French and Swedish teachers' social representations of social workers

Collaboration on children at risk is essential, but our knowledge about inter-professional collaboration between social workers and educators is limited. The aim of this study is twofold: (1) to describe French and Swedish teachers' social representation of social workers; and (2) to compare these social representations. The French sample group is composed of 77 secondary school teachers (of students from 11 to 18 years old), and the Swedish sample group is composed of 94. The method used was a ‘free association task’, commonly used to access the semantic content of social representation. Two different social representations of social workers were revealed, one for the French and one for the Swedish teachers. The French representation is characterised by highly positive aspects such as support, listening and competence. Swedish teachers' social representation of social workers is completely different: negative associations were common (44%), and among these, professional secrecy and law and regulations dominated. One plausible explanation is the difference of French and Swedish teachers' roles regarding collaboration with social workers.     

Internalizing and externalizing symptoms among unaccompanied refugee and Italian adolescents

This study investigated the prevalence of emotional and behavioral symptoms in unaccompanied refugee adolescents living in Italy; an area which remains under-researched despite the relatively high number of asylum seekers registered in Italy compared to other industrialized countries. The Child Behavior Checklist (CBCL) for 6–18 year-olds was completed by a social worker or parent for each of the 120 participating adolescents; sixty male unaccompanied refugee adolescents and sixty male native Italian adolescents. The paper presents findings that illustrate high levels of emotional and behavioral problems in unaccompanied refugee youth living in Italy. On all components of the CBCL, unaccompanied refugee adolescents were found to present with significantly more problems, as reported by social workers, compared to the Italian group of adolescents. In the light of these results, the importance of interventions and culturally sensitive therapeutic programs for refugee youth is discussed.     

Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement

Abstract

This article explores unaccompanied young refugees’ participation in various learning contexts beyond school. Drawing from a qualitative study based on interviews with unaccompanied young refugees, educators and social workers in Norway, the findings emphasise the need for a holistic approach to refugee education in and across contexts of learning. The refugees originate from countries where access to formal schooling was difficult or disrupted. Many of them have been exposed to traumatic events prior to arrival. As the educational and psychosocial needs of resettled refugees are diverse and complex, it is unlikely that schools are able to meet them all. Participation in diverse settings, activities and practices beyond school may expand young refugees’ opportunities for meaningful learning as well as promote their social inclusion. Facilitating access to adequate learning contexts, along with supporting their own commitment to succeed, is decisive for young refugees’ educational achievement, psychosocial adjustment and inclusion in society. The paper emphasises the need for reconceptualising refugee education as inclusive of diverse learning contexts in and outside of school. Enhanced collaboration between schools, local community organisations and wider society will facilitate and support resettling young refugees’ opportunities to achieve their fullest potential.     

Subjectivation,agency and the schooling of raced and dis/abled asylum-seeking children in the Italian context

Abstract

This paper intends to address the challenges that the Italian education system is facing in terms of policies and practices relating to dis/abled asylum-seeking and refugee children, in order to make sense of the politics of daily life inside schools and the network of social services for forced migrants, and to pay renewed attention to the notion of ‘social and educational integration’. The starting point of this paper is the idea that the current model of schooling for asylum-seeking and refugee children is implicated in the making of particular sorts of ‘subjects’, as well as the creation of educational and social exclusions and inequalities. Schools, refugee organisations as well as the work of educators and social workers can be important sites of ‘counter-politics’. Borrowing from the theoretical tools offered by Dis/Ability Critical Race Studies (Dis/Crit) framework and engaging with Judith Butler’s understanding of processes of subjectivation, the paper explores how asylum-seeking and refugee students can be rendered subjects outside the educational endeavour, or indeed outside studenthood. Data from an ongoing constructivist grounded theory doctoral research project, interviews with asylum-seeking children and with professionals working in different refugee services in Rome, are offered to substantiate the argument presented in this paper.     

Training Police Social Workers: A Neglected Area of Social Work Education

This article begins with a discussion of the vital need for collaboration between social work and law enforcement professionals, with particular emphasis on the need for comprehensive training programs combining criminal justice and social work knowledge. It then documents several historical recommendations for training police social workers that are relevant today, and suggests that social work education programs of the future include provisions for transmitting social work knowledge to police officers. Similarly, social workers planning to practice in criminal justice settings need to have training in the administration of justice.     

