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«Barn i kryssilden»: En kvalitativ studie av barnevernsarbeideres opplevelser med høykonfliktsaker
Get PDFI denne masteroppgaven har vi undersøkt barnevernstjenestens arbeid med familier hvor bekymringen er foreldrekonflikt, herunder barnevernsarbeideres utfordringer i møte med disse familiene. Foreldrekonfliktsaker befinner seg ofte i et skjæringspunkt mellom barnevernsloven og barneloven, og disse sakene har i senere tid blitt en større del av barnevernstjenestens ansvarsområde. Problemstillingen for vårt masterprosjekt er: Hvordan erfarer barnevernsarbeidere arbeidet med høykonfliktsaker, og hvilke utfordringer opplever de i møte med foreldre i konflikt? For å besvare problemstillingen har vi gjennomført kvalitative intervjuer med åtte barnevernsarbeidere som har erfaring med foreldrekonflikt. Intervjuene ble transkribert og vi benyttet tematisk analyse for å sortere og organisere funnene våre.
Ved gjennomført analyse fant vi fire hovedtemaer: 1) Beskrivelser og forståelser av høykonflikt og barnevernstjenestens rolle, 2) Barnevernsarbeidernes opplevelse av å stå i sakene, 3) Utfordrende å ivareta barna når det er store konflikter og 4) Barnevernstjenestens tiltaksbank i høykonfliktsaker. For å belyse problemstillingen har vi diskutert disse funnene opp mot teori om fenomenet høykonflikt, kompleksitetsteorien, faglig skjønn og standardiserte retningslinjer, samt barneperspektivet og barnets stemme.
Vår forskning viser at høykonfliktsaker er krevende for barnevernsarbeidere, da de møter på en rekke utfordringer i disse sakene. Disse utfordringene knytter seg til at foreldrekonfliktsaker ofte befinner seg i et skjæringspunkt mellom to lovverk, sakene oppleves energitappende og tidkrevende og barnefokuset forsvinner fordi konflikten overskygger. Videre viser funnene våre at barnevernsarbeidere føler på maktesløshet og har lite tiltro til effekt av hjelpetiltak. Vår forskning viser at det finnes gode erfaringer med bruk av standardiserte retningslinjer i foreldrekonfliktsaker. Det er behov for økt kunnskap og tydeligere retningslinjer om barnevernstjenestens rolle i foreldrekonfliktsaker, utvikling av tiltak som retter seg mot denne bekymringen, samt videre forskning på bruk og erfaringer med standardiserte retningslinjer i høykonflikt.
Nøkkelord: Foreldrekonflikt, høykonflikt, barnevern og standardiserte retningslinjer.In this master’s thesis, we have examined the work of child welfare services with families where the concern is parental conflict, with particular emphasis on the challenges faced by child welfare workers in these cases. Parental conflict cases often lie at the intersection of the Child Welfare Act (barnevernsloven) and the Children Act (barneloven), and in recent years, such cases have increasingly become part of the child welfare services’ area of responsibility. The research question for our master’s project is: How do child welfare workers experience their work with high-conflict cases, and what challenges do they encounter when working with parents in conflict? To answer this question, we conducted qualitative interviews with eight child welfare workers who have experience with parental conflict. The interviews were transcribed, and we used thematic analysis to categorize and organize our findings.
Through our analysis, we identified four main themes: 1) Descriptions and understandings of high conflict and the role of child welfare services, 2) Child welfare workers’ experiences of handling high-conflict cases, 3) Challenges in taking care of children amid intense conflict, and 4) The child welfare services’ toolbox of measures in high-conflict cases. To explore the research question, we discussed these findings in relation to theories on the high-conflict phenomenon, complexity theory, professional discretion and standardized guidelines, as well as the child perspective and the child’s voice.
Our research shows that high-conflict cases are demanding for child welfare workers, as they face a number of challenges. These challenges stem from the fact that parental conflict cases often fall between two legal frameworks, are experienced as energy-draining and time-consuming, and the focus on the child is often lost because the conflict overshadows everything else. Furthermore, our findings show that child welfare workers often feel powerless and have little faith in the effectiveness of support measures. Our research indicates that there are positive experiences with the use of standardized guidelines in parental conflict cases. There is a need for increased knowledge and clearer guidelines regarding the role of child welfare services in these cases, the development of measures targeting this specific concern, and further research on the use and experiences of standardized guidelines in high-conflict cases.
