Within the context of Norwegian Child Welfare Services, children's best interests are often promoted through inter‐professional collaboration. Although children have the right and desire to participate, research reveals that professionals do not listen to them. On the basis of qualitative interviews with 10 children about their experiences collaborating with professionals, we have identified ways in which professionals can facilitate children's participation. The findings show that trusting relationships, emotional support, and pedagogical approaches increase children's participation in their interactions with professionals. The results show the importance of including a relational understanding of participation as a theoretical concept in child welfare and an awareness that power and dominance are in play.
In the context of Child Welfare, collaboration is used to ensure that families receive the best public services. In these working processes children have the legal right to participate. Research has demonstrated that children are sensitive to whether they feel they are treated with respect. The issue of partnership relations can be demanding. This article examine children's experiences with recognition in the context of service collaboration. Based on a Norwegian qualitative research project about professional-child interactions in the context of public services and a narrative analysis of two accounts, we have identified key professional actions associated with recognition in collaborative processes with children. A dialogical form of communication, as well as the exploration of children's troubles, abilities and skills, highlighted the children's experiences of recognition and respect. Further research should concentrate on how to ensure that recognition occurs during communication with children in Child Welfare Services.
Collaboration and conversations are important in meeting vulnerable children's needs in the context of Child Welfare Services (CWS). Building on 10 qualitative interviews with parents of children in Norwegian Child Welfare Services, this paper discusses parents' views on collaboration between children and child welfare professionals. The parents stated that a constructive collaborative relationship depends on professionals' attitudes towards the child, their ability to connect with the child and their awareness of how the child's emotions and how the parents influence the child-professional relationship. A collaborative relationship is essential for child welfare professionals to meet the child's needs and to help improve relations between the child and the parents. The parents asked for more collaboration between children and child welfare professionals. The findings call for more discussion of child welfare workers' tasks and competence.
I denne artikkelen belyser jeg hvordan diskursive analyser kan anvendes som et kritisk korrektivav barnevernet i praksis. Barnevernet har som en viktig oppgave å vurdere risiko,normalitet og avvik hos barn og foreldre, eller avgjøre hva som er bra og ikke bra for barn.De må bestemme hvem som skal få hjelp, og hvilke hjelpetiltak barnet er mest tjent med. I denne prosessen vil det foregå en klassifisering av foreldre og barn, et kategoriseringsarbeid som kan få utilsiktede konsekvenser. Ved hjelp av diskursive analyser kan man sette fokus på hvordan språkbruk bidrar til å konstituere praksiser, posisjonere individer/aktører, konstruere virkeligheter og skape identiteter. Diskursive analyser kan bidra til å skape oppmerksomhet mot de kategoriene som lever i feltet, og bevissthet om konsekvenser av barnevernets diskursive praksisformer. De kan være viktige redskap for å skape et fundament for refleksjonsarbeid i barnevernsfeltet.
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