The aim of this study has been to highlight how school social workers experience their discretion, and furthermore how they feel about working in a context mainly dedicated to teachers. The study is executed with a qualitative research method where ten interviews with school social workers, in eight schools in the area of Stockholm have been conducted. The theoretical framework used to analyze the results was discretion, street-level bureaucracy and human service organizations.The main findings of this study imply that the most important ambition of the social work that was conducted in the schools was to help the students reach their knowledge goals. The assignment is, however, not clearly defined, which has lead to school social workers defining the mission and goals themselves. They all have wide discretion and great possibilities to decide how to execute their work, but how they use the freedom that was given seems to vary among them.

The purpose of this essay was to study how school welfare officers cooperate with other school staff, regarding children in vulnerable positions, and how the school staff apply their obligation to report to the social services if they have concerns regarding children at risk, according to the law of social service, SoL.We have especially focused on questions concerning cooperation, both between the school staff, and between the school and the social services. We also wanted to identify some of the restraining factors and dilemmas that could come up during the process of reporting children at risk to the social services. The study was based on qualitative interviews with ten school welfare officers from the same municipality.Our conclusions of our study are that there exists a well-developed cooperation between several organizational levels, including the school welfare officers, other professions in the schools and the social services. There were though opinions among the school welfare officers that they wanted to increase their professional claims in relation to the school nurse, due to their larger competence in talking to children. Regarding the formal responsibility to report to the social services, a majority of the school welfare officers felt they had access to the support they needed from both their principal and the students healthcare-team, and that they were not left alone in the process..

The aim of this essey was to find out what kind of help problem gamblers can get at social service offices in the region Västra Götaland in Sweden. We also examined the knowledge regarding gambling problems at social sevice offices and who the head of the social service offices regarded having the responsibility for the question of helping problem gamblers. As a last question we wanted to know if the size of the population in the community had an impact on these questions. Central questions in our essey asked are:How much help does the social service offices in the region Väsra Götaland offer problem gamblers? Who has the responsabilety to help problem gamblers according to social service offices?What knowledge does the social service offices have concerning problem gambling?Does the population of the community have an impact on theese questions?This is a quantitative study made as a webbservey to the head of the social service offices in the region Västra Götaland.

The aim of this study is to illuminate social worker?s perception of social class within the Swedish social service system. This study therefor examine if social class contributes to the production and reproduction of the client and what impact social class has on the interaction between client and social workers. The study was conducted with qualitative semi-structured interviews with social workers from three different departments of social service. The theoretical approach is Yeheskel Hasenfeld?s theory about moral practices in welfare organisations, Michael Lipsky and Roine Johansson?s theories about client construction and Pierre Bourdieu?s class theory.

The curriculum of the Swedish school system explains how the transitions between the preschool class and the pre-school should be. The co-operation between the organisations should aim for a long term perspective with the students learning process in mind (Lgr11).The pre-school has almost the same aim in their curriculum, as the curriculum of the Swedish school system.The aim with my study is to examine how the teachers from the different organizations relate to knowledge and how they look at the students social interactions. Also how the transition between the pre-school and the pre-school class is viewed from their point of view. How do the teachers from the different organisations comprehend knowledge?How do the teachers from the different organisations comprehend the social abilities?How do the teachers from the different organisations work and interact in terms of the transition between the pre-school and the pre-school class?The study that has been made is about the transitions between the pre-school and the pre-school class. It´s been investigated by doing interviews with teachers from both the pre-school and the pre-school class.

The purpose of this study was to examine the school counsellors and social service workers experience of how the child psychiatry manage their authority in the collaboration concerning children with mental health problems. The study was conducted using qualitative interviews with school counsellors, social service workers and one former employee of the Swedish child psychiatric care. Our results are divided into two themes: Collaboration and distribution of responsibility and Children who fall between the cracks. Examples of groups of children who according to our study are at risk of falling between the cracks are those who apart from mental issues have substance abuse issues or social issues, those whose parents are in a child custody dispute, children who are acting out and children with self-harm issues. The study also reveals that it's easier for children whose parents are active and knowledgeable to get help from the child psychiatric care and that it's a requirement for both parents and children to be highly motivated.There are established social hierarchs between agencies who partake in collaboration regarding children with mental illness.

Purpose: To compare the expectations of coming profession in social work with experienced social work. We wanted to compare the pictures between the students in school of social work studies with social workers. We also wanted to increase social workers as well as other readers? awareness of social work as a profession.Questions: What characterizes the school of social studies? How do students in school of social work view the coming role as a professional? How do students in school of social work view upon social workers as professionals? How do social workers view upon their own profession? How do social workers view upon the own role as a professional? How do social workers view upon the relation between the idea of the profession and the daily practice? How do the students in school of social work studies and social workers view upon professional social work?Method: Qualitative study with qualitative interviews.Conclusion: Social work is a low status profession. How to increase the status of social work is not easy.

