Studies show that an increasing number of young people in the educational system are suffering from e.g. stress, depression, anxiety, and fatigue. In this thesis, we examined the reasons behind this concerning development by carrying out a qualitative interview study of three girls, who switched schools from a Gymnasium to a Production-school, due to a lack of mental well-being. Based on a philosophical hermeneutic approach, we conducted an in-depth analysis of the girls’ experiences of their time at the two schools. The theoretical foundation is based on the work of Hartmut Rosa, Noemi Katznelson, Ove Kai Pedersen, Aaron Antonovsky, Ian Burkitt, Rasmus Johnsen, and Mette Berg Christiansen. Our choice of theoretical framework allowed us to recognize that the girls' understandings of their own mental well-being are results of their sense of coherence as well as their sense of self, which is embedded in the cultural, social, and historical contexts in which they live their lives.
We showed that all three girls were affected by mental illness during their time in Gymnasium. Two of the girls were diagnosed with a mental illness, while one had mental illness in the family. The girls experienced psychological difficulties, which combined with academic difficulties as well as social difficulties for some of them, resulted in poor mental well-being amongst all three girls. We concluded that these experiences of difficulties led the girls to feel unable to meet the demands and expectations they felt were required of them academically as well as socially. This is why they ultimately chose to discontinue their educations at their respective Gymnasiums.
Furthermore, we showed that the girls’ time at Production-school, in contrast to their time at the Gymnasiums, was characterized by experiences of a strong social unity at school, supportive staff, and meaningful social activities. We concluded that these experiences, as well as their opportunity to take a much-needed break from academic pressure, have influenced the girls’ mental well-being in a positive direction, although in different manners. The girl without a diagnosis thrives, while only one of the two girls with a mental diagnose appears to have a positive development in her mental well-being. Here, we showed that the development of the girls’ mental well-being seems to be conditional on their ability to comprehend the mental illnesses that affect their lives.
We recommended that further studies be made to consider the relationship between comprehension and mental well-being, as well as the relationship between a chaotic educational career and mental well-being. In addition, we recommended that a longitudinal study be carried out to gain an understanding of the development of mental well-being over time.
|Uddannelser||Sundhedsfremme og Sundhedsstrategier, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||27 sep. 2017|
|Vejledere||Kasper Andreas Kristensen|
- Psykisk sygdom
- Mental trivsel
- 12-tals piger