9 research outputs found
Persevering professionals: dilemmas of relationships and self-determination in work with people with intellectual disability â a multi-method study based on interpersonal process recall
The article focuses on social educatorsâ reflections on their own professional practice in encounters with people with intellectual disability receiving services. Drawing on Interpersonal Process Recall, a video-assisted method, together with a focus group interview, the study explores the experiences from in-situ encounters of five social educators employed in a Norwegian municipality. The key findings are that they view relationship-building as integral to their work, they grant primacy to the ideal of autonomy and they strive towards realizing this in their daily work. The study however displays how these emphases might lead to dilemmas, especially between the wish to support the service usersâ self-determination and the urge to protect them from harm. Of special note was how the service usersâ increasing use of social media was perceived as a particular challenge for social educators, who were left with an experience of being unable to protect.publishedVersio
Moglegheiter og fallgruver: ei utforsking av sosionomar og vernepleiarar sine refleksjonar kring deltaking i ein multimetodisk studie basert pÄ Interpersonal Process Recall og fokusgruppeintervju
Interpersonal process recall (IPR) is a qualitative research method employing video-assisted interviews, originating from training in psychotherapy skills. This method strongly emphasises recall and reflexivity, aiming to explore the interaction experience, primarily between clients and caregivers. It is used to study professions emphasising reflexive practice, such as psychotherapy and counselling but has been absent from research on social work professions. This article explores the experiences and reflections of five social workers and five social educators who participated in research applying a combination of IPR and focus group methods. Overall, the findings suggest that the participants, possessing critical and reflective practice skills, found their involvement advantageous. Their capacity for reflection and reflexivity not only benefited the participants themselves but also facilitated the researchers in gaining new insights into professional experiences in professional and service user interaction.publishedVersio
Balancing responsibility, boundaries and time: social workersâ experiences in service user meetings â a multi-method study based on Interpersonal Process Recall
The article focuses on social workersâ reflections on their own professional practice in conversations with vulnerable service users in the Norwegian Labour and Welfare Administration (Nav). Drawing on Interpersonal Process Recall (IPR), a video-based method, together with a focus group interview, the study explores the experiences and reflections of five social workers of in-situ encounters with service users. A key finding is that the social workers, who worked in two different offices within the work and activation field, perceived their professional practice as highly complex, negotiated, and ambiguous. The social workers nevertheless displayed a multitude of knowledge and competences, expressed through practical synthesis in the conversations. The article argues that more attention should be paid to ethical aspects of professional knowledge, such as when balancing contradictory considerations towards national workfare policies and vulnerable service users, and how to set the limits for their own professional responsibility in the work towards the service users. Furthermore, the article also directs the attention to another area of professional knowledge, as it explores time as an embedded and ubiquitous aspect of, and condition for, professional knowledge to unfold.publishedVersio
Peer victimization as reported by children, teachers, and parents in relation to children's health symptoms
-Background
Victims of bullying in school may experience health problems later in life. We have assessed the prevalence of children's health symptoms according to whether peer victimization was reported by the children, by their teachers, or by their parents.
Methods
In a cross-sectional study of 419 children in grades 1-10 the frequency of peer victimization was reported by children, teachers and parents. Emotional and somatic symptoms (sadness, anxiety, stomach ache, and headache) were reported by the children.
Frequencies of victimization reported by different informants were compared by the marginal homogeneity test for paired ordinal data, concordance between informants by cross-tables and Spearman's rho, and associations of victimization with health symptoms were estimated by logistic regression.
Results
The concordance of peer victimization reported by children, teachers, and parents varied from complete agreement to complete discordance also for the highest frequency (weekly/daily) of victimization. Children's self-reported frequency of victimization was strongly and positively associated with their reports of emotional and somatic symptoms. Frequency of victimization reported by teachers or parents showed similar but weaker associations with the children's health symptoms.
