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- Markström, Ann-Marie, 1956-, et al.
(författare)
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Det osynliga våldet. Förskolans och skolans (o)förmåga att identifiera och bemöta barn som upplever våld inom familjen
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I detta paper presenteras några första preliminära resultat från ett nyligen påbörjat forskningsprojekt som på ett övergripande plan handlar om barn som bevittnar våld i hemmet. Studien är ett treårigt projekt finansierat av Forte och påbörjades hösten 2015.Syftet med studien är att identifiera och studera förskole- och skolpersonals kunskaper, erfarenheter och uppfattningar när det gäller att identifiera, hantera och stödja barn och ungdomar som lever med en våldsproblematik i hemmet. Frågor som projektet ska belysa är förekomst av fenomenet och orosanmälningar från förskola och skola, hur (för)skolans personal identifierar och agerar om det uppkommer misstanke om att barnet lever i en familj med en våldsproblematik samt vilka rutiner och vilket stöd dessa barn erbjuds i verksamheterna förskola och skola. En viktig fråga är hur skolans aktörer definierar den här formen av våldsproblematik. Har diskursen om att upplevelse av våld är barnmisshandel fått genomslag i (för)skolans stödjande och förebyggande arbete? Det för vidare till frågan om huruvida barn och ungdomar som upplevt våld bedöms och behandlas som ”barn i behov av särskilt stöd” enligt förskolans och skolans styrdokument och praktiker. Vidare studeras om och i så fall hur kontakten med socialtjänsten har betydelse för skolans sätt att respondera på problemet. Hur upplever skolans och socialtjänstens aktörer samarbetet och vilket stöd finns inom och mellan institutionerna?
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- Markström, Ann-Marie, 1956-, et al.
(författare)
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Fokusgruppssamtal om svåra frågor
- 2017
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; 6:1, s. 1-4
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Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- Orosanmälningar till socialtjänsten hör till en av de arbetsuppgifter som upplevs som svåra i förskola och skola. I ett aktuellt forskningsprojekt har fokusgruppssamtal visat sig vara en fruktbar metod för att tillsammans i grupp bearbeta, diskutera och reflektera över hur man i förskola och skola kan identifiera och stödja barn som bevittnar i våld i hemmet. Detta projekt har väckt frågan om en bredare användning av fokusgruppssamtal som pedagogiskt verktyg i förskola och skola.
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- Markström, Ann-Marie, 1956-, et al.
(författare)
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Recognition and identification of children in preschool and school who are exposed to domestic violence
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: ”Please insert your text here”Children exposed to domestic violence (EDV) is in many countries regarded as one of society’s most important social and health problems (e.g. Feerick et al., 2006) and is a matter for the welfare system and their institutions in the Nordic countries (Eriksson, 2005; Øverlien & Hydén 2009). In Sweden, at least one child in 20 is exposed to situations of domestic violence (Annerbäck et al., 2010). Previous research show that to be witness/exposed to domestic violence as a child is as serious and harmful as to be physically or in other ways directly abused and have the same negative consequences. To be exposed to violence may cause psychological problems, social problems and negative cognitive and academic outcomes (Mac Millan 2014; Olofsson et al. 2011; Øverlien 2010). For example, research has found lower reading levels, lower scores in math tests (Kiesel et al. 2016) and drop outs of school (Durand et al. 2011). That is, this problem is something that also have to be handled in educational settings. In this paper we discuss some preliminary results from a reseach project which aims to investigate professionals in preschools ´ and schools´ knowledge, experiences and perception regarding children exposed to domestic violence. More specifically, the aim of the paper is to investigate if and how professionals in school notice and identify children exposed to domestic violence and if they do, how do the professionals respond on that. Theoretical frameworks: ”Please insert your text here”A social constuctionistic perspective on interviews and response theory are applied in the analyses. Methodology/research design: ”Please insert your text here”Methododologically, the project as a whole use a multimethod design including both quantitative and qualitative data. In this paper we present some results that draw on individual interviews and focus group interviews with preschool teachers, teachers, school nurses, special education teachers and school social workers that meet children on everyday basis or in more specific situations in the pre/school contexts. Expected conclusions/Findings: ”Please insert your text here”So far the results show that the professionals think that even if they have knowledge about the legislation about their responsibilities, they are not so familiar or think that they have knowledge enough about child abuse when it comes to being exposed to/witnessing domestic violence. The preliminary results also point at what is at stake when it comes to identify these children is; what kind of signals or symptoms that the professionals in school pay attention to, the professionals´ prerequisites and the role of relations to the child, their parents, colleagues and to the Child Protection Service. Moreover, the analyses also show that the possibility that a concern for a child will be identified and reported and for a child to get adequate support, can be explained by different factors on an individual, group and/or organizational level. Relevance for Nordic Educational Research: ”Please insert your text here”(see the introduction above.) Research