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Neuropsychosocial preparation: An intervention-based theory for social problem-solving literacy
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies.
2015 (English)Report (Other academic)
Abstract [en]

Despite the willingness of youth to be part of the solution for social problems, there is no purposeful and systematic school program to invest in and develop this precious quality in youth. This is the first of a series of reports about a chain of intervention research subprojects started in 2009 and still going on in some schools in Sweden. The aim is to design a program for social problem-solving literacy. This new literacy is focused on how pupils can learn social problem-solving and be prepared for ameliorative preadaptation to the world. According to the Child Convention, pupils have the right to learn not only literacy and numeracy but also basic skills to make well-balanced decisions; to resolve conflicts in a nonviolent manner; and to develop good social relationships and responsibility, critical thinking, and other abilities which give children and youths the tools needed to pursue their options in life.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015. , 200 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:33
Keyword [en]
Child Convention, pragmatist educational philosophy, neuroscience, social problem-solving, intervention research, learning
National Category
Social Sciences Social Work
Research subject
Social Work
Identifiers
URN: urn:nbn:se:kau:diva-36495ISBN: 978-91-7063-651-6OAI: oai:DiVA.org:kau-36495DiVA: diva2:822984
Available from: 2015-07-31 Created: 2015-06-17 Last updated: 2015-09-03Bibliographically approved

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Moula, Alireza
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