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Varför gör socialtjänsten inget?: En kvalitativ studie om barnavårdsutredningar som avslutas utan insats
Get PDFI Sverige består den sociala barnavårdens arbete till stor del av utredningar av anmälningar. Syftet med utredningarna är att klarlägga om barnet/familjen är i behov av skydd/stöd samt – om så är fallet – föreslå lämpliga åtgärder. I Sverige har barnavården ett bredare uppdrag än sin motsvarighet i många andra länder och tröskeln för att utredas inom systemet är jämförelsevis låg. Under senare år har anmälningar till socialtjänsten ökat, samtidigt som studier visar att en majoritet av utredningar avslutas utan insatser. Presentationen är del av det longitudinella forskningsprogrammet ”Barnets färd genom den sociala barnavården” som följer 2,123 barn som utretts i åtta kommuner i Stockholms län. Enkätresultat visar att två tredjedelar av inledda utredningar inte leder till insatser och skäl som anges är framförallt att familjen saknar behov, att barnets/familjens behov åtgärdas av annan myndighet eller att barn och/eller föräldrar inte samtycker till insatser. I presentationen redovisas en fördjupande kvalitativ analys som grundar sig på intervjuer med enhetschefer och socialsekreterare (n=25) i deltagande kommuner. Syftet är att närmare analysera skäl och omständigheter till att utredningar avslutas utan insatser. Av den tematiska analysen framträder: 1) Insats inte nödvändigt eller önskvärt, 2) Utredningsprocessen medför förändringar, 3) Andra välfärdssystem bedöms huvudansvariga, 4) Svårigheter att matcha klienternas behov med (familje)stödjande insatser samt 5) Klienter som är ovilliga till föreslagna insatser. I analysen tillämpas begrepp kopplade till teorier om människobehandlande organisationer, till exempel people-processing, institutionella logiker samt domänkonflikter/-konsensus. Resultat diskuteras i förhållande till aktuell policy och forskning om anmälningar och utredningar samt den sociala barnavårdens nuvarande organisation, vägledande principer (till exempel samtycke) och insatser
One foot in Sweden, the other in Scotland: What does one notice?
Get PDFSix years ago, I arrived in Sweden with my young family, filled with high hopes for what I would learn here. As a Social Worker with a background in children and families work, I had long admired the Scandinavian model, where children are recognised as citizens and the UNCRC is championed, parents are supported with high-quality childcare, and poverty is mitigated by a robust welfare compensation. My colleagues in Scotland saw my move as a pilgrimage to the pinnacle of children’s welfare.
You can imagine my surprise, when I soon discovered that Sweden was looking to Scotland’s system, particularly the GIRFEC (Getting It Right For Every Child) framework, as a model to learn from. Reflecting back, I recalled the excitement whilst witnessing the launch of GIRFEC in Scotland in the summer of 2005. Standing in the packed conference hall of the riverside hotel in Glasgow as a graduate in Education and Social Services, integrated service provision, I felt exhilarated. The hope in the room was palpable: we believed the system would change, we knew what children, young people, and their families needed and wanted, and we knew what practitioners needed. Finally, a government initiative had packed all that knowledge into a new policy framework with its own glossy practice manual, promising to revolutionise support for children and families.
My career in Scotland led me through residential children’s services, child protection social work, and therapeutic children’s support. I worked with and within GIRFEC, promoting its values, developing joint working practices, and grappling with the policies challenges. Over the past five years in Sweden, I have engaged in numerous discussions about GIRFEC and its potential to adapt the system in Sweden. I have worked with many GIRFEC-inspired projects and facilitated informative discovery trips to Scotland for regional and municipal leadership, practitioners, and academics. Observing the differences in the systems and cultures of Scotland and Swedish children’s welfare services, I recognise that after 20 years of GIRFEC, many similar challenges remain in Scotland as in Sweden.
My work at Linnaeus University with the Connected Children research programme has provided a new perspective, a third lens, allowing me to critically analyse and compare the two systems.
