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Research in the Scandinavian school context has indicated that physical education (PE) is dominated by activities and values from a sports discourse. The main aim of this study was to explore students' experiences of two competitive activities provided by the teacher. The participants were 49 students (13-15 years old) and their two teachers from two secondary schools in Norway. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. Results showed that the teacher-facilitated one competitive activity with the aim of winning and another activity with the aim of educating the students. The teacher's facilitation of the activities influenced the students' experiences, goals, and effort in these activities. The study shows that it is important that teachers have clear learning outcomes for lessons and make students aware of those learning outcomes, and that students find the lessons useful in their everyday lives.

Physical education (PE) can be a context in which students are 'educated through the physical', which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students' experiences of and behaviour towards social inclusion -- such as passing the ball -- in team activities and how the teacher facilitated the learning of social inclusion. We use Dewey's pedagogical perspective on education, and Johnson and Johnson's cooperative learning model to discuss possible consequences and implications of our findings. The participants consisted of two secondary classes from two state schools in Norway, where one class was investigated in depth. Methods comprised written narratives, interviews, observation and video recordings of PE lessons. Data creation was triangulated, and thematic analysis was conducted. The results highlighted a paradox between students' experiences of and behaviour towards social inclusion in team activities. Students disliked socially exclusive behaviours, but they often provided positive feedback when the behaviour was seen as successful in the context of a game; furthermore, students could themselves behave in a socially exclusive manner. Although the teacher could 'teach by telling' the students to pass the ball or by having rules, passing the ball did not become internalised in students. We discuss a model of 'learning through experiences and reflections', according to which students may learn to become socially inclusive beings.

Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive situations, were to gain a better understanding of student and teacher experiences of complex disruptive situations in PE, and to explore how the teacher handled these situations. The philosophical perspective used in this study was Rorty's philosophical pragmatism. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. The results showed the complexity of teacher and student experiences in disruptive situations in PE. Disruptive situations occurred when there were environmental opportunities for them, such as during periods of waiting and situations in which the teacher spoke too much, did not pay attention to the whole class, or did not intervene. The teacher used an instructional teaching style for handling disruptive situations, including being very clear, nagging, yelling, waiting them out, making eye contact, and talking to them later. The instructional teaching style provided fewer opportunities for the teacher to understand the students' behaviour, fewer opportunities for students to learn self-control and personal and social responsibility, and did not lead to a reduction of disruptive situations over the data creation period. The practical consequence of this teaching style seemed to be the frequent use of behaviour corrections for reducing disruptive situations.

This paper points out some problematic aspects of qualitative research based on interviews and uses examples from mental health. The narrative approach is explored while inquiring if the reality of life here is forced into the formula of a chronological story. The hermeneutic approach, in general, is also examined, and we ask if the reality of life in this scenario becomes caught up in a web of interpretations. Inspired by ideas from Bakhtin and phenomenology, we argue for interview-based research that stays with unresolvedness and constantly question the web of interpretations and narratives that determine our experiences. This also chimes with certain dialogical practices in mental health in which tolerance of uncertainty is the guiding principle. Concludingly, we suggest that interview-based research could be a practice of 'un-resolving' in which researchers, together with the participants, look for cracks, contradictions, and complexities to prevent the qualitative fallacies of well-organized meanings and well-composed stories. [ABSTRACT FROM AUTHOR]

Research in the Scandinavian school context has indicated that physical education (PE) is dominated by activities and values from a sports discourse. The main aim of this study was to explore students' experiences of two competitive activities provided by the teacher. The participants were 49 students (13–15 years old) and their two teachers from two secondary schools in Norway. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. Results showed that the teacher-facilitated one competitive activity with the aim of winning and another activity with the aim of educating the students. The teacher's facilitation of the activities influenced the students' experiences, goals, and effort in these activities. The study shows that it is important that teachers have clear learning outcomes for lessons and make students aware of those learning outcomes, and that students find the lessons useful in their everyday lives. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive situations, were to gain a better understanding of student and teacher experiences of complex disruptive situations in PE, and to explore how the teacher handled these situations. The philosophical perspective used in this study was Rorty's philosophical pragmatism. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. The results showed the complexity of teacher and student experiences in disruptive situations in PE. Disruptive situations occurred when there were environmental opportunities for them, such as during periods of waiting and situations in which the teacher spoke too much, did not pay attention to the whole class, or did not intervene. The teacher used an instructional teaching style for handling disruptive situations, including being very clear, nagging, yelling, waiting them out, making eye contact, and talking to them later. The instructional teaching style provided fewer opportunities for the teacher to understand the students' behaviour, fewer opportunities for students to learn self-control and personal and social responsibility, and did not lead to a reduction of disruptive situations over the data creation period. The practical consequence of this teaching style seemed to be the frequent use of behaviour corrections for reducing disruptive situations. [ABSTRACT FROM AUTHOR]

