"Man har alltid en smekmånad när barnet kommer, men där finns ju alltid problematik, det är ju därför man får ett barn"
(2018) SOPA63 20181School of Social Work
- Abstract
- Research suggest that foster children’s school achievements in compulsory school are worse compared with their peers in the same age group. The purpose of my study was to explore and analyze what kind of support and assistance foster children are offered in order to leave the compulsory school with approved grades. Furthermore, the aim was also to explore what kind of sup¬port that the social services are offering foster parents regarding child schooling. The study was conducted in two municipalities using semi-structured inter¬views with total eight respondents (foster parents, social workers and special educator). The result indicate that both municipalities worked continuously with supervision and training of foster parents. Social... (More)
- Research suggest that foster children’s school achievements in compulsory school are worse compared with their peers in the same age group. The purpose of my study was to explore and analyze what kind of support and assistance foster children are offered in order to leave the compulsory school with approved grades. Furthermore, the aim was also to explore what kind of sup¬port that the social services are offering foster parents regarding child schooling. The study was conducted in two municipalities using semi-structured inter¬views with total eight respondents (foster parents, social workers and special educator). The result indicate that both municipalities worked continuously with supervision and training of foster parents. Social services appeared to have a high degree of accessibility to advise and guide in case of emergency or in emergency situations. This was also confirmed by the interviewed foster parents. The social services worked actively in both municipalities to allow children in the compulsory school to graduate with full grades and to study further in high school. What distinguished the municipalities was how they organized the support during the schooling: one of these had implemented the evidence-based SkolFam-concept, while the other one applied a work model with a special educator who was following all foster children throughout their schooling. For the children (80 %) who were not given the opportunity to join SkolFam, the responsi¬bility for the children’s schooling was entirely on the foster parents. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8957952
- author
- Paulander, Johanna LU
- supervisor
- organization
- course
- SOPA63 20181
- year
- 2018
- type
- M2 - Bachelor Degree
- subject
- keywords
- Keyword: Foster parents, foster children, school achievements, social services.
- language
- Swedish
- id
- 8957952
- date added to LUP
- 2018-09-06 15:00:26
- date last changed
- 2018-09-06 15:00:26
@misc{8957952,
abstract = {{Research suggest that foster children’s school achievements in compulsory school are worse compared with their peers in the same age group. The purpose of my study was to explore and analyze what kind of support and assistance foster children are offered in order to leave the compulsory school with approved grades. Furthermore, the aim was also to explore what kind of sup¬port that the social services are offering foster parents regarding child schooling. The study was conducted in two municipalities using semi-structured inter¬views with total eight respondents (foster parents, social workers and special educator). The result indicate that both municipalities worked continuously with supervision and training of foster parents. Social services appeared to have a high degree of accessibility to advise and guide in case of emergency or in emergency situations. This was also confirmed by the interviewed foster parents. The social services worked actively in both municipalities to allow children in the compulsory school to graduate with full grades and to study further in high school. What distinguished the municipalities was how they organized the support during the schooling: one of these had implemented the evidence-based SkolFam-concept, while the other one applied a work model with a special educator who was following all foster children throughout their schooling. For the children (80 %) who were not given the opportunity to join SkolFam, the responsi¬bility for the children’s schooling was entirely on the foster parents.}},
author = {{Paulander, Johanna}},
language = {{swe}},
note = {{Student Paper}},
title = {{"Man har alltid en smekmånad när barnet kommer, men där finns ju alltid problematik, det är ju därför man får ett barn"}},
year = {{2018}},
}