So what have I noticed with one foot in Sweden and the other in Scotland? In this presentation, I will explore key themes, drawing on my experiences and the ongoing dialogue between Sweden and Scotland in the field of children’s welfare, that have led me to ask the research question: How do children’s welfare service actors in Scotland navigate institutional, organisational, and interpersonal challenges during interprofessional collaboration within the GIRFEC frameworkSix years ago, I arrived in Sweden with my young family, filled with high hopes for what I would learn here. As a Social Worker with a background in children and families work, I had long admired the Scandinavian model, where children are recognised as citizens and the UNCRC is championed, parents are supported with high-quality childcare, and poverty is mitigated by a robust welfare compensation. My colleagues in Scotland saw my move as a pilgrimage to the pinnacle of children’s welfare.
You can imagine my surprise, when I soon discovered that Sweden was looking to Scotland’s system, particularly the GIRFEC (Getting It Right For Every Child) framework, as a model to learn from. Reflecting back, I recalled the excitement whilst witnessing the launch of GIRFEC in Scotland in the summer of 2005. Standing in the packed conference hall of the riverside hotel in Glasgow as a graduate in Education and Social Services, integrated service provision, I felt exhilarated. The hope in the room was palpable: we believed the system would change, we knew what children, young people, and their families needed and wanted, and we knew what practitioners needed. Finally, a government initiative had packed all that knowledge into a new policy framework with its own glossy practice manual, promising to revolutionise support for children and families.
My career in Scotland led me through residential children’s services, child protection social work, and therapeutic children’s support. I worked with and within GIRFEC, promoting its values, developing joint working practices, and grappling with the policies challenges. Over the past five years in Sweden, I have engaged in numerous discussions about GIRFEC and its potential to adapt the system in Sweden. I have worked with many GIRFEC-inspired projects and facilitated informative discovery trips to Scotland for regional and municipal leadership, practitioners, and academics. Observing the differences in the systems and cultures of Scotland and Swedish children’s welfare services, I recognise that after 20 years of GIRFEC, many similar challenges remain in Scotland as in Sweden.
My work at Linnaeus University with the Connected Children research programme has provided a new perspective, a third lens, allowing me to critically analyse and compare the two systems.
So what have I noticed with one foot in Sweden and the other in Scotland? In this presentation, I will explore key themes, drawing on my experiences and the ongoing dialogue between Sweden and Scotland in the field of children’s welfare, that have led me to ask the research question: How do children’s welfare service actors in Scotland navigate institutional, organisational, and interpersonal challenges during interprofessional collaboration within the GIRFEC framewor
Presencing Absence. The modalities of reclaimed heritage in Minne Atairu’s Igùn (2020) and To the hand (2023)
Get PDFFollowing the 1897 British invasion of Benin, the artistic production of the Kingdom was interrupted for 17 years, up to 1914. While a great amount of artifacts were being spoiled from the royal court and auctioned to museums and collections in Europe and the United States, the deposition of Oba Ovonramwen, the king and sole patron of the arts, forced the artistic ecosystem into recession (Atairu, 2024). Today, the 4.000 Benin Bronzes, as they have come to be defined in the international debate, are scattered across 160 western museums. Meanwhile, a blank space is left in Benin heritage history: what would have been produced had the invasion not disrupted the art scene? The practice of artist Minne Atairu starts from this question, operating at the intersection of restitution claims and creative enterprise by using Artificial Intelligence, Augmented Reality, 3D printing and clay to envision how this material absence could be digitally and formally presenced. Her research begins by retrieving photographic documents which represent the original artworks from before 1897, then training an algorithm to identify and combine the more distinctive traits of the statues, which are then reassembled to materialize a “statistically predicted past that is thus induced and somehow also imaginary, but generated in a dynamic present where it can trigger awareness and acts of repatriation” (Neural website, 2022). The present research investigates Atairu’s works Igùn (2020) and To the hand (2023) assessing the dynamics that occur when digital technologies are employed to creatively engage with restitution and repatriation claims. How do technological domains intercept the physical absence of confiscated heritage, conquering a new spatiotemporal, material and perceptual dimension for the artifacts? What do these operations imply for the representational status of the artworks (Elleström, 2021)? What are the cultural consequences of these projects, linking physical heritage scattered across the globe through an algorithmic interpretation? By answering these questions, the research aims to inform the debate on the digital restitution phenomenon and the mobilization of meaning (Tyssen, Priem, 2013) from an intermedial perspective, focusing on the shifting modalities that characterize and connect old, and new, artworks
Strategies of deception in the digital age
Get PDFThis paper stems from the work that the ARCANES International Research Group (https://crilcq.arcanes.ca) has been carrying out on deception strategies since it was founded in 2020. The group examines the powers of the false, the mechanisms of deception and the strategies of illusion as they manifest themselves in the arts, media practices and today's socio-digital ecosystem.
