Barn og unges håndtering av vanskelige livsvilkår

Backe‐Hansen, Elisabeth

doi:10.7577/nova/rapporter/2004/12

Cited by 9 publications

(17 citation statements)

References 71 publications

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“…The Convention on the Rights of the Child, art. 12) and their particular life situations elucidated through research (Backe-Hansen, 2009). This point is highly relevant for this group of children and young persons described in this study.…”

Section: Research Participationmentioning

confidence: 81%

‘Discuss it with your legal guardian’: Challenges in practising care for young unaccompanied refugee minors

Omland

Andenas

Sveaass

2020

Child & Family Social Work

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Unaccompanied refugee minors are, like other youngsters, making their moves towards adulthood, but under most challenging conditions. Informed by a cultural psychological approach to development, we analysed interviews with 18 unaccompanied Afghan boys and their professional caregivers. 'Establishing a liveable life in Norway' and 'helping the family in the country of origin' were analysed as central developmental projects for the boys, the former actively supported by the caregivers, the latter typically not. Considering what each individual is trying to achieve and how their projects are received by significant others sheds light on the boys' struggles, as well as their coping.

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Section: Research Participationmentioning

confidence: 81%

‘Discuss it with your legal guardian’: Challenges in practising care for young unaccompanied refugee minors

Omland

Andenas

Sveaass

2020

Child & Family Social Work

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“…In turn, this can ease the adaptation to their new circumstances. Foster care is a complex relationship with many actors involved, and direct support and guidance from experienced and competent resources are thus likely to help establish successful relationships between all actors (Backe-Hansen et al, 2019; The Norwegian Association of Local and Regional Authorities, 2021). Furthermore, the results of this study indicate that giving additional support to families considered at risk for placement instability is effective.…”

Section: Discussionmentioning

confidence: 99%

Can increased support to foster care families reduce the number of moves for children in out‐of‐home care? Evidence from Norway

Hornset,

Smedsvik

2024

Int J Soc Welfare

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Norwegian youth in out‐of‐home care move three times as frequently as their peers. Such placement instability is linked to negative outcomes in terms of social attachment, well‐being, educational achievements, health, and future opportunities. Norway implemented a new child welfare service reform in 2022 that increased the municipalities responsibilities for out‐of‐home care. The “incentive package” and “Barneløftet” were measures implemented to prepare the municipalities for these changes. This study evaluates how the implemented measures affect the number of moves within out‐of‐home care in Trøndelag county. An event‐study design with difference‐in‐difference estimates was used to study the effect of the measures. The data are Norwegian registers that include most children in out‐of‐home care from 2013 to 2021. The findings of this study indicate that increased support for foster care homes significantly reduces the number of moves. Increased placement stability is associated with an increased sense of belonging, thus facilitating positive development.

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“…The intervention was conducted in a class with 18 pupils aged 12 and above. All of the pupils signed a written consent form (Backe-Hansen, 2009). The class was situated in a large primary school in a suburban area in Norway.…”

Section: Participantsmentioning

confidence: 99%

Rethinking education for democracy: a study of co-determination in a Norwegian school

Magerøy

2023

Front. Educ.

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Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.

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Barn og unges håndtering av vanskelige livsvilkår

Cited by 9 publications

References 71 publications

‘Discuss it with your legal guardian’: Challenges in practising care for young unaccompanied refugee minors

‘Discuss it with your legal guardian’: Challenges in practising care for young unaccompanied refugee minors

Can increased support to foster care families reduce the number of moves for children in out‐of‐home care? Evidence from Norway

Rethinking education for democracy: a study of co-determination in a Norwegian school

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