Keywords: Parental conflict, high-conflict, child welfare and standardized guidelines
Instagram as a Social Impact Communication Tool - The Case of Instagram Feminist Communities
Get PDFThis thesis investigates how Instagram feminist communities, specifically the Serbian collective Female Solidarity (Ženska Solidarnost), exploit Instagram’s affordances to create meaningful feminist spaces that defy both economic logic and conventional usage patterns of Instagram. Starting from a nuanced technological deterministic approach, it thoroughly examines the technical, social, and economic aspects of the platform. It shows how the collective resists strong capitalist and visual logic and employs a specific form of multimodal content creation and participatory culture to create a community that replaces, in parts, the functions of the traditional, patriarchal, institutional communities.
Using social semiotic multimodal analysis based on Kress's framework, the research examines three Instagram posts and selected stories to understand how the collective strategically chooses modal resources, often privileging text over Instagram's dominant visual logic, to realize their feminist interests. The analysis reveals how Female Solidarity remediates feminist theory and art, responds to pressing feminist issues such as sexual harassment at universities, and facilitates participatory community building through community-generated content.
The findings demonstrate that Female Solidarity successfully creates a "semiotic landscape" that functions as both an educational platform for feminist theory and history and a safe space for women's testimonies, replacing parts of the functions of traditional patriarchal institutions. Through their modal redesign strategies and emphasis on community-generated content, they achieve what Jenkins defines as "participatory culture as resistance," succeeding in creating large-scale collaboration and connecting women into a network, providing resources for feminist struggle beyond digital spaces.
The thesis concludes that while Instagram serves as a crucial communication infrastructure for feminist organizing and brings meaningful social change through community building and consciousness raising, it functions most effectively as a starting point for broader activism that extends into physical spaces and traditional media. This research contributes to understanding how social media platforms can be appropriated for social justice goals despite their inherent capitalist logic.
Keywords: Instagram feminism, fourth-wave feminism, social media activism, multimodal analysis, participatory culture, Female Solidarit
Et felt i skyggene – En studie av garderobens plass i kroppsøvingsfaget
Get PDFDenne masteroppgaven tar som hensikt å undersøke kroppsøvingslæreres refleksjoner og erfaringer med dagens garderobepraksis i grunnskolen. Garderoben er en lite utforsket, men sentral del av kroppsøvingsfaget, hvor elevenes kropper eksponeres i en sårbar fase av livet. Til tross for at garderoben er nært knyttet til kroppsøving, er den fraværende i skolens styringsdokumenter og i stor grad overlatt til individuelle læreres praksis og vurderinger.
Studiens problemstilling er: Hvilke refleksjoner og erfaringer har kroppsøvingslærere på barne- og ungdomsskolen om garderoben knyttet til kroppsøvingsfaget? For å svare på dette er det benyttet en kvalitativ metode med semistrukturerte intervjuer av seks kroppsøvingslærere fra ulike skoler. Analysen av dataene har blitt gjennomført i tråd med en tematisk analyse, som består av seks steg. Funnene i denne studien har blitt diskutert i lys av Bourdieus begreper om det sosiale spill, habitus, felt og kapital.
Funnene viser at garderoben er en utfordrende arena preget av usikkerhet, kroppspress og fravær av felles retningslinjer. Lærerne uttrykker at de mangler tydelig veiledning, og at elevenes pubertetsutvikling, sjenanse og sosiale normer gjør det vanskelig å håndtere garderobesituasjonen på en inkluderende måte. Flere lærere trekker seg unna garderoben for å unngå grenseoverskridende situasjoner, noe som igjen kan føre til et «voksenfritt» rom med potensial for utrygghet og mobbing.
Oppgaven konkluderer med at garderoben bør forstås som en viktig del av kroppsøvingsfaget og skolens læringsmiljø, og etterlyser tydeligere rammer og refleksjon rundt lærerrollen i denne konteksten. Det foreslås videre forskning og utvikling av praksis som ivaretar elevenes behov for trygghet, kroppslig integritet og tilhørighet.This master's thesis aims to explore physical education teachers' reflections and experiences with current locker room practices in Norwegian primary and lower secondary schools. The locker room is a rarely researched yet central part of physical education, where students' bodies are exposed during a vulnerable phase of their lives. Despite its close connection to the subject, the locker room is absent from educational policy documents and is largely left to the discretion and practices of individual teachers.
The research question guiding this study is: What reflections and experiences do physical education teachers in primary and lower secondary schools have regarding the locker room in relation to the physical education subject? To answer this, a qualitative method was employed, using semi-structured interviews with six physical education teachers from different schools. The data were analyzed using thematic analysis, following a six-step process. The findings are discussed in light of Bourdieu’s concepts of the social game, habitus, field, and capital.
The results indicate that the locker room is a challenging space marked by uncertainty, body pressure, and a lack of shared guidelines. Teachers report an absence of clear directives, and describe how students’ pubertal development, shyness, and social norms make it difficult to manage the locker room in an inclusive manner. Several teachers deliberately avoid the locker room to prevent boundary-crossing situations, which in turn can create an “adult-free” zone with the potential for insecurity and bullying.
