A Qualitative Study Exploring Matters of Ill-being and Well-being in Norwegian Activation Policy

Ohls, Carolina

doi:10.1017/s1474746416000397

Cited by 5 publications

(8 citation statements)

References 30 publications

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“…Feelings of failure, helplessness and shame due to their situation of being unemployed also seem to stem from a lack of other choices. Feelings of failure and of ‘being trapped’ indicate constrained autonomy, which hinders individuals’ ability to move forward in life (Gubrium & Lødemel, ; Ohls, ; Walker et al, ). In terms of the use of work placement, participants reported feeling that promises had been broken when the placement did not lead to paid work.…”

Section: Discussionmentioning

confidence: 99%

“…These issues point at a move away from a generalist approach to social work, or one that is comprehensive and holistic, to a specialist service approach that focuses on specific problems (Perlinski, Blom, Morén, & Lundgren, ; Raeymaeckers, ) From a rights‐based perspective, that latter approach may be problematic in that a holistic understanding of peoples’ difficulties and needs risks being overlooked. Taking into account that participants in the programme face multifaceted challenges (Ohls, ), a generalist approach is preferable (Raeymaeckers, ). It aligns with a rights‐based practice, and it follows Nussbaum’s () approach whose conceptualisation of Sen’s capability approach () indicates a comprehensive understanding of what constitutes a dignified life.…”

Section: Discussionmentioning

confidence: 99%

“…Previous international research has shown that welfare recipients often experience shame and stigma during their interactions with the welfare system (see Baumberg, 2016;Walker et al, 2013). Similar findings in a Norwegian context demonstrate that social assistance may be associated with shame, thereby undermining welfare recipients' dignity (Gubrium & Lødemel, 2014;Ohls, 2017;Underlid, 2007). To avoid shaming and stigmatisation, researchers have advocated a dignity-based approach to the framing, structuring and delivery of anti-poverty policies (Gubrium & Lødemel, 2014;Walker, 2014).…”

Section: Introductionmentioning

confidence: 92%

“…However, some participants were less positive and reported feeling ‘exploited’ and that they were ‘working for free’ (Gubrium & Lødemel, , p. 98). Research has also shown that participants in the programme struggle with issues of ill‐being, including financial difficulties (Ohls, ).…”

Section: Policy Contextmentioning

confidence: 99%

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Dignity‐based practices in Norwegian activation work

Ohls

2019

Int J Soc Welfare

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This qualitative study sought to identify dignity‐based practices in a Norwegian activation programme − the Qualification Programme. Some welfare recipients are likely to experience shame in connection with their interaction with the welfare system. Previous research suggests that a dignity‐based approach could help welfare recipients to avoid such negative experiences. The operational components of dignity have been identified as autonomy, empathy and rights. Data gathered through individual interviews with participants and activation workers were examined using interpretative phenomenological analysis with a focus on exploring respondents’ perceptions of events to which they ascribe meaning. The findings indicate that accounts of empathy were common, but that the study’s participants seldom reported experiencing that their autonomy and rights were enhanced. Participation in the programme appeared to undermine the participants’ dignity, particularly when individual needs were overlooked. An underlying reason could be the current move away from a comprehensive understanding of service users’ different needs and to a narrow focus on employability.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 92%

Section: Policy Contextmentioning

confidence: 99%

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Dignity‐based practices in Norwegian activation work

Ohls

2019

Int J Soc Welfare

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“…As for analysis strategies, 'the capability for education' was used as a sensitizing concept in one study, which in this context referred to what young people had reason to value in education (Vandekinderen et al, 2018). Nussbaum's list was explicitly used in the analysis of data in two studies (Bozalek, 2010;Ohls, 2017).…”

Section: Concepts Models and Theories In Combinationmentioning

confidence: 99%

The capability approach in social work research: A scoping review of research addressing practical social work

Kjellberg

Jansson

2020

International Social Work

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This study reports the findings from a scoping review of the use of the capability approach in social work research. We identified 17 peer-reviewed journal articles which actively used the capability approach and addressed social work practice. The purpose was to examine how the use of the capability approach was linked to policies, practices and social justice approaches in social work research. The merits and challenges of the capability approach in social work research are discussed. Four main applications of the capability approach were found: as a tool for social workers in practice, to explore the subjective sense of well-being, to address social inequalities on a structural level, and as a way of evaluating social practices. The capability approach was framed as congruent with the aims of social work, and as a call for action for social workers to promote social justice, human dignity and well-being. Another finding was that empowerment, mostly viewed as a tool for social workers to promote strength in individuals, was closely connected to using a capability approach. The contradictory use of empowerment in social work may carry some lessons for future development of a capability approach in social work. The review indicates that the capability approach is used in a range of different ways and acknowledged as a valuable tool for research in social work.

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Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

Ding

2024

Euro J of Education

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Teachers' psycho‐affective states are considerably reported to play a vital role in English as a foreign language (EFL) education. However, the overall mechanism, realization, and representation of teachers' psychological ill‐being (PIB) have been widely kept under the shadow of well‐being. To fill this gap, this qualitative investigation examined 46 Chinese EFL teachers' perceptions about the causes, outcomes and solutions of PIB. The results of thematic analysis revealed that PIB was caused by different personal, interpersonal, professional, task, student and contextual factors among Chinese EFL teachers. More specifically, ill‐being emerged out of “heavy workload pressure”, “mental and physical exhaustion”, “unrelated tasks to teaching”, “students' classroom behavior and performance”, “unfriendly school climate”, “poor interpersonal relationships with colleagues” and “social and cultural environment”. The findings also indicated that teachers' ill‐being led to different outcomes such as “reducing teaching quality”, “creating negative emotions”, “causing physical and mental health problems”, “leading to burnout” and “hurting students' feeling and learning rate”. To solve this aversive state, the participants suggested different techniques such as “reducing workload”, “learning emotion regulation strategies”, “establishing a positive classroom/school climate”, “offering teacher training courses”, “providing support and facilities for teachers”, “increasing salary” and “reading books”. A discussion of the findings and implications for EFL teachers, teacher educators and policy‐makers is provided to enhance their emotional literacy and competency regarding negative teacher‐related emotions in L2 teaching.

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A Qualitative Study Exploring Matters of Ill-being and Well-being in Norwegian Activation Policy

Abstract: This article is based on a qualitative study exploring reasons for ill-being and well-being

Cited by 5 publications

References 30 publications

Dignity‐based practices in Norwegian activation work

Dignity‐based practices in Norwegian activation work

The capability approach in social work research: A scoping review of research addressing practical social work

Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

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