Studerende med psykiske funktionsnedsættelser - et hverdagsliv under pres
Oversat titel
Students with mental difficulties: an everyday life under pressure
Forfatter
Jørgensen, Maria Brøner Nyhus
Semester
4. semester
Uddannelse
Udgivelsesår
2023
Afleveret
2023-10-02
Antal sider
91
Resumé
Dette speciale undersøger, hvordan studerende med psykiske funktionsnedsættelser, der modtager specialpædagogisk støtte (SPS), oplever og håndterer kravene i et præstationsorienteret studiesystem, og hvordan disse krav påvirker deres præstationer og trivsel. Deltagerne læser på forskellige professionsbacheloruddannelser ved University College Lillebælt i Odense. Med afsæt i teorier om det moderne samfund belyses, hvilke krav der særligt udfordrer disse studerende, hvilke særlige vanskeligheder de møder, og hvordan de oplever hjælpen gennem SPS. Derudover diskuteres, hvordan socialt arbejde via SPS kan styrke deres mestring i studiesammenhæng. Undersøgelsen bygger på seks kvalitative interviews med studerende og ét interview med en professionel medarbejder ved University College Lillebælt i Odense. Resultaterne viser, at de studerende oplever et markant pres fra præstationssamfundets krav og dermed er dobbelt udsatte i deres studieliv. De har behov for struktur, forudsigelighed og kontinuitet og har derfor svært ved at leve op til forventninger om fleksibilitet og omstillingsparathed. Mange vender nederlag indad og bebrejder sig selv, når de ikke kan leve op til egne og andres forventninger. De er blandt andet udfordrede af illegitime studieaktiviteter—opgaver, der forventes, men ikke formelt anerkendes som en del af studiet—og beskriver deres psykiske funktionsnedsættelser som et “studiejob”, fordi håndteringen kræver tid og energi. Stabile og kontinuerlige SPS-forløb hjælper delvist med at skabe balance i studiet. Når tiden og overskuddet mangler, fravælger de dog ofte SPS og går dermed glip af nødvendig støtte. Undersøgelsen peger på, at de har behov for pauser til restitution, som den nuværende SPS-indsats ikke i tilstrækkelig grad sikrer.
This thesis examines how students with mental disabilities who receive special educational support (SPS) experience and manage the demands of a performance-oriented higher education system, and how these demands affect their academic performance and well-being. Participants are enrolled in various professional bachelor’s programmes at University College Lillebælt in Odense. Drawing on theories about modern society, the study identifies which demands are particularly challenging for these students, what specific difficulties they face, and how they perceive the help they receive through SPS. It also considers how social work within SPS can strengthen students’ ability to cope with study-related challenges. The study is based on six qualitative interviews with students and one qualitative interview with a professional staff member at University College Lillebælt in Odense. Findings show that students feel strong pressure from performance demands and are therefore doubly vulnerable in their study lives. They need structure, predictability, and continuity, which makes it difficult to meet expectations of flexibility and adaptability. Many turn setbacks inward and blame themselves when they cannot meet their own or others’ expectations. They are challenged by “illegitimate study activities”—tasks that are expected but not formally recognized as part of the study—and describe their mental disabilities as a “study job” because managing them requires time and energy. Stable, continuous SPS support helps, to some extent, to create balance. However, when short on time and energy, students often opt out of SPS and miss the support they need. The study indicates that students require breaks for recovery, but the current SPS provision is not sufficient to ensure this.
[Dette resumé er omskrevet med hjælp fra AI baseret på projektets originale resumé]
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