Samverkanshinder och dess hantering mellan socialtjänst och skola, sett ur ett utförarperspektiv
The purpose of this article has been to elucidate social secretaries? and teachers? experiences of collaboration around children in need of society?s intervention. We wanted to examine what the difficulties could be, according to their experience, and how they handled them. Additionally our aim was to analyze whether their method of dealing with the obstacles were likely to succeed, viewed from the perspective of system theory. In order to achieve our purpose we used a qualitative method and interviewed four social secretaries and four teachers. The results displayed a similarity between what our respondents experienced to be obstacles to collaboration and that which previous research has acknowledge as obstacles. The social secretaries tried to overcome the difficulties they experienced by different acts of communication with their collaborators in order to create a common experience through language and narration concerning the children. Reflecting from the perspective of system theory about how they communicate and their attitudes towards their collaborators and the process of collaboration, they would be likely to succeed in their attempts. What would possibly impede their successful handling of the obstacles is their perceived lack of time, and because of the fact that the contacts often lack continuity.