”En kurator är ingen naturlig figur i skolan” - Fem skolkuratorers syn på sitt förebyggande arbete på skolan
(2012) SOPA63 20121School of Social Work
- Abstract
- The purpose of the essay was to study and create an understanding for welfare officers´ work with focus on their preventive work. The study was based on strategic choice of five school welfare officers' experiences with preventive work in the schools and the method used was semi-structured interviews. The study was further more an investigation on how the welfare officers´ experience their work in a time where many internal and external changes take place, such as a new education act, which came into force July 1st, 2011, that requires all schools to have access to a welfare officer and, at the same time the welfare officers tasks are complex and at different levels. Kendra J. Garrett (2006) highlights in a publication produced research... (More)
- The purpose of the essay was to study and create an understanding for welfare officers´ work with focus on their preventive work. The study was based on strategic choice of five school welfare officers' experiences with preventive work in the schools and the method used was semi-structured interviews. The study was further more an investigation on how the welfare officers´ experience their work in a time where many internal and external changes take place, such as a new education act, which came into force July 1st, 2011, that requires all schools to have access to a welfare officer and, at the same time the welfare officers tasks are complex and at different levels. Kendra J. Garrett (2006) highlights in a publication produced research showing that a formal education and related professional competence is a key to increase the legitimacy of welfare officers and would increase the likelihood that welfare officers would be better prepared for the extensive task of prevention entails (ibid). Their work can be seen as unpredictable by co-workers since they have many tasks that are not known (ibid). The welfare officers’ work with focus on the preventive work was analyzed with a professional (Brante, 2005), discretion (Svensson et al 2008) and Eliassons (2002) knowledge theory. The issues in the study were: How do the welfare offices describe the reasons why students contact them? What methods and theories do the welfare officers’ use and what do they think they need? What promote and what hinder the welfare officers in their preventive work? How do the welfare officers describe the cooperation with other professions?
The result and analysis of the study showed that the welfare officers’ work style varied depending on further education and personal preference. The most important conclusion of the study was how the welfare officers’ request further education since this would improve their work and indirect guarantee that they receive praxis knowledge and legitimacy. They also wish that welfare officers had a better attendance in school since there is a clear need due to the new education act and due to the needs of the students. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/3051020
- author
- Bannister, Caroline LU
- supervisor
- organization
- alternative title
- “A welfare officer is not a natural figure in school” -Five welfare officers’view on their preventive work in school.
- course
- SOPA63 20121
- year
- 2012
- type
- M2 - Bachelor Degree
- subject
- keywords
- discretion, knowledge, preventive work in school, profession, school welfare officer, school social work. handlingsutrymme, förebyggande arbete i skolan, skolkurator, socialt arbete i skolan.
- language
- Swedish
- id
- 3051020
- date added to LUP
- 2012-09-11 14:39:35
- date last changed
- 2012-09-11 14:39:35
@misc{3051020,
abstract = {{The purpose of the essay was to study and create an understanding for welfare officers´ work with focus on their preventive work. The study was based on strategic choice of five school welfare officers' experiences with preventive work in the schools and the method used was semi-structured interviews. The study was further more an investigation on how the welfare officers´ experience their work in a time where many internal and external changes take place, such as a new education act, which came into force July 1st, 2011, that requires all schools to have access to a welfare officer and, at the same time the welfare officers tasks are complex and at different levels. Kendra J. Garrett (2006) highlights in a publication produced research showing that a formal education and related professional competence is a key to increase the legitimacy of welfare officers and would increase the likelihood that welfare officers would be better prepared for the extensive task of prevention entails (ibid). Their work can be seen as unpredictable by co-workers since they have many tasks that are not known (ibid). The welfare officers’ work with focus on the preventive work was analyzed with a professional (Brante, 2005), discretion (Svensson et al 2008) and Eliassons (2002) knowledge theory. The issues in the study were: How do the welfare offices describe the reasons why students contact them? What methods and theories do the welfare officers’ use and what do they think they need? What promote and what hinder the welfare officers in their preventive work? How do the welfare officers describe the cooperation with other professions?
The result and analysis of the study showed that the welfare officers’ work style varied depending on further education and personal preference. The most important conclusion of the study was how the welfare officers’ request further education since this would improve their work and indirect guarantee that they receive praxis knowledge and legitimacy. They also wish that welfare officers had a better attendance in school since there is a clear need due to the new education act and due to the needs of the students.}},
author = {{Bannister, Caroline}},
language = {{swe}},
note = {{Student Paper}},
title = {{”En kurator är ingen naturlig figur i skolan” - Fem skolkuratorers syn på sitt förebyggande arbete på skolan}},
year = {{2012}},
}