Linköping Studies in Arts and Science No. 664
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They bring up negative
thoughts all the time
I should stay away from the
people who usually bully me
Apparently I have low
self-esteem or something
You learn to avoid
getting angry
Sofia Kvist Lindholm
The Paradoxes of
Socio-Emotional
Programmes in School
FACULTY OF ARTS AND SCIENCES
Linköping Studies in Arts and Science No. 664, 2015 TEMA - Department of Thematic Studies, Child Studies Linköping UniversitySE-581 83 Linköping, Sweden
www. liu.se
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Over the past decades, socio-emotional programmes have been implemented in schools worldwide. Depression in Swed-ish Adolescents (DISA) and Social and Emotional Training (SET) are two programmes being practised in the Swedish schools. The initiative to implement socio-emotional programmes in schools is driven by a prevention discourse suggesting that the programmes provide effective means of preventing mental ill health in young people and of promoting the future well-being of the population. Little is known, however, about what these interventions entail here and now for the students receiving them in school. This dissertation explores students’ perspec-tives on DISA and SET as well as the programmes’ intentions and strategies. The thesis provides a critical discussion on the discourses, assumptions and practices the programmes bring into the school context, the constructions of wellbeing they offer and the positions they make available to young people.
Sofia Kvist Lindholm is a researcher at the Department of
The-matic Studies, Child Studies, Linköping University. This is her doctoral dissertation.
