School Strategies of Children with Multiple Relocations at Refuges for Abused Women

Autor/in	Selvik, Sabreen
Titel	School Strategies of Children with Multiple Relocations at Refuges for Abused Women
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 2, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1539032
Schlagwörter	Females; Family Violence; Mothers; Grounded Theory; Foreign Countries; Self Efficacy; Physical Activities; Play; Safety; Imagination; Educational Experience; Relocation; Student Mobility; Educational Strategies; Recreational Activities; Self Control; Creative Activities; Parent Child Relationship; Trauma; School Safety; Student Attitudes; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Mother; Mutter; Ausland; Self-efficacy; Selbstwirksamkeit; Spiel; Sicherheit; Bildungserfahrung; Umsetzung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lehrstrategie; Freizeitgestaltung; Selbstbeherrschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schülerverhalten; Norwegen
Abstract	Worldwide, domestic violence forces many mothers with their children into refuges for abused women. Some children experience multiple residential relocations and continual schooling disruption. Limited research exists exploring these children's school experiences. This article examines their strategies at school. Data were collected in qualitative interviews with 20 children, ages 6-16, with multiple stays at Norwegian refuges. Data were coded according to the constructivist approach to grounded theory. The generated code "thought control" led to Bandura's theory of "self-efficacy and thought control" as the framework for data analysis. Children used six strategies to regulate their emotional state at school. The strategies were: imaginative safety, recreational learning, healing talks, physical activity, divertive play, and creative explanations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01