The aim of this study was to look at introduction for staff in a social service office and the social workers experience off the first period at a new workplace. Qualitative interviews have been used as a method of investigating how social workers look at introduction in the workplace and how social workers have experience the first period at the workplace. The empirical material have been analysed by using the theory of Human Service Organizations, street-lever bureaucracy theory and theory concerning work environment. This papers first chapter presents the methodological preferences, the second chapter the theoretical perspective and the results of the study are presented in the third chapter followed by a discussion and ending comments in chapter four. My study showed that introduction is necessary in a complex organisation and could be a way to improve the social workers situation in social service organisations..

Today the school is a given place for preventing social problems. The school struggles continuously to live up to the expectations of balancing preventive social work with pedagogy in a satisfactory way.The purpose of this essay is to get a picture of priorities of social work in school. I want to know what it is that affects and controls the principal's decision about what kind of social project they will accept and be a part of.This essay shows that only one of the eleven principals interviewed apply projects based on evidence when they decide about participation in a social project. Instead, the decisions are based on references from other schools. The reason why the principals do not base their judgement on projects which are based on evidence is because they consider the search for results too time consuming.When there is no requirement that a certain part of the social work in a school must be based on evidence, it leads to the children taking part in different social projects which we can not guarantee are good for them.One solution can be to guide the principals through a national social teachingplan, which can assure that social work based on evidence are being applied in the municipality schools as well as the independent schools..

This essay is about children who have psychological and social problems. An increase part of children and young people in Sweden describe this kind of difficulties. These problems are at the same time a concern for the school as well as the social welfare. The purpose in this essay is to explore if children with psychological and social problems have the same legal rights to education as other children. The main questions are to describe the legal rights in this area and explore how schools and social welfare cooperate in order to achieve better possibilities for the children.The facts take a legal aspect as a starting point.

This qualitative study is about the individual supportive conversation with the school welfare officer in upper secondary school. The main aim of the study was to find out what the pupils get out of a series of conversations with the school welfare officer and what it means for the pupils that the welfare officer belongs to the school organization. Six qualitative interviews were held with pupils who had conversation contact with the school welfare officer during their time at upper secondary school.I found that these pupils and welfare officers were oriented towards change and solutions. I found that the most important thing for the pupils was to achieve a good and trusting relationship with the welfare officer. After this the pupil starts a process of change in cooperation with the welfare officer, with the aim that the pupil should be happy and satisfied with the current life situation.

The aim of this essay is to study how parents to children with learning disability experences the support they get from society. My main question has been: what kind of support offer does society offer this parents? What is good and what is less satisfactory in this support? The study is based on a qualitative method. Five parents with children who has learning disabilities has been used as base. The material has been analysed with a narrative, hernmeneutic perspective.The study concludes that the parents, use in this case, find that society does not offer the necessary understanding for their problem of their family.

Background: School health services of today focus on prevention and health promotion within the school. A collaboration between the school health services and the student care team from the guidelines with focus on the student, is expected. Purpose: The purpose was to illustrate School nurses  vocational experiences and what the role of school health services in the student care team at upper secondary schools of John Bauer in relationship to the vision of the school. Method: Qualitative content analysis with inductive approach was used (Lundman &Hällgren-Graneheim, 2008). Data was collected by interviewing  school nurses at  School of John Bauer.

Abstract Many researchers in social work believe that in today's society require the interaction between organisations takes place on social problems. This study examined the interaction between the police, social services and schools.The purpose of this study are as follows; the aim is to investigate the interaction between social services, the police and schools about young people aged 12-18 years who are at risk for abuse and crime.My questions are: How do the different professions interact regarding young people at risk for abuse and crime? How do they meet young people in their daily work? What obstacles can the different professions see in interaction? What effects do the different professions see in interaction?The study is a qualitative study conducted with semi-structured interviews. Respondents have been two from each organisation.The theory used in the analysis of empirical data is new-institutionalismen. New-institutionalism is a theory developed from organizational theories.

The aim of the study was to examine if and how the social service and the social welfare secretary provides against threat and violence in the encounter with clients. The study is qualitative and carried out with six semi-structured interviews with social welfare secretaries and participation observations at the social welfare offices in three municipalities. The theoretical starting points used were symbolic interactionism and strange loops. The result shows that social service and social welfare secretaries both use measures to prevent threat and violence to occur. The precautionary measures mainly used by social services are ; looked doors, alarm device, loose objects removes and interview rooms are furnish in purpose for the social welfare secretary to flee the room at urgent need.