CHOICE PROJECT
CONTEXT ANALYSIS
REPORT
NATIONAL LEVEL
COUNTRY: DENMARK
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 1
1. INTRODUCTION
About Kastali’a
Teaterskolen Kastali'a (The School of Theatre Kastali'a) is an association that offers theatre classes every weekday for local kids and youngsters. The association has 130 members in the ages between 8 and 23 years old. Kastali'a is a local player in local and regional culture and art projects and has existed for 11 years.
In Kastali'a we are bringing youngsters of many different profiles together. Our members are a mix of youngsters with fewer opportunities, youngsters with social and personal challenges (some with diagnoses as ADHD, Tourette, OCD) and resourceful youngsters.
We work with performances and projects in the public space and the youngsters learn to be active, relate and reflect, and to take action in their local community according to their own authenticity. Through the creative work - the youngsters are being empowered with strong social competences, personal development and more self-esteem to improve their employability.
The situation in DK Using drugs is typically a youth phenomenon in Denmark. Mostly the use of drugs ends when youths enter adulthood. Studies show that the experimental use of drugs peaks in the age of 16-19 and very few try drugs for the first time in their twenties. Since 2000 there has been a drop in the use of illegal drugs, except from hash. Since 2010 the use of hash has increased. Amphetamine, cocaine and ecstasy are the most common drugs after hash.
Among young adults under 25 years 42% have tried to smoke hash, 9% have tried other illegal drugs. Compared with 2000 the latest studies show that the prevalence of illegal drugs has been reduced, except from hash. While 8% of young adults under 25 years in 2000 claimed to use illegal drugs, it was only 4% in 2013.
Results from a study in 2015 among young adults between 15-16 years old show a continued positive drop in the experimental use of illegal drugs – including a significant drop in the use of hash. 12% of the young adults in this group claim they have tried cannabis. In 2011 this was 18%.
In Denmark the general aim is to improve the preventive effort by giving young adults better opportunities for help, support and guidance without having to be afraid of the consequences. This has to be done by establishing new initiatives on a national level as well as local.
A Danish study shows that 38% of young adults believe they have a dependency relationship with information and communication technologies such as internet, smartphones and tablets. The survey describes how young adults experience withdrawal symptoms if they do not have access to technologies. In the recent years there has been an increased focus on young adults’ addiction to the virtual social world and the consequences of this development in Denmark. However, researchers agree that there is still a lack of specific research in this field and methods to prevent the excessive “unhealthy” use of technology.
In Denmark there is currently a particular focus on the problematic development of digital harassment, such as bullying and ”porn revenge” where images of naked youths are unwillingly posted on social medias. Denmark is one of the countries with the highest percent of the use of technology, internet and social media. PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 2
From very early ages children have their own smartphones, tablets, etc. and they bring them to school, kindergartens, etc. Researchers find it problematic that the digital world has such a great impact on the outlook on life of children and young adults. In particular the social medias has a manipulating effect on the users view on reality.
A Norwegian study from 2011 shows that 56,3% of 2500 randomly selected young adults spends time on computer games on a daily basis. In this group 4,1% has a problematic addiction to gaming which results in negative consequences such as impaired school attendance, social isolation, conflicting relationship with parents, sleeping disturbances and reduced mental well-being. In the recent years social services in Denmark have received an increased amount of requests from worried parents searching for support to control their children’s problematic use of computer games. Also in this field the Danish authorities are searching for successful methods to prevent the negative consequences of young adults’ addictive behaviour.
25% of Danish pathological gamblers are under 25 years. 43% of all gamblers have considered suicide.
