Is it me, who's the problem?

Student thesis: Master programme thesis

  • Marianne Wittrup May
4. term, Psychology, Master (Master Programme)

This thesis focuses on a central challenge in social- and health education.
Many young people are thriving and embarking on education, while at the same time we are encountering an increasing number of vulnerable young people, who are having difficulty completing their education. These vulnerable young people are in a phase of life, where they have to make big decisions, however, they face many challenges in the form of well-being, mental illness and negative expectations of being able to master an education.
The paper presents the vulnerable young people, and defines what characterizes the teacher-pupil relationship based on Ziehe's understanding of ‘cultural release’ and what it has meant to the students of modernity, and identifies what is at stake for young people in education, just like the social inequality in the education system is highlighted. As inspiration for the teacher's work, a new motivation model is presented, which is designed to capture the motivational orientations that are at stake when young people choose a vocational education. Here, especially relationship and mastery motivation is crucial.
The thesis examines the occurrence and causes of well-being based on a large national study, Ung-Map, which identifies six groups of young people and distinguishes between internalizing and externalizing life barriers, that can be linked to well-being and is complemented by the latest research in the 'new vulnerability' in youth as an explanation model. Next light is shed on the known causes of mental disorders, based on two areas of international research; BEIP and ACE, which have demonstrated correlation and causality between aversive childhood experiences and mental disorders. As the educational system feels the consequence of the increasing number of young people with diagnoses, ADHD and emotional unstable personality disorder of the Borderline-type, respectively are described as examples of diagnoses stapled on young people who would like an education, and what this group is challenged by.
The purpose is to identify the educational and didactic opportunities the teacher has on the basis of this empirical approach to providing a differentiated and practice-oriented guidance and teaching, including supporting and motivating vulnerable young people to complete the education they so want.
Publication date20 May 2020
Number of pages34
ID: 332503969