Covid-19 has changed the way research can be conducted. The present literature review, based on 29 studies (2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020), investigates and compiles existing research to identify possibilities and limitations of using digital interviews within social work, sociology and adjacent disciplines. The results show that digital interviews can enhance long-distance participation, and that they may be cost-effective. However, technical difficulties can arise that adversely affect the quality of the interviews. Concerning sensitive topics (e.g., victimization, health issues, sexuality), more rich data can be reached with digital options than with in-person options, but it can be difficult to read visual cues, as the camera only captures the participants' upper body. Based on these results, it is important to strike a balance between the positive and negative aspects associated with digital interviews, and to understand that digital interviews are something different than in-person interviews, with their own logic and rules.

The aim of this paper is to analyse how Swedish grade three children are discursively positioned as pupils when they are taking national tests in mathematics and when they reflect on the testing situation afterwards. With support from theories about affectivediscursive assemblages, we explore children's body language, emotions, and talk in light of the two overarching discourses that we believe frame the classroom: the 'testing discourse' and the 'development discourse'. Through the disciplinary power of these main discourses children struggle to conduct themselves in order to become recognized as intelligible subjects and 'ideal pupils'. The analysis, when taking into account how affects and discourses intertwine, shows that children can be in 'untroubled', 'troubled', or ambivalent subject positions.

This article explores how professionals talk about girls' and young women's use of violence; more specifically, how violence is constructed and conceptualized and its effects on social work practice. The data analyzed consist of focus group sessions with 11 professionals within social and youth work. The findings revealed that violence is conceptualized through interpretative repertoires as social functionality, psychological functionality, or dysfunctionality, which affect the professionals' conceptualizations of violence and social work practice. Accordingly, a multifaceted understanding of violence is needed, otherwise girls' and young women's violent acts risk being diminished and made into an individual problem to solved.

Purpose The aim of this study is to investigate children’s sense-making about their fathers’ attitudes about using violence against the child’s mother. More specifically, we examine various ways in which the children reflect on whether, and if so how, their father showed regret. Method This study used data from interviews with 31 children (14 boys and 17 girls) aged between 10 and 14 years, using a semi-structured interview guide. The children’s narratives were analyzed using discourse analysis. Results We found that most of the children in this study positioned their fathers as regretful in relation to two discourses—on violence and on fatherhood—that are prominent in the interviews. Some children, however, positioned their fathers as inconsistent or non-regretful, saying they did not express regret emotionally, did not change their behavior, did not communicate regret, or communicated it in a self-contradictory way. In their narratives the children sometimes used interpretative repertoires—about feelings, actions, and communication—to explain why they thought their father did or did not regret his use of violence. Conclusion Positioning one’s father as regretful after having committed IPV can be a way to make the father’s attitudes about the violence understandable, both to the children and to others. Discourses on violence and fatherhood can, however, constrain children’s narratives about their fathers’ violence, which is important to keep in mind when working with children who have been exposed to IPV and making decisions that concern them.