Relevant links;
Søren Hebsgaard (Thesis on young adults’ use of mobile phones) http://docplayer.dk/62027-Naar-du-har-hele-verden-i-din-lomme-smartphonens-betydning-for-unges- opmaerksomhed-koncentration-og-stress.html
Centre for digital pedagogical studies http://cfdp.dk/
Advisory centre for children and young adults https://talmedboern.dk/wp-content/uploads/2014/10/Tweens-mellem-spil-og-sociale-medier.pdf
Danish centre for gambling addiction http://ludomani.dk/fagperson/forebyggelseforskning
The drug situation in DK https://www.sst.dk/da/udgivelser/2016/narkotikasituationen-i-danmark-2016
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 3
2. QUESTIONNAIRE STUDIES
2.1. GENERAL INFORMATION ABOUT STUDIES
a) Information about tested students Amount: 40 students Age: 15-16 Sex: 16 males/24 females
b) The method of survey:
Selection of schools:
Randers Real Skole was selected because it is the biggest private school in Randers. It is located in the city centre of Randers (61.000 inhabitants) and has students from all over the municipality.
Assentoftskolen was selected because it is the largest public primary school in our municipality. The school is located in a smaller village in the countryside in the southern part of the municipality of Randers (3500 inhabitants). The students are from Assentoft and the surrounding small villages.
The municipality of Randers has 97.500 inhabitants in total.
We chose the two schools because we wanted a variety in public and private schools, and geographically students from the city centre and the countryside. At both schools students in the 9th grade participated in the survey – in this way we would have the same age group in order to compare the results.
c) The general conclusions after survey In general the students found the questionnaire easy to access, and it was easy for them to understand and answer the questions. Some found the case studies easy. Others found them difficult because they couldn't relate themselves to the described situations.
At some of the questions they were missing the opportunity to have more than one answer opportunity or the opportunity to elaborate on their answers.
Some of them believed the questions about sloth machines and casinos were not relevant, as they have not been to these places. Online games would more be their reality.
The students complained about the questions on drugs: if you have answered NO in the first question - that you have NEVER used drugs, then they found it hard to continue to answer questions of their relationship to drugs, and how drugs has effected their lives, such as question no. 37. Have you felt internal concern(s), fear(s) depressed mood or you have been annoyed if you tried to limit or stop the use of drugs/intoxicants?
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 4
- Many of the students have answered NO to this question, but because they had never used drugs - and not because they have answered the real question about if they have ever felt internal concerns - as they were not drug consumers they couldn't answer it properly. - They would have preferred an option where you could jump to other drug related questions - if you had answered NO to question no 28. Have you ever used drugs/intoxicants?
2.2. STATISTICAL DATA - RESULTS OF ONLINE SURVEY
MANAGING EMOTIONS
Question 1: I can distinguish and name … Indicators: 1= less than 5 emotions, 22 = 5-10 emotions, 8 = 10-15 emotions, 9 = more than 15 emotions
The majority of the students named the 3 emotions: sad, happy and angry. A few added more, such as fearful, jealous, envious, shy, lonely, depressed, in love, worried and hopeful.