Thinking critically about cross-cultural implementation—Swedish social workers’ experiences of testing the Kids’ Club method for helping child and mother victims of intimate partner violence

There are calls for evidence-based methods for helping children to deal with experiences of Intimate Partner Violence (IPV) in many countries. Therefore, it has been commonplace to implement such methods from outside of their home country. The aim of this study is to examine Swedish social workers’ experiences of testing the American Kids’ Club method for child and mother victims of IPV. After having tested leading Kids’ Club groups, seventeen social workers at four different locations were interviewed using a semi-structured interview guide. The results indicate that the social workers generally accepted the method. This was related both to some general features of the method and to their perceiving it as somewhat flexible. According to the social workers, the method needs some cultural adaptation to better suit the Swedish social services setting, otherwise it cannot be fully accepted. Finally, they thought that successful implementation depended on an organizational structure that enabled enough children to be referred to the programme as well as either high personal commitment or an organization that prioritized the method. Based on these results, we conclude that importing an American evidence-based group method to help children exposed to IPV to Sweden demands attention to issues of cultural adaption.     

Interprofessional collaboration in Swedish health and social care from a care manager's perspective

The aim of this study was to study interprofessional collaboration in health and social care for older people and persons with disabilities from a care manager's perspective. The empirical data was collected at a workshop held during a national conference for care managers and through focus group interviews in two Swedish municipalities. The results showed that the care managers collaborated in different ways with many different professionals from different organisations. The care and discharge planning meetings emerged as the most typical situation where care managers collaborated with different health care professionals. Interprofessional collaboration was seen as a means for care managers to fulfil their assignment and carry out their work. The care manager role encompassed role strain, a relatively weak professional identity, and differences in professional status among those involved in interprofessional collaboration.     

Interpersonal justice: the importance of relationships for child and family social workers

There is still much to learn about what it means to be a child and family social worker. Child and family social workers have a job that often entails making difficult decisions regarding vulnerable children and families in collaboration with other professionals, under stressful conditions in an increasing cost-restrictive climate with diminishing resources. The organisational justice framework has primarily been used to ascertain employee’s perceptions of fairness and can be used to explain a variety of organisational behaviours. Here, it was used qualitatively as a framework to structure the research aims of exploring the lived experience of child and family social workers. The results suggest that the relationships’ social workers have with their peers and managers are significant components to how they manage emotions involved with practice.     

Professionals’ Attitude Toward Reporting Child Sexual Abuse in Saudi Arabia

Child sexual abuse (CSA) requires specialized knowledge and training that includes forensic interview skills. The aim of this study was to determine variations in professionals’ attitudes toward CSA by measuring three aspects of forensic attitudes (sensitivity, specificity, and skepticism) and evaluating disagreements concerning the assessment of CSA cases in Saudi Arabia. A cross-sectional, web-based study, in which the Child Forensic Attitude Scale was used to measure professionals’ attitudes, was conducted. Professionals who dealt with suspected cases of CSA as part of their jobs or were in professions that necessitated involvement with such cases, were selected as participants. Of 327 participants, 53% were aged ≤40 years, and 54% were men. In addition, 24% were doctors/nurses, 20% were therapists/psychiatrists, 24% were social workers, 17% were educators, 9% were law enforcement professionals, and 5% were medical examiners. Attitude subscale scores differed significantly according to participants’ sex, specialty, and training. Women, healthcare professionals, and those who had participated in more than five training courses were more concerned about the underreporting of abuse (high sensitivity) relative to other professionals. In comparison, men, medical examiners, law enforcement officers, and undertrained professionals tended to underreport suspected sexual abuse cases (high specificity). High specificity in attitudes toward suspected cases of CSA could affect professionals’ judgment and contribute to low reporting rates. Certain strategies, including increasing self-awareness of personal bias, specific CSA recognition courses, and team approaches to case assessment and management, should be implemented to control the influence of subjective factors.     

