Stress i gymnasiet: Hvad der stresser gymnasielever og hvordan forebyggelse og behandling virker med ’Åben og Rolig for Unge’

Nielsen, Axel V.; Lagermann, Laila Colding

doi:10.7146/aul.198.143

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…There have been several education reforms in Denmark during the last decade, increasing the pressure on young people, e.g., (1) stricter entry requirements for higher education programs, (2) a 'speed start bonus': if students apply for a higher education program within two years of completing upper secondary education, their grade point average (entrance qualification for higher education programs) will be multiplied by a factor of 1.08, and (3) an A-level bonus: if students take an extra A-level subject during upper secondary education, their grade point average will be multiplied by a factor of 1.03. Furthermore, today's society is characterized by a culture that values competition, an extreme focus on performance, and a constant search for perfection in every part of life [63][64][65]. These themes were also present when we interviewed students and teachers as a part of the needs assessment and process evaluation [66,67].…”

Section: Design Issuesmentioning

confidence: 99%

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention—The Effectiveness at First Follow-Up

Bonnesen

Thygesen

Rod

et al. 2023

IJERPH

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Stress is a widespread phenomenon and young people especially are experiencing high levels of stress. School-related factors are the most frequently self-reported stressors among adolescents, but few interventions have targeted the school environment. This study evaluated the effectiveness of the Healthy High School (HHS) intervention on stress at a 9-month follow-up. The study included 5201 first-year high school students (~16 years) in Denmark. Participating schools were randomized into the HHS intervention (N = 15) or control group (N = 15). Baseline measurements were conducted in August 2016 and the follow-up was conducted in May 2017. The intervention was designed to promote well-being (primary outcome) by focusing on physical activity, meals, sleep, sense of security, and stress (secondary outcomes). The intervention comprised: structural initiatives at the school level; a teaching material; peer-led innovation workshops; and a smartphone app. The 10-item Perceived Stress Scale was used to measure stress. Intervention effects on perceived stress were estimated using an intention-to-treat approach with multiple imputations of missing data and multilevel general linear regression modelling. A total of 4577 students answered the baseline questionnaire. No statistically significant difference was found in stress between students at intervention and control schools at the follow-up (mean score: 16.7 versus 16.7, adjusted b = 0.42, 95%CI: −0.16;1.00). The HHS Study is one of the first large randomized controlled trials targeting school environmental stressors. Potential implementation failures and the failures of the program theory are discussed.

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Section: Design Issuesmentioning

confidence: 99%

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention—The Effectiveness at First Follow-Up

Bonnesen

Thygesen

Rod

et al. 2023

IJERPH

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“…The stress of entering university is reported to emerge for some students already in high school (Nielsen & Lagermann, 2017). Namely, although the Danish welfare system provides free education for all, acceptance into university is granted based on students’ high school grade averages as each educational “place” has a limited number of vacancies.…”

Section: The Empirical Studymentioning

confidence: 99%

Between frustration and education: Transitioning students’ stress and coping through the lens of semiotic cultural psychology

Madsen

2020

Theory & Psychology

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This article proposes an alternative conceptualization of the processes with which new university students try to overcome the challenges and potential stresses experienced in their movement into the university context. Instead of viewing coping efforts as solely directed towards avoiding stress and enhancing well-being, efforts of overcoming difficulties and stress are to be seen in relation to students’ goal-oriented movement towards becoming students at a particular institution and in a particular field of study. By drawing on the concepts of (hyper)generalized affective semiotic fields, and equifinality and bifurcation points, it is suggested that the process of making sense of a difficult situation is related to the dynamics between well-defined short-term goals and ill-defined long-term goals. In this conceptualization, students not only cope with a specific problem in the here-and-now but make sense of the problem while negotiating their unique trajectory towards more distanced imagined educational outcomes.

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“…Der er da tale om et skift i footing, forstået som den "sokkel", et udsagn hviler på (Goff man 1981;Nielsen, 2001). Det viser sig således også, at artiklernes kildehenvisninger angående 12-talspiger er temmelig upraecise, og det opfatter vi som en "naturlig" konsekvens af leksikaliseringen: Når et ord leksikaliseres, laegger det sig fast på en bestemt betydning, hvorved det formentlig lettere hentes frem fra hukommelsen; derfor er der tilsyneladende ikke behov for yderligere defi nition (vores kursiveringer herunder):…”

Section: Figur 1 Illustration Af Diskursprosodierne Omkring 12-talspunclassified

12-talspigerne i medierne: Rammesætning og stereotypificering af højtpræsterende piger og kvinder i det danske uddannelsessystem [Straight-A girls in the media: The framing and stereotypification of high performance girls and women in the Danish system of education]

Hansen

Blom

2017

MedieKultur

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Stress i gymnasiet: Hvad der stresser gymnasielever og hvordan forebyggelse og behandling virker med ’Åben og Rolig for Unge’

Cited by 4 publications

References 9 publications

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention—The Effectiveness at First Follow-Up

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention—The Effectiveness at First Follow-Up

Between frustration and education: Transitioning students’ stress and coping through the lens of semiotic cultural psychology

12-talspigerne i medierne: Rammesætning og stereotypificering af højtpræsterende piger og kvinder i det danske uddannelsessystem [Straight-A girls in the media: The framing and stereotypification of high performance girls and women in the Danish system of education]

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