Question 2: I find it difficult to explain my friends how I feel Indicators: 3 = yes, 9 = rather yes, 9 = rather no, 15 = no, 4 = don’t know
Question 3: When I am upset about something, I often keep it to myself Indicators: 7 = yes, 11 = rather yes, 9 = rather no, 11 = no, 2 = don’t know
When I am upset about something, Yes I often keep it to myself Rather yes Rather no No Don't know
Question 4: I never know exactly what kind of feelings I am having Indicators: 2 = yes, 8 = rather yes, 15 = rather no, 13 = no, 2 = don’t know
Question 5: My body feels different when I am upset about something Indicators: 10 = yes, 11 = rather yes, 4 = rather no, 11 = no, 4 = don’t know
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 5
Question 6: I know how to stop the negative internal dialogue and thoughts Indicators: 7 = yes, 14 = rather yes, 11 = rather no, 4 = no, 4 = don’t know
I know how to stop the negative Yes internal dialogue and thoughts Rather yes Rather no No Don't know
Question 7: I often don’t know why I am angry Indicators: 4 = yes, 11 = rather yes, 1 = rather no, 0 = no, 2 = don’t know
Question 8: It is important for me to know how my friends are feeling Indicators: 26 = yes, 11 = rather yes, 1 = rather no, 0 = no, 2 = don’t know
Question 9: I can understand emotions/feelings of others Indicators: 22 = yes, 16 = rather yes, 1 = rather no, 0 = no, 1 = don’t know
Question 10: If my friend is upset, I am trying to understand why Indicators: 23 = yes, 16 = rather yes, 0 = rather no, 0 = no, 0 = don’t know
Question 11: When I talk to someone I can usually guess how he/she feels. Indicators: 10 = yes, 22 = rather yes, 7 = rather no, 0 = no, 1 = don’t know
When I talk to someone I can Yes usually guess how he/she feels Rather yes Rather no No Don't know
Question 12: I don’t care too much about other people’s opinions. I always do what I think is good for me, regardless of the opinions of the others. Indicators: 8 = yes, 11 = rather yes, 11 = rather no, 9 = no, 1 = don’t know
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 6
Question 13: I can forgive others. Indicators: 18 = yes, 18 = rather yes, 2 = rather no, 1 = no, 1 = don’t know
Question 14: I am able to help others disinterestedly (without seeking my own advantages). Indicators: 17 = yes, 16 = rather yes, 3 = rather no, 0 = no, 4 = don’t know
Question 15: I don’t find it difficult to say NO when my friends encourage me to do something I don’t like. Indicators: 14 = yes, 5 = rather yes, 6 = rather no, 14 = no, 1 = don’t know
Question 16: I can easily adapt to unexpected situations in life. Indicators: 9 = yes, 16 = rather yes, 4 = rather no, 4 = no, 7 = don’t know
Question 17: I try to sleep enough to be fully functional the next day. Indicators: 9 = yes, 24 = rather yes, 1 = rather no, 4 = no, 2 = don’t know
Question 18: I know what I can do well and what I cannot do well / I know my strengths and weaknesses. Indicators: 18 = yes, 18 = rather yes, 3 = rather no, 0 = no, 1 = don’t know
I know what I can do well and what I Yes cannot do well / I know my Rather yes strengths and Rather no weaknesses. No Don't know
Question 19: I do not get easily offended Indicators: 2 = yes, 15 = rather yes, 12 = rather no, 8 = no, 3 = don’t know
Question 20: I am disciplined and I can control myself Indicators: 18 = yes, 13 = rather yes, 5 = rather no, 1 = no, 1 = don’t know
Evaluator comments on the section “MANAGING EMOTIONS”: The survey results show that the participating students in general have a good feeling about themselves, who they are and what they stand for in relation to others. More than half of the students find it easy to express to their friends how they feel and if they are upset about something. The majority claims their bodies feel different when they are upset about something and they know how to stop the negative internal dialogue and thoughts. Most of them also know why they are angry or upset.
Overall it is important for the students to know how their friends are feeling, and they claim they understand the feelings of others. Half of the students states they don’t care too much about other’s opinions and they only do PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 7
what they think is best for themselves. And they do not find it difficult to say NO when friends encourage them to do something they do not like to do. The majority of the students claim they are able to forgive others and help others disinterestedly. 36 of the students know what they can and cannot do well - they know their strengths and weaknesses.
USING DRUGS
Question 1: Have you ever used drugs / intoxicants? Indicators: 2 = yes, 38 = no
Have you ever used drugs/intoxicant s? Yes No
Question 2: If so, at what age did you take drugs / intoxicants for the first time? The two students that replied yes were 13 or 14 and 15 when they tried drugs for the first time. One of them believes someone added drugs to a drink at a party, so it was not intended.
Question 3: Do you currently use drugs / intoxicants? Indicators: 1 = yes, 39 = no
Question 4: If so, how often do you use drugs / intoxicants? The one student that answered yes uses drugs several times a month.