Voices rarely heard: Personal construct assessments of Sub-Saharan unaccompanied asylum-seeking and refugee youth in England

Unaccompanied refugee minors are particularly vulnerable to stress and risk during the journey to asylum-countries and in the post-migration environment. This study aimed to determine ways in which positive post-migration development and integration could be achieved for this group. Thematic analysis of interviews based on Personal Construct assessments reflected young asylum-seeking and refugee individuals' experiences of their social situation in England. Participants emphasised the importance of social support as a means for hope, as an escape from distress and as an opportunity to form relationships that resembled family bonds. They expressed their desire to move forward and to achieve their goals, as well as their fear of rejections and issues related to trust. The participants' voices illustrate areas where gaps remain to be filled in terms of providing sufficient support to unaccompanied minors and youth in England, with implications for future research, policy and practice. The importance of providing unaccompanied children and youth with an opportunity to engage in meaningful activities with peers and adults is demonstrated and the need to provide initiatives that seek to prevent discrimination is highlighted.     

Participation and Emotions: Troubling Encounters Between Children and Social Welfare Professionals

This paper explores the emotional aspects of participation within social welfare contexts. The focus is on individual professionals, such as social workers and children’s rights workers and their articulation, management and negotiation of the emotional when working with children and young people. The institutions of welfare are also shown to be ambiguous in their approaches to participation. Lastly, the dimensions of power that are enacted in relations between professionals and children reveal some of the complex dynamics in this fraught area of social welfare policy and practice.     

The language and policy of care and parenting: Understanding the uncertainty about key players’ roles in foster care provision

Recent debates about the care provided to looked-after children have been characterised by uncertainty about the differing roles and responsibilities of foster carers, birth parents, and social workers. To explore the assumptions underlying these uncertainties, we drew upon Foucauldian Discourse Analysis and compared the discourses used by professionals (social workers in a group discussion about foster placement breakdown) with those used by policy-makers (in the Governmental green paper ‘Care Matters’). In both cases, a discourse based upon Attachment Theory was used to explain why placements succeed and fail, and to predict the repercussions of failure. However, there was a key difference in the way that professionals and policy-makers constructed the roles of key players in foster placements. The social workers constructed the birth parents as the parental figures for children in care, constructing themselves in a non-parental role. ‘Care Matters’ largely ignores the role of birth parents, and instead constructs social workers as parental figures. Neither source viewed foster carers as parental and ‘Care Matters’ positions this group as strictly professional. We discuss the incongruence of foster placements being understood through Attachment Theory, while foster carers are understood as non-parental figures, and also the repercussions of labelling a social worker as a parent, and the professionalization of the role of the foster carer.     

Refugee children in Europe on the eve of World War II

In the summer of 1939, on the eve of World War II, Children’s Bureau social workers Elsa Castendyck visited four European countries to investigate the care of refugee children. Her report was published in the Social Service Review in December, after the German invasion of Poland and the declaration of war by France and Great Britain, and is reprinted here.     

Lessons Learned from Programs for Unaccompanied Refugee Minors

SUMMARY

A policy for priority admissions and subsequent care of unaccompanied refugee entrant minors was established in 1978 in response to the influx of Southeast Asian refugee minors. This article describes the child welfare system's response and workers' experiences in meeting the needs of this population. Lessons learned can be applied to permanency planning for children from varying cultural backgrounds.     

What mental health professionals in Israel know and think about adolescent problem gambling

Mental health professionals are well versed in addressing multiple adolescent risky behaviours and play a primary role in the identification of and referral process and service provision for young people who engage in such behaviours. Given their ‘person-in-environment’ approach, training in multi-sectoral collaboration, and awareness of social policies, social workers are especially equipped to provide needed mental health services to young people. The aim of the current study was to examine Israeli mental health professionals’ awareness of and attitudes towards adolescent high-risk behaviours, including gambling. Child psychologists, social workers and school counsellors (N = 273) completed an online survey addressing concerns related to high-risk behaviours. Findings revealed that social workers perceived gambling as being among one of the least concerning adolescent mental health issues and reported feeling the least confident in their abilities to provide services to young people with gambling problems. The results suggest the importance of youth gambling addictions being incorporated into social work training curricula.     

