Participatory social work and report writing

Participation of children and parents is a central notion in child and family social work. This paper reports on a research dealing with how the participative paradigm comes to the fore in the practice of report writing in the work with looked-after children. As social work is essentially a language-centred activity, report writing is a core skill in social work. A participative practice of report writing would imply that the perspective of the children and parents is present in the reports. The results of our research show that a participatory approach to writing reports is not self-evident. On the one hand, the practice of report writing shows a big diversity in the way the client's perspectives are given attention. On the other hand, the incorporation of the client's voice does not necessarily stand for a participatory approach because it may be used to strengthen professional views rather than clarify clients' perspectives. The case is made in such a way that a participatory approach of child and family social work demands more attention to the practice of writing reports.     

The prospective effects of work–family conflict and enrichment on job exhaustion and turnover intentions: comparing long-term temporary vs. permanent workers across three waves

This study investigated work–family conflict (WFC) and enrichment (WFE) in relation to job exhaustion and turnover intentions among long-term temporary (n = 384) and permanent (n = 430) workers. We used three-wave data collected among Finnish university employees in 3 consecutive years. The participants were either permanently or temporarily employed for the whole 3-year period. The results showed that permanent employees reported both higher WFC and WFE during the follow-ups than temporary employees. Temporary workers reported higher job exhaustion and turnover intentions compared to permanent workers. Job contract functioned as a moderator: high WFC showed a prospective effect on increased turnover intentions in permanent employees. In contrast, temporary employees benefited more from high WFE, which showed a prospective effect on reduced job exhaustion in temporary employees. The results suggest that measures taken to improve work–family balance could have different implications for long-term temporary and permanent workers.     

The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support

Although a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (N_Schools = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.