"Våran roll är våran roll och eran roll är eran roll" - En kvalitativ studie om hur skola och socialtjänst samverkar för att handskas med fall där barn misstänks fara illa
(2025) SOAM21 20242School of Social Work
- Abstract
- This study aims to gain a deeper understanding of how school counselors collaborate with social services in cases where children are suspected of being at risk. The focus is on how professional roles and power dynamics influence cooperation and decision-making processes.
To address this purpose, the study explores the following research questions: How do school counselors and social services collaborate in handling cases where children are suspected of being at risk?, Whose assessment and perspective carry the most influence in the decision-making process when multiple actors are involved?, How do legislation and confidentiality regulations impact the collaboration between school counselors and social services?. The study adopts a... (More) - This study aims to gain a deeper understanding of how school counselors collaborate with social services in cases where children are suspected of being at risk. The focus is on how professional roles and power dynamics influence cooperation and decision-making processes.
To address this purpose, the study explores the following research questions: How do school counselors and social services collaborate in handling cases where children are suspected of being at risk?, Whose assessment and perspective carry the most influence in the decision-making process when multiple actors are involved?, How do legislation and confidentiality regulations impact the collaboration between school counselors and social services?. The study adopts a hermeneutic approach and is based on semi-structured interviews with four school counselors and three professionals from social services. The results are analyzed using collaboration theory and previous research. The findings indicate that collaboration between school counselors and social services typically begins when a school counselor submits a report of concern. Social services generally have the most influence in decision-making, as they have a more comprehensive understanding of the child’s overall situation. School counselors often feel that confidentiality regulations limit cooperation, as they are frequently denied access to crucial information about the child. This can result in feelings of exclusion and reduced effectiveness in their role. The study also highlights a power dynamic where social services hold a stronger position, primarily due to their broader responsibility for the child’s well-being. To improve collaboration, clear role definitions, open dialogue about responsibilities, and mutual trust are essential. Despite challenges related to power structures and confidentiality, the study suggests that shared goals and effective communication can contribute to more successful cooperation. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9183256
- author
- Gharib, Diana Faiz LU
- supervisor
- organization
- course
- SOAM21 20242
- year
- 2025
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- Barn som riskerar fara illa, barn som far illa, samverkan, Socialt arbete, utmaningar & möjligheter, beslutprocess & inflytande
- language
- Swedish
- id
- 9183256
- date added to LUP
- 2025-01-31 09:16:23
- date last changed
- 2025-01-31 09:16:23
@misc{9183256,
abstract = {{This study aims to gain a deeper understanding of how school counselors collaborate with social services in cases where children are suspected of being at risk. The focus is on how professional roles and power dynamics influence cooperation and decision-making processes.
To address this purpose, the study explores the following research questions: How do school counselors and social services collaborate in handling cases where children are suspected of being at risk?, Whose assessment and perspective carry the most influence in the decision-making process when multiple actors are involved?, How do legislation and confidentiality regulations impact the collaboration between school counselors and social services?. The study adopts a hermeneutic approach and is based on semi-structured interviews with four school counselors and three professionals from social services. The results are analyzed using collaboration theory and previous research. The findings indicate that collaboration between school counselors and social services typically begins when a school counselor submits a report of concern. Social services generally have the most influence in decision-making, as they have a more comprehensive understanding of the child’s overall situation. School counselors often feel that confidentiality regulations limit cooperation, as they are frequently denied access to crucial information about the child. This can result in feelings of exclusion and reduced effectiveness in their role. The study also highlights a power dynamic where social services hold a stronger position, primarily due to their broader responsibility for the child’s well-being. To improve collaboration, clear role definitions, open dialogue about responsibilities, and mutual trust are essential. Despite challenges related to power structures and confidentiality, the study suggests that shared goals and effective communication can contribute to more successful cooperation.}},
author = {{Gharib, Diana Faiz}},
language = {{swe}},
note = {{Student Paper}},
title = {{"Våran roll är våran roll och eran roll är eran roll" - En kvalitativ studie om hur skola och socialtjänst samverkar för att handskas med fall där barn misstänks fara illa}},
year = {{2025}},
}