
dc.language.isoengen_US
dc.publisherDove Pressen_US
dc.rights.accessRightsopenAccess
dc.subjectcrisis and terroren_US
dc.subjectmeaning-makingen_US
dc.subjectmediaen_US
dc.subjectteacher roleen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Spesialpedagogikk: 282en_US
dc.subjectVDP::Social science: 200::Education: 280::Special education: 282en_US
dc.titleTrying to understand the extreme: school children’s narratives of the mass killings in Norway July 22, 2011en_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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