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  • 1.
    Bolin, Anette
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Children's agency in interprofessional collaboration2015In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 5, no 1, p. 50-66Article in journal (Refereed)
    Abstract [en]

    There is currently little research into social welfare interventions where children's agency has been in focus and, in particular, a lack of research on children's experiences and perceptions of interprofessional collaboration. Findings from studies that have looked at children's perceptions of opportunities to influence the support they receive have tended to show how they lack power and influence. Drawing on Kuczynski, Harach, and Bernardini's (1999) three principles for investigating and understanding children's agency, the purpose of this study is, in a Swedish context, to explore children's perceptions of their agentic capacity to influence who works with them when many different professionals are involved in providing support. Semi-structured interviews were carried out with 28 children in receipt of support in the form of either home-based interventions, foster or institutional care. The results revealed that, for the older children, perceptions of the exercise of agency involved both the exclusion of certain professionals from the collaborating group as well as the identification of those perceived as being able to help. Additionally, the children's agency could be seen to be implicated in their perceptions of actively making decisions to acquiesce in collaborative solutions. For the younger children, agency was revealed in the way that they interpreted the situations involving collaborating professionals, recognising that it is primarily parents who decide about contact with different 'helpers'. The study provides important insights from the child's perspective into the ways in which, through their agency, children are active in defining and re-defining their own 'organisational chart' of collaboration. Limitations are discussed and proposals for future research are made.

  • 2.
    Matscheck, David
    et al.
    FoU Nordost [RD Northeast], Danderyd, Sweden, Department of Social Work, Stockholm University, Stockholm, Sweden;.
    Piuva, Katarina
    Department of Social Work, Stockholm University, Stockholm, Sweden.
    Eriksson, Lisbeth
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Åberg, Martin
    FoU-Nordväst [RD Northwest], Sollentuna, Sweden.
    The Coordinated Individual Plan: is this a solution for complex organizations to handle complex needs?2018In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, p. 1-17Article in journal (Refereed)
    Abstract [en]

    Persons with mental health problems and substance abuse often have complex needs requiring many kinds of help concurrently. In Sweden, an attempt has been made to counterbalance the effects of fragmentation by means of legislation on collaboration, requiring on the individual level the use of Coordinated Individual Plans (Sw. Samordnad Individuell Plan, SIP). The aim of the study is to explore collaboration as it is indicated in SIP and other case documentation with focus on how SIP is motivated, and what kind and degree of collaboration is indicated by the documentation. 12 individual case files have been studied in six local authorities and the results have been analyzed in relation to a regional collaboration agreement and local collaboration agreements. The results show unclear motivation for SIP and that SIP is primarily used for documentation of short-term planning. Use of SIP and participation in SIP appears also to be uneven. The authors characterize SIP as an unsystematic form of interagency meeting, with documentation indicating a relatively low to moderate level of collaboration. The authors question whether SIP is an optimal form for collaboration and suggest that more distinct models such as case management or multidisciplinary teams could be more effective.

  • 3.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    The cultural brokering power of social pedagogy in education for Roma students2019In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, no 1, p. 5-17Article in journal (Refereed)
    Abstract [en]

    Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary society that is characterized by growing migration and social differentiation. One, maybe obvious, solution is to provide people the opportunity to participate in education, creating conditions for a more inclusive society. In that context, questions are often raised about the relation between education and integration of immigrants. Social pedagogy aims to combine educational and social interventions. This study takes place at a school for adult Roma students and the aim is to identify and explain social pedagogical strategies with respect to inclusion processes. The results show how theoretical foundations of social pedagogy works as a €˜facilitator€™ and guide the teachers’ actions. By taking cultural belonging into account, shed light on issues relating to learning processes as well as mobilization and inclusion.

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