The thesis concludes that the locker room should be recognized as an important part of physical education and the overall school learning environment. It calls for clearer frameworks and increased reflection on the teacher's role in this context. Further research and development of practices that safeguard students' needs for safety, bodily integrity, and belonging are recommended
Betydningen av felleskap som ledd i arbeidet mot mobbing.
Get PDFDenne masteroppgaven undersøker hvordan lærere arbeider med fellesskapet i klassen som et ledd i arbeidet mot mobbing. Mobbing er et alvorlig og utbredt problem i skolen, med negative konsekvenser for elevenes psykiske helse, læring og sosiale utvikling. Til tross for skolens nulltoleranse for mobbing og lovfestede krav om et trygt og inkluderende læringsmiljø, viser nyere statistikk at mobbingen øker.
Gjennom kvalitative intervjuer med seks lærere har vi undersøkt deres erfaringer og forståelse for hvordan fellesskapsarbeid kan bidra til å skape et inkluderende skolemiljø. Studien bygger på nyere forskning som ser mobbing som et sosialt gruppefenomen, hvor dynamikken i fellesskapet kan forsterke eller redusere risikoen for mobbing. Lærerne fremhever tiltak som tydelig klasseledelse, relasjonsbygging, felles aktiviteter og samarbeid med foresatte som viktige elementer i dette arbeidet. Samtidig peker de på utfordringer som tidspress, manglende felles retningslinjer og behovet for økt støtte fra skoleledelsen.
Funnene viser at et inkluderende klassefellesskap kan virke forebyggende ved å styrke elevenes tilhørighet og sosiale ferdigheter. Likevel krever dette arbeidet kontinuerlig innsats og en helhetlig tilnærming, hvor både lærere, skoleledelse, foresatte og elevene selv spiller en aktiv rolle. Oppgaven bidrar til å belyse lærernes praksis og erfaringer, og understreker viktigheten av systematisk arbeid med fellesskap som en sentral del av skolens mobbeforebyggende arbeid.
Studien konkluderer med at arbeid med klassefellesskapet er en både effektiv og utfordrende tilnærming til å motvirke mobbing, og at det krever tid, faglig kompetanse og tilstrekkelig støtte for å være vellykket. Oppgaven bidrar med verdifull innsikt som kan øke forståelsen av hvordan inkluderende fellesskap kan fremme elevenes trivsel og bidra til å redusere mobbing i skolen.This master’s thesis examines how teachers work on fostering a sense of community in the classroom as part of their efforts to combat bullying. Bullying is a serious and widespread issue in schools, with negative consequences for students' mental health, learning, and social development. Despite schools’ zero-tolerance policy toward bullying and legal requirements for a safe and inclusive learning environment, recent statistics show that bullying is on the rise.
Through qualitative interviews with six teachers, we explored their experiences and understanding of how community-building efforts can contribute to creating an inclusive school environment. The study is based on recent research that views bullying as a social group phenomenon, where community dynamics can either exacerbate or mitigate the risk of bullying. The teachers highlighted strategies such as clear classroom management, relationship building, shared activities, and collaboration with parents as important elements of this work. At the same time, they pointed to challenges such as time constraints, lack of guidelines, and the need for increased support from school leadership.
The findings show that an inclusive classroom community can have a preventive effect by strengthening students’ sense of belonging and social skills. However, this work requires continuous effort and a holistic approach, where teachers, school leadership, parents, and the students themselves play an active role. The thesis sheds light on teachers’ practices and experiences and emphasizes the importance of systematic community-building as a central part of schools’ anti-bullying efforts.
The study concludes that fostering classroom community is both an effective and challenging approach to counteracting bullying and that it requires time, professional competence, and sufficient support to succeed. The thesis provides valuable insights that can enhance understanding of how inclusive communities can promote students' well-being and help reduce bullying in schools
Shaping Racialised Media Representations in Norwegian Sports. An Anti-racial Self-understanding Embedded in Nordic Exceptionalism and Hegemonic Colour-blindness
Get PDFThe article sheds light on how the Norwegian media presents, processes, and shapes perceptions of racism in Norwegian sports. The article is based on a debate in the media between mid-February and March 2021 on whether there is structural racism in Norwegian sports. We ask: How does the media represent racism in Norwegian sports? The analysis deals with the different views on racism presented, and these perceptions are arranged in three different frames of understanding. The first understanding was based on the fact that racism in Norwegian sports is a marginal problem that can often be explained by individual minority ethnics’ lack of cultural understanding and that it is not the responsibility of organised sports to correct it. The second understanding is of sport as part of society where racism is practised and where challenges experienced by individual minorities can be conceptualised as signs of structural racism. The NIF uses the last understanding to legitimise their strategies. The media debate exemplifies how Norwegian media can carry out their democratic mission by highlighting how social problems are reflected in Norwegian sports. Our data shows that Norwegian media and sports present an anti-racial self- understanding embedded in Nordic exceptionalism and colour-blindness.publishedVersio
Nurses’ and nurse leaders’ perspectives on a health-promoting work environment: a meta-ethnographic study
Get PDFPurpose
The purpose of this meta-ethnography is to integrate and synthesize nurses’ and nurse leaders’ perspectives on a health-promoting work environment to enhance understanding of its essential aspects.