Question 5: Have you ever rejected proposals to use drugs / intoxicants? Indicators: 7 = yes, but rarely, 5 = yes, many times, 8 = no, 20 = nobody have given me such proposal
Have you Yes, but rarely ever rejected proposals to use drugs / Yes, many times intoxicants? No
Nobody has given me such proposal
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 8
Question 6: Why, according to you, young people use drugs / intoxicants? Indicators: 10 = they think they will have fun, 9 = they want to see how it is (curiosity), 6 = they want to please others (belong to a group), 1 = cannot refuse, 9 = they believe that it will allow them to relieve stress, tension and problems, 3 = do not want to be seen as a weaker person, 0 = they want to be adults, 2 = they want to be trendy
Other reasons, please specify? The students give examples of other reasons, such as peer pressure, getaway from negative feelings and personal problems and drug abuse in the family.
Question 7: Has anyone talked to you about the dangers of using drugs / intoxicants? Indicators: 2 = school pedagogue, 15 = teacher, 0 = doctor, 0 = policeman, 11 = mother, 4 = father, 0 = grandparents, 1 = colleague/friend, 1 = no one has talked to me about it
Media and television have also been a source to information
Question 8: Can you count on the help of an adult from your surroundings? Indicators: 37 = yes, 3 = no
The majority of the students reply they get support from their parents and family. A few also mention friends, other adults and teachers.
Can you count on the help of an adult from your Yes No
Question 9: Have you felt internal concern(s), fear(s) depressed mood, or you have been annoyed if you tried to limit or stop the use of drugs / intoxicants? Indicators: 0 = yes, always, 2 = sometimes, 38 = no, never
Question 10: Have you ever risked losing people you love, important relationships with other people or education in relation to the use drugs / intoxicants? Indicators: 0 = yes, always, 1 = sometimes, 39 = no, never
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 9
Question 11: Do you use drugs / intoxicants to escape from problems or to avoid unpleasant feelings (e.g. a sense of helplessness, guilt, anxiety or depression)? Indicators: 0 = yes, always, 2 = sometimes, 38 = no, never
CASE STUDY 1
“Paul is 14 years old. Six months ago, he moved with his parents to a new city and changed school. He wants to make friends with a group of classmates. Today they invited him to a meeting after school, where all enjoy afterburners (soft drugs). Paul and his classmates from the previous school often talked about it, but he had never tried any drugs or intoxicant. Imagine that you are Paul ...”
What emotions do you feel? Indicators: 5 = happiness, 8 = astonishment, 10 = sadness, 6 = hope, 8 = distaste, 6 = relief, 3 = satisfaction, 2 = trust, 34 = fear, 7 = anger, 1 = pride, 16 = discouragement
Case study 1 happiness astonishment sadness hope distaste relief satisfaction trust fear anger pride discouragement
What do you think and how would you behave?
Summary: The majority of the students react to the case study with the emotion fear. In their comments they describe how they are afraid of using drugs and what it can do to them. Most of the students express that they would under no circumstances accept the drug. They would however feel under pressure, because they would like to leave a good impression to the potential new friends. Several students say they would feel proud and relieved to stand up for themselves and say no thanks to the drug but still being able to join the group. Others say they refuse to become friends with people who use drugs and would not join the group at all. None of the students express that they would accept the drug and see what happens. One student says he or she would be curious, take a step back and see how things develop.
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 10
CASE STUDY 2
“Maja is 17 years old. After returning from holidays, she has been behaving differently than in the previous school year. She cannot concentrate on the lessons and has learning difficulties. Previously, she was a very good student, but now she has difficulties passing some subjects and often playing truant. She keeps herself distant from her classmates and does not spend breaks or free time with them. During holidays, she met a boy with whom she spends a lot of time and who is persuading her to joint in on the experimentation and use of soft drugs. Today, her best friend asked her for help in very difficult situation, but as usually, Maja has a date with her boyfriend. Imagine that you are Maja ...”
