Familjeklass - en för alla, alla för en? Insatsens påverkan på barnet och dess omgivande system
(2010) SOPA63 20101School of Social Work
- Abstract
- Abstract
Authors: Emanuel Franzén, Eva-Lotte Frost Ottosson
Title: Family school – one for all and all for one? The effect of the intervention on the child and on its surrounding systems. (Translated title)
Supervisor: Maria Bangura Arvidsson
Changes within society have compelled Swedish schools to shoulder a greater responsibility for the children’s social development and problems. Family school as an intervention is based on cooperation between the school, home and social services and strives for using the common recourses to give pupils with problems in school a better chance to succeed in school and in their social development. Family school is relatively new as an intervention in Sweden. The original method, which is... (More) - Abstract
Authors: Emanuel Franzén, Eva-Lotte Frost Ottosson
Title: Family school – one for all and all for one? The effect of the intervention on the child and on its surrounding systems. (Translated title)
Supervisor: Maria Bangura Arvidsson
Changes within society have compelled Swedish schools to shoulder a greater responsibility for the children’s social development and problems. Family school as an intervention is based on cooperation between the school, home and social services and strives for using the common recourses to give pupils with problems in school a better chance to succeed in school and in their social development. Family school is relatively new as an intervention in Sweden. The original method, which is based on system theory, has been implemented in Sweden in an alternative manner. The purpose of this study is to determine whether the intervention through the Swedish implementation, risks loosing its original holistic perspective and instead focuses on individual problems. Starting from a socio-psychological standpoint and with system theoretical implements we want to find out how the intervening activity affects the individual and how this is reflected in the child’s environment. Six parents, four teachers and three assisting headmasters from three headmaster areas have been interviewed using open thematic interviewing method to map the parties’ respective view on the effects of the intervening activity. During coding and analysis five major themes turned out to be especially interesting: the home, school, spare time, time after Family school (improvements) and cooperation. Our study shows that the intervening activity has in general had positive effects on the child as well as its environment (spare time, home, school), but there is a need for continuous follow-up activities to help the child sustain and reinforce the positive changes.
Keywords: Family school, cooperation, home, school, social services, system theory, ecological systems theory (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1612169
- author
- Frost Ottosson, Eva-Lotte LU and Franzén, Emanuel LU
- supervisor
- organization
- course
- SOPA63 20101
- year
- 2010
- type
- M2 - Bachelor Degree
- subject
- keywords
- Family school, cooperation, home, school, social service, system theory, ecological systems theory
- language
- Swedish
- id
- 1612169
- date added to LUP
- 2010-06-07 11:28:09
- date last changed
- 2010-06-07 11:28:09
@misc{1612169,
abstract = {{Abstract
Authors: Emanuel Franzén, Eva-Lotte Frost Ottosson
Title: Family school – one for all and all for one? The effect of the intervention on the child and on its surrounding systems. (Translated title)
Supervisor: Maria Bangura Arvidsson
Changes within society have compelled Swedish schools to shoulder a greater responsibility for the children’s social development and problems. Family school as an intervention is based on cooperation between the school, home and social services and strives for using the common recourses to give pupils with problems in school a better chance to succeed in school and in their social development. Family school is relatively new as an intervention in Sweden. The original method, which is based on system theory, has been implemented in Sweden in an alternative manner. The purpose of this study is to determine whether the intervention through the Swedish implementation, risks loosing its original holistic perspective and instead focuses on individual problems. Starting from a socio-psychological standpoint and with system theoretical implements we want to find out how the intervening activity affects the individual and how this is reflected in the child’s environment. Six parents, four teachers and three assisting headmasters from three headmaster areas have been interviewed using open thematic interviewing method to map the parties’ respective view on the effects of the intervening activity. During coding and analysis five major themes turned out to be especially interesting: the home, school, spare time, time after Family school (improvements) and cooperation. Our study shows that the intervening activity has in general had positive effects on the child as well as its environment (spare time, home, school), but there is a need for continuous follow-up activities to help the child sustain and reinforce the positive changes.
Keywords: Family school, cooperation, home, school, social services, system theory, ecological systems theory}},
author = {{Frost Ottosson, Eva-Lotte and Franzén, Emanuel}},
language = {{swe}},
note = {{Student Paper}},
title = {{Familjeklass - en för alla, alla för en? Insatsens påverkan på barnet och dess omgivande system}},
year = {{2010}},
}