Dialogisk sundhedskommunikation i ungdomsfællesskaber

Karin Marguerite Larson

Studenteropgave: Speciale


ABSTRACT In this thesis, I examine the articulation of traditional and alternative health communications in a school-based intervention for state run schools and the possibilities for student participation. Subsequently I examine the intervention as it takes place in dialogue to examine how the paradoxes that have to do with the qualifying of ones self-determination and the risks that prevention can endorse drugs come into play. Theoretically, I draw upon discursive psychology and critical psychology. Analysing the communication as dialog using Michailovic Bakhtins, Kimberly A. Pearce & W. Barnett Pearces and Jonathan Potter & Margaret Wetherells. Analysis of the students, as young people participating in communities within state schools, to be carried out using Sven Mørch, Ole Dreier, Charlotte Højholt, Morten Nissen and Torben Bechmann. Applying two scientific theories focusing on different epistemological makes it possible to focus on the interaction as dialogue and examine what happens dialectical to the students’ in the intervention, as well as individuals in their everyday lives. The empirical data consist of participant observation of four interventions in different schools within Copenhagen, interviews with three students and three days of observation of the students’ everyday life in relation to the intervention. Through analysis of the data, I have discovered that the intervention is mostly based on traditional health communication and draw on alternative health communication, as it takes place as dialog using elements from dialogic approaches. I also found that the students had limited influence, as they were mostly asked to reproduce medical knowledge. At the same time, it was difficult for the communicators to accommodate the students’ everyday experience, as the communicators work with an extern agenda from the official health recommendations, which made them move the dialogue in a specific direction. Many voices were invisible in the intervention as the intervention mainly offered positions to the students who had experiences with alcohol as well as involving the voices that responded the medical repertoire and not giving a voice to the students with no experience or different experience with drugs. Therefore, the intervention influences the community by positioning the experienced students as mature and the ones with no experience as boring. Consequently, the intervention seems to present youth and health as incompatible opposites.

UddannelserPsykologi, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato14 okt. 2008
VejledereLouise Jane Phillips & Charlotte Højholt


  • Dialog
  • ungdomsfællesskaber
  • sundhedskommunikation