Objective: Recently, the position of persons with mental health and drug problems has evolved from victim of an illness to holder of an experience-based knowledge (EBK). Studies about recovery are often based on recovery narratives. However, focusing on components of the recovery process--parts of this EBK concerned with the causes, onset, and journey before the proper recovery process--risks forming a blind spot. In this study, we aim to analyze service users' EBK about recovery, the backgrounds and causes of the problems, and how they related these conditions to their recovery journey. Research Design and Methods: We interviewed 29 persons in recovery. Data were analyzed by using thematic analysis. Results: We found that a childhood characterized by violence and abuse reoccurred in the stories. The child's situation was not addressed by schools, social agencies, or neighbours, creating an experience of social isolation and invisibility. Mental health distress and drug abuse were described as ways of managing these situations, until these became problems in themselves. The recovery journey started in a situation of despair and with a decision to stop using the developed threat response. For many, this meant going back to a situation of loneliness and invisibility before finding places and people and allowing experiences of being part of a positive context where they could also contribute. Conclusions: There is a risk of a blind spot in recovery research. EBK should be used to develop recovery-oriented services and also preventive interventions directed toward the social and psychological conditions in which children are raised. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Recovery‐oriented studies show that the quality of the professional relationship plays an essential role in the recovery from mental illness. Within mental health care in general, previous studies show that helpful professional relationships are characterized by several reciprocal aspects, such as friendship resemblance and self‐disclosure.The literature is scarce on in‐depth explorations of professional relationships within the often long‐lasting and intimate help context of institutional supportive housing. Explorations of staff members' experiences are absent. The scientific rationale of this study was to expand the current knowledge about professional relationships in mental health care by exploring staff members' descriptions of helpful professional relationships in supportive housing institutions. What this paper adds to existing knowledge: The study shows that helpful relationships may involve staff experiences of reciprocity in terms of both a two‐way influence between staff and residents and a reciprocal gain from being part of the helpful relationships.A conceptualization of reciprocity that complements existing concepts is suggested and connected to a "good match" between staff and residents. What are the implications for practice?: When support and care are intended to be provided within a dyadic relationship, both parties' preferences should be considered when pairing service users and professionals.Practitioners should get involved in ways that open up for being influenced and inspired by the service user's characteristics, such as personality and attitude. Furthermore, they should dare to enjoy and make use of the company of the service user in ways that promote multifaceted reciprocity. Introduction: In the aftermath of the deinstitutionalization in western countries, new community‐based mental health services have been established. An essential object of studies in this new institutional landscape has been helpful professional relationships, but we still lack knowledge about helpful relationships in community‐based institutional supportive housing. Aim: To explore how staff members describe their relationships with residents who have identified them as helpful. Methods: Qualitative interviews with nine staff members were analysed using thematic analysis. Results: "Reciprocity" was identified as the main theme, and two subthemes were developed: "Something influential about the resident" and "Value for the staff member." Discussion: The findings are discussed and related to existing conceptualizations of reciprocity in professional relationships, and an additional conceptualization is suggested. Implications for practice: To promote reciprocity, managers should consider both parties' personal preferences when matching professionals and service users. Further, professionals should get involved in ways that open up for being influenced and inspired by several of the service user's characteristics. They should allow themselves to enjoy the company of the service user in ways that promote multifaceted reciprocity. [ABSTRACT FROM AUTHOR]

Aim: To provide increased understanding about how work applicants, employment specialists, social workers in the welfare service and clinicians in mental healthcare service experience participating in individual placement and support (IPS). Methods: We searched in several databases and identified 17 studies published from 2007 to 2017 in Sweden, USA, Canada, UK, Australia and Denmark, and applied meta‐ethnographic reinterpretation and synthesis. Results: The employment specialists followed the core ideas of IPS, where work is seen as a way to recover. They saw the work applicants' preferences and needs as important for health and well‐being, and crucial for successful work rehabilitation. In order to reach these goals, they offered a personal relationship to the work applicants. Work applicants clearly appreciated this personalised recovery‐oriented mindset. Furthermore, work applicants needed the employment specialists as culture brokers between health‐related questions and the expectations met in the labour market. Social workers lacked resources to such personalised support, and they were under demand of welfare regulations made for a 'train then place' model, which conflicts with the view that work leads to recovery as IPS sees it in their 'place then train' model. The scarce knowledge of the clinicians' experiences in the present study suggests that they are sceptical to work as a way to recover, which is in conflict with IPS. Conclusions: The work applicants highlighted the significance of the individualised support they received. Social workers and some clinicians found it difficult to provide this important personalised support towards work. Conflicting mindsets between the traditional gradual work rehabilitation paradigm and the IPS approach as a way of recovering might explain these frustrations and distance. Recommendations for practice. An improvement of IPS may depend on more cooperation based on an acceptance of the recovery‐oriented mindset, which for some will mean an acceptance of new knowledge. [ABSTRACT FROM AUTHOR]