What emotions do you feel? Indicators: 9 = happiness, 3 = astonishment, 28 = sadness, 6 = hope, 5 = distaste, 6 = relief, 3 = satisfaction, 9 = trust, 14 = fear, 10 = anger, 2 = pride, 6 = discouragement
happiness Case study 2 astonishment sadness hope distaste relief satisfaction trust fear anger pride discouragement
What do you think and how would you behave?
Summary: Most of the students describe the situation with the emotion sadness. They seem to agree on the problems concerning Maja’s new boyfriend and the use of drugs. Many of the students reply that they think Maja should end the relationship with her boyfriend, because using drugs is bad for her and has consequences for her school attendance and social life. At the same time most of the students states that Maja’s best friend is more important than a boyfriend using drugs, and when her friend needs her help this should be her first priority. One student believes Maja should tell her parents and school teachers about her situation. Another student points out that being in love can make you blind to what you should do and not do.
Evaluator comments on the section “DRUGS”: Only one of the participating students has tried to use drugs from an early age and still use drugs several times a month. Another student believes someone added a drug to his or her drink at a party, so it was not intended. In general the students in this survey has reservations regarding the use of drugs. 12 of the students have been offered drugs but rejected it. PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 11
The students believe that young people take drugs partly because they want to have fun and partly out of curiosity. Several of them also believe it is a way to get away from stress and personal problems. It can also be group pressure or to be trendy.
The students have been informed about the negative consequences of taking drugs mostly by their teachers at school, and they get support from their family. Only one student has risked to lose relationships with others because of the use of drugs. Two students have answered yes to use drugs in order to escape from problems or to avoid unpleasent feelings.
In generel the participating students describes their hesitation to the use of drugs. They are afraid of the consequences and would not accept drugs if they were offered. The information about drugs from school teachers, parents and medias seems to have had a good effect on this group of students. They have a sensible understanding of what drugs can do to young people’s social life, school attendance and personality.
TECHNOLOGIES
Question 1: How much time a day do you spend in front of a computer/tablet/smartphone? Indicators: 4 = up to 2 hours, 12 = up to 4 hours, 12 = up to 6 hours, 11 = over 6 hours, 1 = less than 2 hours
Question 2: How often do you notice that you are using the internet/computer longer than you intended? Indicators: 5 = does not apply, 5 = rarely, 8 = occasionally, 5 = regularly, 14 = often, 3 = always
How often do Does not apply you notice that you are using Rarely the Occassionally internet/comptu r longer than Regularly you intended? Often Always
Question 3: Has anyone paid attention to the time you spent in front of a computer/tablet/smartphone? Indicators: 15 = yes, but rarely, 10 = yes, often, 4 = nobody paid attention to me, 1 = I have a limited time to use a computer, 2 = it happened that I lied about the time spent in front of the computer, 3 = it happened that in front of the computer I forgot about my responsibilities, 4 = parents apply to me a ban on computer use, 1 = I get upset when I cannot use my computer
Question 4: For what purpose do you usually use a computer? Indicators: 7 = computer games - on-line, 1 = computer games - without access to the Internet, 16 = films / music - watching / listening, 0 = films / music – downloads, 2 = establishing / maintaining contacts with other people (chat rooms, forums, instant messaging), 0 = obtaining information, 2 = learning
The students also use the computer for homework
Question 5: How often do you neglect schoolwork / homework just to spend more time on the Internet or using other ICT? PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 12
Indicators: 12 = does not apply, 12 = rarely, 4 = occasionally, 4 = regularly, 8 = often, 0 = always
How often do Does not apply you neglect schoolwork / Rarely homework just Occassionally to spend more time on the Regularly Internet or Often using other ICT? Always
