Suchergebnisse

Introduction: In Norway one of three young people drop out of high school. For young people to be on the outside of education or work may develop feelings of isolation and lack of control, resulting in alienation from both authority and community that may further marginalize them. Some develop mental-health problems.Aim: The aim of this study was to describe and interpret the experiences of young persons neither in school nor working who participated in a one-year inclusive-theatre project. The research questions were as follows: How do the participants describe their experiences with inclusive theatre related to self-image? How does participating in inclusive theatre affect their social belonging and participation? Method: Three multi-stage focus-group interviews with participants were carried out. The data material was analysed with thematic content analysis.Findings: The main theme was 'a changed self-image' and four sub-themes emerged: 'increased self-confidence', 'increased ability to cope', 'responsibility', and 'connectedness to others and society'.Conclusion: Through increased self-esteem, the participants explored opportunities to form their own development and to find a way to pursue their goals as part of society. They dared to meet the challenges which had provided them with good experiences and a more meaningful life. They went through a social process of empowerment where there was the recognition, promotion, and strengthening of their ability to satisfy their own needs, involving a mobilization of the necessary resources in order to feel in control of their own lives. They began to believe in a future with education, work, and friends.

The aim of this article is to discuss methodological issues based on experiences involving the use of co-operative inquiry in a paediatric ward and to describe how the children's own perspectives were taken into account. This project, which was conducted in Norway between 2004 and 2007, involved children, parents and health care professionals meeting in a mutual working process to apply a new pedagogic approach for children with asthma. Ninety individuals (children, parents, health care professionals, teachers and students) participated in the study that had a qualitative approach. The findings indicate that the adults considered the child perspectives throughout the project, while the children's own perspectives were taken into account during the period of intervention. The children participated actively, which can support empowerment processes. Health care professionals and researchers responded to the children's views using communication and research techniques adapted to the children's age, development and sensitivity. Critical choices related to the project were made because of recruitment challenges involving children and families. Children between 7 and 10 years of age are competent actors who can be involved in research and thus represent activated sources of knowledge. Bringing about change requires endurance and a long-term perspective.