| 1. |
|
|
| 2. |
- Höjer, Ingrid, 1953, et al.
(författare)
-
Recognition of education and schooling in case files for children and young people placed in out-of-home care
- 2018
-
Ingår i: Children and youth services review. - : Elsevier BV. - 0190-7409. ; 93, s. 135-142
-
Tidskriftsartikel (refereegranskat)abstract
- © 2018 Elsevier Ltd The aim of the article is to describe and discuss how issues related to schooling and educational achievement are recognized and addressed in social services case files for children and young people placed in out-of-home care (OHC) in the city of Gothenburg, Sweden. Four cohorts were included in the study: children born 1967, 1977, 1987 and 1992. 40 case files were selected from each cohort (38 from the 1977 cohort), in total 158 cases. The analyses were made through a counting of rows related to schooling and education in the documents. Results were then processed in the statistical program SPSS. The results show that the level of recognition of schooling/education was low, and that it was more frequent when the child/young person had behaviour problems and/or was placed in residential care. Little attention was paid to changes of schools. On a positive note, there was an increased attention to education and schooling for the two latter cohorts (1987, 1992), and the involvement of children, young people and parents was also more visible. To conclude, the acknowledgement of schooling and education that should be present in all placements in OHC was not generally visible in the documents in the case files, although the level of attention had increased. The message for practice is that this issue need more attention on several levels: better planning for the transition between old and new school, a developed cooperation between social services, foster/residential care and schools and a pro-active approach from social services concerning education and schooling.
|
|
| 3. |
- Hill, Margreth, 1943, et al.
(författare)
-
Osedd och maktlös
- 2010
-
Ingår i: Socialpolitik. ; :4, s. 22-25
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
- Höjer, Ingrid, 1953, et al.
(författare)
-
A long and winding road
- 2011
-
Ingår i: Projekt YIPPEE's hemsida.
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Sammanfattning av workpackage 9, intervjuer med ungdomar
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Höjer, Ingrid, 1953, et al.
(författare)
-
School as an opportunity and resilience factor for young people placed in care : Skolans betydelse för livschanser och motståndskraft hos barn och unga placerade i familjehem eller HVB-hem
- 2013
-
Ingår i: European Journal of Social Work. - : Informa UK Limited. - 1369-1457 .- 1468-2664. ; 16:1, s. 22-36
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to describe and discuss how school can constitute a life opportunity and a resilient factor for young people at risk, as well as for those placed in care. 33 young people have been interviewed at two separate occasions (26 participated the second time). The results showed that school could provide a place of structure and safety, as a contrast to a chaotic family life. When it was impossible to bring friends home, due to parent’s problems, school also gave young people from dysfunctional families a possibility to be with friends, and provided them with a sense of ”normality”. When school had skilled professionals – teachers, mentors, nurses – who approached children and young people with empathy and commitment, our interviewees felt recognised and appreciated. The possibility of repeating one year was also of importance. Providing a school of high as well as stable quality, with well educated and committed professionals, may constitute an important resilient factor for disadvantaged children and young people, and thus constitute a platform for the opening of educational pathways and enhancing of future life opportunities. School could also give children and young people access to social capital, when birth families were less resourceful.
|
|
| 9. |
|
|
| 10. |
- Johansson, Helena, 1962, et al.
(författare)
-
Education for disadvantaged groups — Structural and individual challenges
- 2012
-
Ingår i: Children and Youth Services Review. - : Elsevier BV. - 0190-7409. ; 34:6, s. 1135-1142
-
Tidskriftsartikel (refereegranskat)abstract
- Who pursues an educational pathway, and who doesn't is highly connected to class position. On the other hand, education may function as a means of disconnecting with a socially disadvantaged background. This article explores the situation of one of the most disadvantaged groups; young people with experience of being placed in foster or residential care. As part of the YiPPEE project, including five European countries, two extensive data sets were combined and analyzed, 33 young people were interviewed, as well as 111 social service managers and 26 nominated adults. The article discusses, using Bourdieu's much used concepts of capital, barriers for continued education after compulsory school. These barriers are found on both individual and family level as well as in relation to national policies and welfare regimes. The findings point to low expectations for higher education from both professionals and carers. The analyses also show that having acquired an educational identity, or cultural capital, is one of the strongest incitements for continued education. However, our results also show that not all young persons from a public care background have had the possibilities of acquiring a sufficient cultural and social capital, and often stand alone and thus choose other pathways. The results have consequences for social work and the authors draw the conclusion that in order to improve the situation for this group, as well as other disadvantaged groups, it is necessary to take into consideration both individual educational support and structural measures. © 2012 Elsevier Ltd.
|
|