Question 6: How often do you prefer the pleasure of using the Internet or other ICT tool over face to face meetings with your friends or relatives? Indicators: 10 = does not apply, 12 = rarely, 8 = occasionally, 6 = regularly, 3 = often, 1 = always
Question 7: How often do you fear that life without the Internet or other ICT would be boring, empty and sad? Indicators: 7 = does not apply, 13 = rarely, 8 = occasionally, 6 = regularly, 4 = often, 2 = always
Question 8: How often do you use the Internet or other ICT instead of meeting / going out with your friends? Indicators: 7 = does not apply, 12 = rarely, 11 = occasionally, 4 = regularly, 6 = often, 0 = always
Question 9: How often do you feel concerned about the lack of access to the Internet? Indicators: 5 = does not apply, 17 = rarely, 10 = occasionally, 3 = regularly, 4 = often, 1 = always
Question 10: How often do you feel depressed, moody or nervous when suddenly the Internet connection is broken / using the Internet once you are on-line and once off-line time? Indicators: 7 = does not apply, 15 = rarely, 9 = occasionally, 1 = regularly, 5 = often, 3 = always
How often do you feel depressed, moody or Does not apply nervous when Rarely suddenly the Internet Occassionally connection is Regularly broken / using the Internet once you Often are on-line and Always once off-line time?
11. Have you felt internal concerns, depressed mood, or you have been annoyed if you tried to limit or stop Internet use? Indicators: 1 = yes, always, 16 = sometimes, 23 = no, never
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 13
12. Have you ever risked losing people you love, important relationships with other people or education in relation to spending too much time on the Internet or using other ICT? Indicators: 0 = yes, always, 4 = sometimes, 36 = no, never
13. Do you use the Internet or other ICT to escape from problems or to avoid unpleasant feelings (e.g. a sense of helplessness, guilt, anxiety or depression)? Indicators: 3 = yes, always, 18 = sometimes, 19 = no, never
CASE STUDY 1
“Sebastian is 13 years old. He likes to use Facebook very much. Every few moments, he uploads pictures and information about what is happening with him. All the time, he is also up to date with what is happening to his friends and he makes comments about everything. In the school he uses the phone and at home the tablet or laptop. Today, at school his cassmates pushed him and Sebastian dropped his phone, which shattered and stopped working. Sebastian still has 5 more lessons at school. Imagine that you are Sebastian ...”
What emotions do you feel? Indicators: 1 = happiness, 4 = astonishment, 31 = sadness, 7 = hope, 6 = distaste, 6 = relief, 1 = satisfaction, 0 = trust, 7 = fear, 30 = anger, 10 = pride, 4 = discouragement
Case study 1 happiness astonishment sadness hope distaste relief satisfaction trust fear anger pride discouragement
What do you think and how would you behave?
Summary: The majority of the students have selected the emotions anger and sadness. In their comments the students agree that it is an annoying and frustrating situation when their phone stops working. Some describes this particular situation with anger towards the friends who pushed Sebastian and say he should demand to get the friends to pay for getting the phone fixed. One student describes it as feeling angry, sad and lonely. Some of the students see this situation as a chance to focus on other things in life than posting on Facebook. They describe it with happiness, relief and independence. This could also be a chance for Sebastian to actually talk to his friends face-to-face and not via an electronic device. In general the comments show that a first reaction is to feel angry
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 14
and sad but then realising it is not the end of the world. The phone can be fixed and not being online opens up to new qualities in life.
CASE STUDY 2
“Kate is 17 years old. She writes a fashion blog. She is a blogger for only a few weeks but already has a lot of visitors. She is trying to post articles and messages every day and to reply to all comments and messages. In addition, she follows other blogs and is active on them. Blog takes her more and more time. Free time after school is no longer sufficient. She has no time for homework and school activities. Kate knows that if she will not be as active on her blog and other blogs as she is now, the number of visitors to her blog will be lower. Kate’s friends feel bad she has not as much time for them as before. Today they quarrelled with Kate about it. Imagine that you are Kate ...”