While it is true that the contemporary informational space and socio-digital ecosystem provide a rich breeding ground for fake news and the proliferation of conspiracy theories, precipitating, according to a widely shared opinion, our world into a post-truth regime (Keyes 2004); it is also true that strategies of deception and, more globally, the "powers of the false" (Deleuze 1985, Eco 1985) long predate the era of digital media.
This presentation will examine how, through the case study of Lascaux 4, the world's most-visited decorated cave - which is a facsimile – the art of deception has taken on a different scope and twist in the present context, as media accumulate in interdependent and amplifying echo effects. The rapid development of artificial intelligence (AI), with its conversational robots (such as ChatGBT) and image generators (such as Dall. E), obviously adds to the prevailing anxiety (McKenna 2023), as it shakes up established practices, blurs the usual conceptual categories (the true, the false, the plausible, the feigned) and calls into question shared memory and heritage.
This presentation is at the crossroads of 4 axes of the Conference: the Social and affective media; Sociopolitical aspects; and Authenticity & identity in a digitized society
Check mate IRL! Check mate online! A few words on the digital and playing (chess)
Get PDFChess is one of the oldest and most well-known games in history. In our recent times there is even something like a “chess turn’, according to the spread of chess playing has become; also as a motif in film, TV, etc. is in line with this tendency. A few reasons for this are likely to be seen in: the pandemic, the TV series The Queen’s Gambit, and the digitization of everyday life the latest three/four decades.
This will be a presentation about the sensorial differences between playing chess IRL (In Real Life) and online. Some examples will be put forward here, in the digitization of the chess discourse. First of all: the fact that many chess games today are being played online (on platforms like chess.com, lichess, and more). Second, the chess computer as an invention. Three, influencers, and live streaming of chess tournaments. Differences in sensing, feeling and experiencing the playing of chess online vs IRL will be discussed in some different aspects, especially: touching, seeing, and hearing. Theoretically, I will draw mostly upon Elleströms concepts of media, and the material and sensorial modalities. I will also make use of reflections on digital intermedialities put forward in Bruhn/Schirrmacher (2022), and chess literature.
As a background, one can see that chess is in focus in my ongoing research project, entitled Chess as/in Culture (-s), in which chess is discussed as a culture (chess clubs, chess theory, the rating system, the star system, the medialities of chess, the digitization of the game, chess in the urban space, and more), but also as being represented in different media and art forms, including popular culture expressions (film, TV-series, graphic novels, musicals, music videos, fiction, poetry, drama). Central parts in this project deals with the digitized forms of playing chess
Exploring gendered and xenophobic news frames
Get PDFThis study explores how intermedial perspectives can develop and add nuance to the understanding of alternative news media. First, we contextualize alternative news media. Second, we discuss definitions and strategies for scholarly approaches to the material from the Riks YouTube Channel. In this, technology is stated to be able to make for a first reading of the material. The empirical material consists of the Riks News YouTube broadcast, in a format resembling morning TV news, with comments on the news from the presenters and the viewers. In the analysis, we will do a pro-reading by performing text analysis with a simple automated text analysis tool and prompt AI tools to create specific descriptions of the material. We will also do a counter-reading, and in this work we will use concepts such as gender framing, impression management (Goffman, 1959), ambassadorship, xenophobic framing, and overall symbolic interaction. To further this analysis, we create and explore the potentials of critical technocultural discourse analysis (Brock, 2018), engaging traditional gender theory, news frame analysis and critical discourse analysis (Fairclough, 1992; Halliday, 2014). AI tools are explored to enhance and assist in the counter-reading analysis. In the concluding discussion, we particularly explore the affect crescendos (a form of affective decisive points) in the news broadcasts and the comments. We compare and discuss how technology, with particular keywords and AI prompts for the affect crescendos, can create a more critical technocultural discourse analysis, including various multimodal aspects
An intermedial media production analysis of television morning shows in alternative and mainstream media
