Anmälningsskyldighet i högstadiet : Lärares beskrivningar av anmälningsskyldigheten enligt 14 kap. 1 § Socialtjänstlagen
(2018) SOPA63 20172School of Social Work
- Abstract
- The aim of this study was to examine how secondary school teachers describe their experiences of, and approach to the obligation to report suspicions of child maltreatment according to the Swedish Social Services act, 14 chapter 1 §. More specifically the aim was to examine how teachers describe the mandatory reporting process and their experiences of contact with the social services regarding students who may have been subject to maltreatment. The study was based on individual semi-structured interviews with six secondary school teachers from four different schools, in three different municipalities in southern Sweden. The main themes addressed in the interviews were the attitude towards mandatory reporting, experiences of mandatory... (More)
- The aim of this study was to examine how secondary school teachers describe their experiences of, and approach to the obligation to report suspicions of child maltreatment according to the Swedish Social Services act, 14 chapter 1 §. More specifically the aim was to examine how teachers describe the mandatory reporting process and their experiences of contact with the social services regarding students who may have been subject to maltreatment. The study was based on individual semi-structured interviews with six secondary school teachers from four different schools, in three different municipalities in southern Sweden. The main themes addressed in the interviews were the attitude towards mandatory reporting, experiences of mandatory reporting, the workplace and the collaboration with social services. The study’s theoretical perspective was the theory of professional occupations. In the process of analysis seven main themes were identified: child maltreatment, the implication of socioeconomic context, warning signs, workplace routines, relations, knowledge and competence, and the social services. The results of the study have generated an understanding of how different professions with different types of knowledge collaborate within the school and act as a united professional field. The routines of making a report regarding suspected child maltreatment are in many ways similar between different schools and the collaboration between teachers, school nurses and welfare officers is important. The socioeconomic context in which a school is based has also turned out to be of importance regarding how teachers describe different types of maltreatment and their experiences of the mandatory reporting process, and also regarding parents’ and students’ attitudes towards the social services. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8932922
- author
- Lyeklint, Anna LU and Nordström, Frida LU
- supervisor
-
- Eva Palmblad LU
- organization
- course
- SOPA63 20172
- year
- 2018
- type
- M2 - Bachelor Degree
- subject
- keywords
- Mandatory reporting, child maltreatment, teacher, school, social services
- language
- Swedish
- id
- 8932922
- date added to LUP
- 2018-01-25 13:10:35
- date last changed
- 2018-01-25 13:10:35
@misc{8932922,
abstract = {{The aim of this study was to examine how secondary school teachers describe their experiences of, and approach to the obligation to report suspicions of child maltreatment according to the Swedish Social Services act, 14 chapter 1 §. More specifically the aim was to examine how teachers describe the mandatory reporting process and their experiences of contact with the social services regarding students who may have been subject to maltreatment. The study was based on individual semi-structured interviews with six secondary school teachers from four different schools, in three different municipalities in southern Sweden. The main themes addressed in the interviews were the attitude towards mandatory reporting, experiences of mandatory reporting, the workplace and the collaboration with social services. The study’s theoretical perspective was the theory of professional occupations. In the process of analysis seven main themes were identified: child maltreatment, the implication of socioeconomic context, warning signs, workplace routines, relations, knowledge and competence, and the social services. The results of the study have generated an understanding of how different professions with different types of knowledge collaborate within the school and act as a united professional field. The routines of making a report regarding suspected child maltreatment are in many ways similar between different schools and the collaboration between teachers, school nurses and welfare officers is important. The socioeconomic context in which a school is based has also turned out to be of importance regarding how teachers describe different types of maltreatment and their experiences of the mandatory reporting process, and also regarding parents’ and students’ attitudes towards the social services.}},
author = {{Lyeklint, Anna and Nordström, Frida}},
language = {{swe}},
note = {{Student Paper}},
title = {{Anmälningsskyldighet i högstadiet : Lärares beskrivningar av anmälningsskyldigheten enligt 14 kap. 1 § Socialtjänstlagen}},
year = {{2018}},
}