Conclusion
The agreement between children and significant adults in reporting peer victimization was low to moderate, and the associations of reported victimization with the children's self-reported health symptoms varied substantially between informants. It may be useful to assess prospectively the effects of employing different sources of information related to peer victimization.publishedVersio
Deltaking i barnevernet - ein analyse av ungdomar sine forteljingar i lys av posisjoneringsteori
I artikkelen utforskar vi vi korleis unge gjev meining til erfaringane sine knytt til deltaking i barnevernet. Det empiriske materialet er basert pÄ intervju med 13 ungdomar om Ä delta i barnevernet. Ved Ä nytte narrativ analyse og posisjoneringsteori, har vi analysert korleis dei unge posisjonerer seg sjÞlv og barnevernet i forteljingane, og korleis dei fortel om relasjonen til barnevernarbeidaren. Forteljingane til dei unge viser stor variasjon. Alt frÄ forteljingar om samarbeid i ein trygg relasjon, der den unge fortel seg sjÞlv fram som aktiv og deltakande, til forteljingar om avmakt, der relasjon og deltaking er frÄverande. Posisjoneringsperspektivet kan bidra til auka forstÄing for dei unge sine posisjoneringar i samarbeid med barnevernet, og vere eit nyttig analyseverktÞy for praksisfeltet i arbeidet med Ä legge til rette for barn og unge si deltaking
Balancing responsibility, boundaries and time: social workersâ experiences in service user meetings â a multi-method study based on Interpersonal Process Recall
The article focuses on social workersâ reflections on their own professional practice in conversations with vulnerable service users in the Norwegian Labour and Welfare Administration (Nav). Drawing on Interpersonal Process Recall (IPR), a video-based method, together with a focus group interview, the study explores the experiences and reflections of five social workers of in-situ encounters with service users. A key finding is that the social workers, who worked in two different offices within the work and activation field, perceived their professional practice as highly complex, negotiated, and ambiguous. The social workers nevertheless displayed a multitude of knowledge and competences, expressed through practical synthesis in the conversations. The article argues that more attention should be paid to ethical aspects of professional knowledge, such as when balancing contradictory considerations towards national workfare policies and vulnerable service users, and how to set the limits for their own professional responsibility in the work towards the service users. Furthermore, the article also directs the attention to another area of professional knowledge, as it explores time as an embedded and ubiquitous aspect of, and condition for, professional knowledge to unfold
Peer victimization as reported by children, teachers, and parents in relation to children's health symptoms
Abstract Background Victims of bullying in school may experience health problems later in life. We have assessed the prevalence of children's health symptoms according to whether peer victimization was reported by the children, by their teachers, or by their parents. Methods In a cross-sectional study of 419 children in grades 1-10 the frequency of peer victimization was reported by children, teachers and parents. Emotional and somatic symptoms (sadness, anxiety, stomach ache, and headache) were reported by the children. Frequencies of victimization reported by different informants were compared by the marginal homogeneity test for paired ordinal data, concordance between informants by cross-tables and Spearman's rho, and associations of victimization with health symptoms were estimated by logistic regression. Results The concordance of peer victimization reported by children, teachers, and parents varied from complete agreement to complete discordance also for the highest frequency (weekly/daily) of victimization. Children's self-reported frequency of victimization was strongly and positively associated with their reports of emotional and somatic symptoms. Frequency of victimization reported by teachers or parents showed similar but weaker associations with the children's health symptoms. Conclusion The agreement between children and significant adults in reporting peer victimization was low to moderate, and the associations of reported victimization with the children's self-reported health symptoms varied substantially between informants. It may be useful to assess prospectively the effects of employing different sources of information related to peer victimization.</p
Peer victimization as reported by children, teachers, and parents in relation to children's health symptoms
Background
Victims of bullying in school may experience health problems later in life. We have assessed the prevalence of children's health symptoms according to whether peer victimization was reported by the children, by their teachers, or by their parents.
Methods
In a cross-sectional study of 419 children in grades 1-10 the frequency of peer victimization was reported by children, teachers and parents. Emotional and somatic symptoms (sadness, anxiety, stomach ache, and headache) were reported by the children.
Frequencies of victimization reported by different informants were compared by the marginal homogeneity test for paired ordinal data, concordance between informants by cross-tables and Spearman's rho, and associations of victimization with health symptoms were estimated by logistic regression.
Results
The concordance of peer victimization reported by children, teachers, and parents varied from complete agreement to complete discordance also for the highest frequency (weekly/daily) of victimization. Children's self-reported frequency of victimization was strongly and positively associated with their reports of emotional and somatic symptoms. Frequency of victimization reported by teachers or parents showed similar but weaker associations with the children's health symptoms.
Conclusion
The agreement between children and significant adults in reporting peer victimization was low to moderate, and the associations of reported victimization with the children's self-reported health symptoms varied substantially between informants. It may be useful to assess prospectively the effects of employing different sources of information related to peer victimization