Mending the gaps in social work education and research: two examples from a Swedish context

ABSTRACT

The gap-mending concept is an analytical tool that helps teachers and researchers in social work to reflect upon what, in their practice, increases, maintains or mends gaps between professionals and service user groups. The article suggests a theoretical background on how gaps in social work practice can be challenged. This includes theories about power and recognition. It then moves on to describe the development of gap-mending strategies in research and education at the School of Social Work at Lund University. Lund University was one of three partners that took the initiative to the international network PowerUs that has focused on gap-mending strategies in social work education. The authors have been working over 10 years in collaboration with service user participation in the education of social workers and in different research projects. In the article, they give examples of gap-mending practices and of challenges that they have faced. The first example is an experimental course that has been given since 2005 where social work students study together with students from service user organizations in a university course. The second example is an attempt to combat homelessness in several Swedish municipalities. Supported by researchers, the development project has been a collaboration between homeless groups, politicians and social workers.     

Social workers and intercultural mediators: challenges for collaboration and intercultural awareness

ABSTRACT

Social work in Europe is facing numerous challenges in terms of promoting the participation of migrants and their descendants in super-diverse societies. This study investigates collaboration between social workers and intercultural mediators based on international debate and fieldwork in Italy. Does social work require collaboration with other professions specialised in intercultural relations? What are the characteristics of intercultural professionals? What are the pros and cons of collaboration between social workers and intercultural mediators? This study shows that local social services need to work with intercultural mediators, allowing local social services to implement various strategies for tackling cultural and linguistic barriers with their clients and rely on professionals inside or outside their own. Furthermore, intercultural mediators tend to have weak and heterogeneous training backgrounds and working conditions. This article aims to contribute to the debate on the welfare reform process to support migrants and their descendants’ equal rights and participation in society, highlighting the need for collaboration between interculturally aware social workers and intercultural mediators to tackle institutional structural weaknesses in such professions as part of an organisational innovation process in social-welfare institutions.     

In the "best interest" of immigrant and refugee children: deliberating on their unique circumstances

Each year, state juvenile courts provide thousands of immigrant and refugee children with access to consistent and reliable caregiving and a stable environment. To examine how courts interpret "the best interests" of immigrant and refugee children, this article examines 24 cases in courts across the United States, which indicate they use a territorial approach when evaluating the best interests standard. Although legal status was not an issue, many related factors were. Consequently, the courts restricted immigrant parents' rights in caring, guiding, and visiting their children; increased the risk of wrongfully terminating parental rights; and intensified the unpredictability of immigrant and refugee children's welfare in the long run. This article suggests an approach that encourages communication between social workers and the courts to address the special needs and circumstances of immigrant and refugee children on three key topics: the material and moral welfare of the child, and social welfare for immigrant and refugee families.     

Cultural diversity competencies in child and youth care services in Portugal: Development of two measures and a brief training program

Few researchers have examined the training of child care workers in cultural diversity competencies, despite the growing number of ethnic minority children and youth in residential care. The present paper reports two studies. In study 1, we aimed to adapt and develop two measures of cultural diversity competencies—a self-report questionnaire and an objective measure based on a case vignette (n = 51). In study 2, we proposed a brief training program. A quasi-experimental design (n = 30) was used, with cultural competencies being evaluated before and after the training. Results revealed that (1) child care workers tended to over-estimate their self-perceived competence and that (2) the experimental group was more capable of including cultural elements in their definition of strategies and relational aspects of intervention after a brief training than the group that received no training (control). Implications of this study are discussed for further development of cultural diversity competencies in professionals working in residential child care.     

Everyday negotiations of belonging - making Mexican masks together with unaccompanied minors in Finland

In this paper we discuss how art workshops can be used to examine dimensions of belonging. We draw on our findings of collaborative ethnographic fieldwork with unaccompanied refugee minors in Finland. The practical aim of the art project was to offer a platform for transcultural communication and interaction, and to support mutual understanding and solidarity among the refugee minors and Finnish pupils. The collaborative ethnographic approach gave us an opportunity to meet the young people through working together and be equally active members of the group sharing the same classroom. Theoretically we aim to enlarge the understanding of the sense of belonging and the role of the subjective agency of the unaccompanied minors, including everyday participation. We highlight the practices through which the minors can be supported in an embracing manner in their everyday lives in new host societies.