for over 20 years, psychologist Bo Hejlskov Elvén advocated lågaffektivt treatment in the Swedish school. The approach is to meet the one that acts out violently pupils in a calm and controlled way. One of the basic principles is that the heat of the moment is infectious.
” Every time there is a risk of violence, we can either increase or decrease it with our own actions. The safest way to increase the violence is to go into the discussion, and behave in the same way as the person who is violent. We would, however, reduce violence, it is better that we keep us calm, ” he says.
that teacher is trying to understand what lies behind the troublesome behavior, says Bo Hejlskov Elvén.
– Education is the art of getting others to do things they had not done on its own, so I think that it is an educational failure that need to use force, ” he says.
Read more: Bet on the language stopped stöket in the school.
education Act, which came in 2011 is clear that it is the teacher who has responsibility for the student’s development. This means that teachers need to relate more to the students, ” says Bo Hejlskov Elvén.
Through the years he has been supervisor for several teachers. In particular, the wrists he has pupils with special needs.
– Usually, they need help to understand why the behavior occurs and how they can adapt everyday life around the pupil.
that the latter is a challenge for many schools.
– Overall, we adapt the adult requirements for child’s abilities, but in school it can be difficult because we often have to adapt the requirements for one type of average in the class. This is despite the fact that the development goes at a different pace in different children. For some students, the requirements may become too large. It is a common cause of the mess.
Some seem to want to give teachers powers that not even your parents.
That some people want to give teachers greater powers to intervene when a student messes around, opposed to the he. To make use of consequences such as suspension from school, he says, lacks scientific support. But where should the boundary of a teacher’s mandate is drawn?
” Just in the same place as for the mandate we have to act against the children we meet on the street. Some seem to want to give teachers powers that not even parents have, ” he says.
teachers to use physical force, such as lifting out a student who was puttering out of the classroom.
– Parents don’t get it, why would teachers have to do it then?
on the other hand, teachers are trained in beteendehantering, he thinks.
Until fairly recently trained teachers do not at all in this. This means that many of them lack a professional approach; instead, handles the behavior problems on the completely amateurish basis. Then it becomes logical to ask for permission to use physical coercion.
– the Idea that children who get more help than they need have greater risk to fail in life because they don’t cure has been proven to be incorrect. Children who get a lot of help and support cope better and more independently than those who do not get it. And they drop more rarely of the training.
Just the ability to cooperation is fundamental to what it is to be human, says Bo Hejlskov Elvén.
He thinks that today’s skoldebatt should focus on how to ensure that all children reach the goals of the school.
” Far too many students do not receive the support they need in the day. The Swedish schools inspectorate gives schools the criticism for it again and again, ” he says.
” We know that students who reach the objectives of faring much better in life than those who do not. It has projects SkolFam shown.
for the students, ” he stresses.
– Some commentators seem to think that the school is for teachers and that it would work much better without pupils. In all cases, without the rowdy students.
– But the education Act also applies to them. And society needs to just reach the objectives. For they have the greatest risk of harm and make it for all of us even as adults. The risk is reduced if they also reach the objectives.
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