topic/AimChildren exposed to domestic violence (EDV) is in many countries regarded as one of society’s most important social and health problems (e.g. Feerick et al., 2006) and is a matter for the welfare system and their institutions in the Nordic countries (Eriksson, 2005; Øverlien & Hydén 2009). In Sweden, at least one child in 20 is exposed to situations of domestic violence (Annerbäck et al., 2010). Previous research show that to be witness/exposed to domestic violence as a child is as serious and harmful as to be physically or in other ways directly abused and have the same negative consequences. To be exposed to violence may cause psychological problems, social problems and negative cognitive and academic outcomes (Mac Millan 2014; Olofsson et al. 2011; Øverlien 2010). For example, research has found lower reading levels, lower scores in math tests (Kiesel et al. 2016) and drop outs of school (Durand et al. 2011). That is, this problem is something that also have to be handled in educational settings.In this paper we discuss some preliminary results from a reseach project which aims to investigate professionals in preschools ´ and schools´ knowledge, experiences and perception regarding children exposed to domestic violence. More specifically, the aim of the paper is to investigate if and how professionals in school notice and identify children exposed to domestic violence and if they do, how do the professionals respond on that.Theoretical frameworksA social constructionistic perspective on interviews and response theory are applied in the analyses.Methodology/research design: ”Please insert your text here”Methododologically, the project as a whole use a multimethod design including both quantitative and qualitative data. In this paper we present some results that draw on individual interviews and focus group interviews with preschool teachers, teachers, school nurses, special education teachers and school social workers that meet children on everyday basis or in more specific situations in the pre/school contexts.Expected conclusions/FindingsSo far the results show that the professionals think that even if they have knowledge about the legislation about their responsibilities, they are not so familiar or think that they have knowledge enough about child abuse when it comes to being exposed to/witnessing domestic violence. The preliminary results also point at what is at stake when it comes to identify these children is; what kind of signals or symptoms that the professionals in school pay attention to, the professionals´ prerequisites and the role of relations to the child, their parents, colleagues and to the Child Protection Service. Moreover, the analyses also show that the possibility that a concern for a child will be identified and reported and for a child to get adequate support, can be explained by different factors on an individual, group and/or organizational level
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- Markström, Ann-Marie, 1956-, et al.
(författare)
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Socialpedagogiska institutioner för barn i tid och rum
- 2004
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Ingår i: Socialpedagogik och samhällsförståelse. - Stockholm, Stehag : Symposion Brutus Östling. - 9171396403 - 9789171396402 ; , s. 107-134
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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The decision whether to report on children exposed to domestic violence : perceptions andexperiences of teachers and school health staff
- 2018
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Ingår i: Nordic Journal of Social Research. - : Taylor & Francis. - 1892-2783. ; 8:1, s. 22-35
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Tidskriftsartikel (refereegranskat)abstract
- The law requires staff at Swedish preschools and schools to report suspected or known child abuse to the child protection services (CPS). In this qualitative study, focus group and individual interviews with teachers and staff in the school health teams (SHTs) were conducted to examine their experiences and strategies when they decide to make or not make a legislative report to the CPS when they suspect or know that a child has been witnessing domestic violence. What affect professionals at preschool and school when they decide whether to make a report to the CPS? What arguments do the professionals at preschool and school use when they talk about what affects them in their decisions on whether to make a report to the CPS? What prevents or promotes such a decision? The data is analysed from a social constructionist perspective and the concept emotional work. The results indicate that the professionals seem to be very insecure and emotionally governed in such situations. It is explained as a result of a lack of knowledge and support at the institutional level for their complex emotional and practical work in making decisions and acting in relation to children affected by exposure to domestic violence (EDV). In addition, their relations with the CPS are an important factor in how they respond to children that are affected by EDV. The study also reveals some good examples and strategies that professionals use to live up to their mandatory duty to report children that are exposed to domestic violence.
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| 9. |
- Münger, Ann- Charlotte, 1962-, et al.
(författare)
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School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence : Tensions and Gaps
- 2019
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Ingår i: Journal of family Violence. - : Springer-Verlag New York. - 0885-7482 .- 1573-2851. ; 34:5, s. 385-398
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals’ responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child’s symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a “gap” between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.
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