What emotions do you feel? Indicators: 6 = happiness, 4 = astonishment, 25 = sadness, 7 = hope, 3 = distaste, 1 = relief, 5 = satisfaction, 3 = trust, 14 = fear, 8 = anger, 6 = pride, 6 = discouragement
Case study 2 happiness astonishment sadness hope distaste relief satisfaction trust fear anger pride discouragement
What do you think and how would you behave?
Summary: Most of the students reacts with the emotion sadness. In their comments they describe Kate’s situation as sad because she is about to lose her friends because of the blog. They think she is spending too much time on blogging and losing contact with the real world: her school attendance and social life. One student writes it is good that her friends confronted her with this problem. Some of the students encourage Kate to close down the blog or take a break from it and start spending more time with her friends. Others describe it as a great dilemma. They think it is good to have interests and passions in life but at the same time they do not want to lose their friends. They would try to find a balance between her passion for blogging and taking care of her school and relationship with friends. PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 15
A few of the students decribes the sitation with anger because Kate’s friends should not interfere with her interests. When she is a succesful blogger she should continue – and maybe she could make a living of it in the future. One student writes that Kate should be disappointed with her friends because they do not support her.
Evaluator comments to the section “TECHNOLOGY”: In general the survey shows that the participating students are very aware of the negative consequences that can come out of spending too much time on electronic devices and technology. The answers demonstrates that the students to some extend are depended on their smartphones, computers, phones, etc. Some of the students claim that they have neglected schoolwork in order to be online, and they prefer to chat online rather than face-to- face. Some fear that life without the internet will be boring, empty and sad. Others prefer to stay at home and be online rather than meeting up with friends. 5 students do often and 9 students do occassionally feel depressed, moody or nervous when the internet is not available.
However, the answers to the 2 case studies show that the students have reservations to the excessive use of technology and electronic devices. The students bring forward other qualities in life such as friendships and school attendance and the importance of relating to the “real world”.
GAMBLING
Question 1: Do you think about games in various, strange times of the day or do you often spend time planning the next opportunity to play? Indicators: 5 = yes, 35 = no
Do you think about games in various, strange times of the day or do you often Yes spend time planning the next opportunity No to play? ?
Question 2: Do you need more and more money for the games? Indicators: 2 = yes, 38 = no
Question 3: When you're trying to play less (or to cut it down) are you anxious, tense, explosive, and you have enough of everything? Indicators: 1 = yes, 39 = no
Question 4: Do you play as to get away from the problems? Indicators: 0 = yes, 40 = no
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 16
Question 5: Do you spend more and more time on the game, even at the expense of time spent with others (peers, parents)? Indicators: 1 = yes, 39 = no
Question 6: Do you lie to parents, teachers or friends to hide how often do you play? Indicators: 2 = yes, 38 = no
Do you lie to parents, teachers or friends to hide how often do you play? Yes No
Question 7: Have you given up on the implementation of your previous interests or limited them so you could play games? Indicators: 3 = yes, 37 = no
Question 8: Do you play to improve your mood? Indicators: 6 = yes, 34 = no
Do you play to improve your mood?
Yes No
Question 9: Have you recently spent money earmarked for school lunches or trips on the game? Indicators: 2 = yes, 38 = no
Question 10: Have you in the past few months secretly took money from home and spend it on the game? Indicators: 0 = yes, 40 = no
Question 11: Have you robbed any person outside the family or made other thefts to collect money for the game? Indicators: 0 = yes, 40 = no
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 17
Question 12: Have you had a fight/quarrel with someone from the family or a close friend because of your frequent play? Indicators: 1 = yes, 39 = no
CASE STUDY 1
“Mark is 16 years old. He likes very much to play online with other users. In the last weeks, he has also played together with his father in the online casino few times. They even managed to win some money then. Today he is home alone, but he would like to play in the casino. He found his father’s credit card. Imagine that you are Mark ...”