Methods
A meta-ethnographic approach developed by Noblit and Hare was conducted.
Findings
Line of argument synthesis led to the development of an overarching tree metaphor: “cultivating a flourishing environmental tree rooted in values, held stable by leadership, and nurtured by safe working conditions.” This metaphor illustrates that a health-promoting work environment is imbued with three interdependent aspects: 1) core values as the roots of the tree, including respect, recognition, community, and engagement 2) value-conscious leadership as the trunk of the tree, meaning a leader who is conscious of their power position and responsibilities and 3) safe working conditions as fertile soil for the tree, comprising the physical and administrative dimensions of the work environment.
Conclusions
Collaboration between nurses and leaders is crucial for cultivating a health-promoting work environment. However, nurse leaders, due to their influential positions, have the responsibility to facilitate this environment. Consequently, leaders need to receive adequate resources and support from their superiors to foster an environment that enhances nurses’ health and job satisfaction.acceptedVersio
Reading Lists in Teacher Education: An Empirical Study of a “Very Prosaic” Genre.
Get PDFThe reading list in higher education has received little research attention, despite the widespread assumption that it is essential for student learning. To find out more about this apparently prosaic genre, we gathered reading lists from English didactics modules in teacher education at six universities. We then interviewed the teacher educators involved in compiling and using these lists in order to explore their perspectives on the list’s purpose, compilation and use. Our findings show that teacher educators take into account their students’ commitment and ability to read and make sense of didactic texts when they choose what to include on the reading list. Furthermore, they are concerned with developing a didactic design that promotes interaction with these texts. We discuss what types of texts are deemed appropriate to include and the use that is made of them as a mark of the teacher educators’ self-perceived competence within the field of English didactics.publishedVersio
Translanguaging in transnational digital Arabic heritage language education
Get PDFDue to globalisation and migration, the Arabic-speaking population in Europe has rapidly increased over the past few decades. To maintain the Arabic language, children across Europe attend community-based heritage language education. With the development of new communication technologies, digital Arabic heritage language education is gaining popularity. Although previous research from community-based Arabic heritage language education in physical educational settings indicate that some translanguaging is taking place, little is known about how the digital setting of online Arabic heritage language teaching influences language practices and pedagogies. Hence, this article investigates the following research question: How does a heritage language teacher of Arabic use translanguaging as a pedagogy in digital heritage language education? To answer this question, a digital linguistic ethnography over 7 months was conducted, involving digital classroom observations, interviews with one teacher and five students and the collection of documents. Adopting a translinguistic perspective, the analysis shows how the teacher capitalised on students’ translingual resources to create a safe space, challenging language hierarchies and supporting the development of literacy skills in Modern Standard Arabic. Based on these findings, we discuss how the online teaching setting contributes to shaping the language practices of the digital classroom.publishedVersio
Communicated and Perceived Public Consensus About Climate Change
Get PDFPeople’s beliefs about the public opinion on climate change can play a significant role in determining their own attitudes and likelihood to engage in climate-friendly behavior. However, limited research exists on the perception of consensus and effective ways to inform individuals about public opinion. In this study, we examined whether presenting information in two different formats—packed or unpacked—would impact people’s perception of public agreement on climate change. In two experiments (total N = 506; 151 participants from the USA and 355 participants from Norway), participants read about the public opinion on different topics related to climate change, either in an “unpacked” way (e.g., 5% strongly oppose, 8% somewhat oppose, 41% somewhat support, and 46% strongly support funding research into renewable energy), or in a “packed” way (e.g., 13% somewhat or strongly oppose, and 87% somewhat or strongly support funding research into renewable energy), before rating the perceived public (dis)agreement about the topics. We hypothesized that presenting information in a packed way would lead to higher perceived agreement, but found no support for this hypothesis. Interestingly, our results showed that participants’ own beliefs or attitudes were positively related to perceived agreement. The findings contribute to the literature on false consensus and motivated reasoning.publishedVersio