När barn och viljor krockar : En studie om konflikter i fritidsmiljöer

Abstract This study examines how conflicts are identified, emerge, are dealt with, and prevented in after-school programs, according to different after-school program leaders. The subject of conflicts and conflict resolution is analyzed from the viewpoint of after-school program leaders to identify factors contributing to these conflicts and how they can be addressed to enhance safe after-school program environments. This study answers the following research questions: How do after-school program leaders define conflict? How do after-school program leaders describe the emergence of conflicts?How is conflict management carried out in an after-school program from the perspective of after-school program leaders? A qualitative study was carried out through five semi-structured interviews with different after-school program leaders, and the gathered material was analyzed using thematic analysis. The results emphasize that conflicts emerge due to factors such as children's individual diagnoses (e.g., ADHD or autism), hierarchy imbalances among children, and turn-taking. This highlights the crucial role of after-school program leaders, where their attendance, communication, and strategies play a significant role in conflict resolution and prevention. To analyze the gathered material, theories such as Vygotsky's sociocultural theory and Mary Parker Follett’s conflict theory were implemented. These theories underscore how social interaction and power balance affect conflicts. Vygotsky highlights the value of communication and adult attendance, which the collected data proves as fundamental for children's development. The study contributes knowledge on how after-school program leaders can work proactively to decrease conflicts. For future research, it is suggested that other factors, such as socio-economic environments, should be researched to compare conflicts in different after-school programs from multiple perspectives.