What emotions do you feel? Indicators: 15 = happiness, 0 = astonishment, 12 = sadness, 18 = hope, 7 = distaste, 4 = relief, 5 = satisfaction, 1 = trust, 29 = fear, 2 = anger, 3 = pride, 3 = discouragement
Case study 1 happiness astonishment sadness hope distaste relief satisfaction trust fear anger pride discouragement
What do you think and how would you behave?
Summary: All the students from Assentoftskolen reacts to the sitation with the emotion fear. None of these students think it is a good idea to steal money from a parent and would not do it. Some of them would be tempted though, especially if they consider themselves to be Mark. Among the students from Randers Realskole a few express they would feel very tempted but it is not clear if they would actually steal the card.
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 18
CASE STUDY 2
“Mary is 15 years old. For several months, she has been playing on a slot machine at the club near the school at least once a week. At the beginning she managed to win a little, and she had pocket money from her parents, so it was enough for her to play a few games a week. But today, Mary played too many times and she ran out of money. She knows she will get pocket money for two weeks. She cannot imagine such a time without playing. Imagine that you are Mary ...”
What emotions do you feel? Indicators: 1 = happiness, 5 = astonishment, 33 = sadness, 5 = hope, 9 = distaste, 4 = relief, 2 = satisfaction, 0 = trust, 18 = fear, 14 = anger, 2 = pride, 6 = discouragement
Case study 2 happiness astonishment sadness hope distaste relief satisfaction trust fear anger pride discouragement
What do you think and how would you behave?
Summary: In general the students reacts with reservation to the situation. The majority has selected the emotions sadness and fear to describe their feelings. Some of the students understand the case study as if Mary has taken money from her parents to play games, which they believe is wrong. Overall the students seem to agree that spending money on sloth machines is a bad idea and Mary should spend her time and money on more important things. They understand that it is difficult for Mary as she feels addicted to playing and if they were in her place they would find a way to get money. They do however think it is stupid to spend money in this way and they would not do it themselves. Some of the students suggest that Mary could talk to her parents about her situation.
Evaluator comments to the section “GAMBLING”: Overall the participating students seem to have a “healthy” relationship to gambling. Only 5 students think about playing games during the day and planning their next opportunity to play. 2 students need more and more money for the games. 1 feels anxious if he or she has to cut down on playing. None of the students play to get away from problems. 2 students have lied to their parents, friends or teachers about how much they play. None of them have
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 19
received money from someone to be able to play. However, 6 of the students claim they play to get in a better mood and 1 student had a fight with a family member or close friend about his or her frequent play.
This section shows that gambling could develop into a problem to a few of the students, but in general they all seem to be aware of the negative consequences an addiction to playing games for money can bring. The students express their hesitation to spending money this way and reflect on ways to prevent an addiction.
2.3. GENERAL CONCLUSIONS AND SUMMARY OF THE CONTEXT ANALYSIS
In relation to the general situation in Denmark the students who participated in this survey have a sensible relationship to the use of drugs and a good understanding of the negative consequences it can have on the lives of young people. It does not seem to be a great problem in the selected classes. Perhaps this also represents the general drop in the experimental use of illegal drugs in Denmark.
When it comes to the use of information and communication technologies it is clear that the dependency relationship is present among the participating students. The survey shows that there is a general tendency to an excessive use of electronic devices and online services. The students do however seem to have a good reflection on the consequences of this development and in their answers they are encouraged to be focusing on other qualities in life, such as friendships, school attendance and other interests.
Gambling does not seem to be a great problem among the students who participated in this survey. Only a few have indicated an addictive behaviour. But again, most the students have a good understanding of the problematic consequences of gambling for money and spending too much time playing computer games.
PROJECT TITLE: Empowerment practices for students’ CHOICE against Internet, drugs and gambling addiction
Project number: 2016-1-PL01-KA201-026517 20