Get PDFProfessional journalistic television production adheres to norms established by traditional media. These norms can be identified via certain types of indicators as listed below. The project examines how alternative media relate to these norms. Our empirical material is the discussion program Morgongänget on the Swedish internet TV channel Riks. We will describe and evaluate its media design in detail, that means, technical aspects and production features such as camera positions, rhetorical means (including language and gestures), sound, dramaturgy, interaction between the participants and its music intro. Two different approaches will be employed in order to get a grip on the profile of this program:
First, we will randomly choose some broadcasts for establishing patterns and typical design features of this program. Second, we will compare this alternative morning show with a morning show on a Swedish mainstream channel. For this juxtaposition, we will choose programs that were broadcast on the same day. Through this comparison we will be able to highlight differences and similarities between the designs of both programs. In addition to the technical features, we will evaluate and scrutinize whether and how the program Morgongänget sticks to professional journalistic ethical rules and standards such as truth, honesty, fairness, accuracy, objectivity and non-partisanship. What sets of narratives, expressions, beliefs and stereotypes are used in this type of alternative media format and do these differ from corresponding programs in a public service concept
Panel: Intermedial Alternative Media Logics
Get PDFAs an example of the intricate and paradoxical relationships in the digital hybrid media environment, this panel explores the case of alternative media. While these outlets frequently assert themselves as adversaries to mainstream media’s prevailing narratives and operational logics, this panel proposes the “alternative media logic” as a mediatized form of media criticism founded on an explicit intermedial relationship to mainstream media.
The papers presented in the panel will engage with various perspectives of the complex, converging and transmedial specificities of alternative media and its relation to mainstream journalism, social media, and public discourse, aiming to provide a nuanced understanding of the complexities at play in navigating the terrain of alternative versus mainstream media logic. By examining the potential for a distinctive media logic within alternative media, the panel intends to explore the boundaries of media criticism’s capacity to influence, shape, and transform the media landscape
No hands: (Dis)embodied avatars and reflexivity in Dutch VR-poetry
Get PDFAs has been expressed by various scholars on digital literature (Fülöp 2021, Baetens e.a. 2019, Bell 2010), reflexivity in digital literature differs from reflexivity in non-digital media, as digital literary output capitalizes on the medium’s simulated and virtual processes. This paper explores how VR-poetry uses specific poetic and intermedial strategies to reflect creatively and critically on its technological conditions and the ideological conceptions of the body that are entwined with it. In particular, the paper will analyze how (dis)embodied aspects of the avatar are evoked and challenged self-reflexively in the VR-poetry of Dutch poet and composer Micha Hamel and his artistic collaborator Demian Albers
Teaching English in a multicontrastive classroom: Perspectives from EFL trainee teachers and teachers
Get PDFThis paper investigates the perceptions of both trainee teachers’ and teachers’ perceptions regarding teaching English as a foreign language (EFL) in a multicontastive/multilingual classroom at Swedish schools. Employing a qualitative methodology, interviews were conducted with a total of ten trainee teachers and teachers, following their completion of a course on 'English in a multilingual/multicontrastive classroom' as part of their teacher training program. The findings indicate that a majority of participants plan to use L1 as the predominant local language (e.g., Swedish) when teaching English in a multiconstrative The findings reveal that a majority of participants plan to use L1, such as Swedish, as the local dominant language in Sweden, when teaching English in a multicontrastive classroom, citing several reasons for this choice. They also express the belief that transfer from students' L1 (or previous languages, e.g., L2, L3) may serve as a source of errors in English as their foreign language, with many considering errors as inherent and natural learning paths in a multilingual classroom. Additionally, the study unveils various advantages and challenges associated with teaching English in a multicontrastive classroom. Pedagogical aspects for language teachers engaged in teaching English within the multicontrastive classroom will be further discussed