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Kannatteleva ja jännitteinen tukiperhetoiminta : lastensuojelun tukiperhetoiminnan käyttöteoria ja tukisuhteet
No full textThis study explores the Support Family as a child and family welfare intervention. Support Families are volunteers who provide community-based support to children and parents coping with a range of psycho-social challenges. The child usually spends one weekend a month with a Support Family. The research focuses on informal practice theory, sometimes described in social work as ‘practice wisdom’, that guides the intervention, on the different actors, on the content and effects of the intervention, and on social mechanisms that explain how a relationship develops over time between the two families. The theoretical framework underpinning this study consists of critical realism (CR) and CAIMeR-theory, based on CR. CAIMeR-theory aims to explain direct practice with clients in social work. The research has applied a case study strategy; the case study was carried out in a child welfare unit, in a medium-sized city in Finland. Data was collected from focus group discussions with social workers in child and family welfare, conducted in 2011 (N=6), and from interviews with children, parents and support families (N=15), conducted in 2014. The study explored six different support relationships. Theory-based content analysis has been applied.
This study shows that practice theory is complex. Based on the support rela-tionships, critical points in the practice theory are identified, concerning both objec-tives and content of the intervention. Support Family intervention is based on the temporary strengthening of the network. This appears to conflict with one of the main purposes of the intervention - to bring safe and reliable relationships to the child's life. The content of the intervention for the child is based on everyday care, stimulation, exposing the child to alternative role models, interaction between chil-dren, and interaction between child and adult(s). For a parent, the core of the intervention consists of both respite care and a collaborative partnership offered by the Support Family. The study identified three mechanisms. The ‘echo Mechanism’ explains the receipt of support. The ‘mirror Mechanism’ describes how the parent becomes empowered through interactions between themselves and the Support Family. The ‘support-producing context Mechanism’ appears to energise the child and profile the effects, especially of the physical environment as part of the intervention. The study identifies a need to strengthen networks for the child and parent(s) on a more permanent basis.unknown accessibilityei tietoa saavutettavuudest
Aika tukihenkilö- ja tukiperhetoiminnan jäsentäjänä ja resurssina
No full textTarkastelemme puheenvuorossamme kahta tyypillistä lastensuojelulain ja sosiaalihuoltolain mukaista tukitoimea; tukiperhe- ja tukihenkilötoimintaa. Tukihenkilö- ja tukiperhetoiminta ovat sijoittuneet Suomessa vuodesta 1983 lakisääteisen lastensuojelun kontekstiin. Vuodesta 2015 alkaen tukihenkilö- ja tukiperhetoiminta on määritelty myös sosiaalihuoltolain mukaisiksi yleisiksi perhepalveluiksi (Sosiaalihuoltolaki 2014/1013).nonPeerReviewe
A child-centered theory for contact family support
Get PDFThis article presents a synthesis of two recent doctoral dissertations of Support Family Intervention (SFI), comparable to contact family intervention in Sweden. The aim is to develop a child-centred programme theory for SFI and conceptualize the use of support family as a child and family welfare intervention in Finland. Support families are volunteers who provide support to children and parents coping with a range of psycho-social challenges. The child usually spends one weekend a month with a support family. The article is methodologically based on a meta-ethnography, and it combines 1) the programme theory that guides the use of intervention and the 2) children’s lived experiences of the SFI. As a result, we suggest a supplemental child-centred programme theory to the current programme theory. Three key clarifications are made. Firstly, a clarification considering the supportive properties of the support family environment for the child. Secondly, the emphasis on the multiple relationships the intervention provides the child as a key element of the intervention. Thirdly a more nuanced and active description of the child as a stakeholder in the intervention is needed.This article presents a synthesis of two recent doctoral dissertations of Support Family Intervention (SFI), comparable to contact family intervention in Sweden. The aim is to develop a child-centred programme theory for SFI and conceptualize the use of support family as a child and family welfare intervention in Finland. Support families are volunteers who provide support to children and parents coping with a range of psycho-social challenges. The child usually spends one weekend a month with a support family. The article is methodologically based on a meta-ethnography, and it combines 1) the programme theory that guides the use of intervention and the 2) children’s lived experiences of the SFI. As a result, we suggest a supplemental child-centred programme theory to the current programme theory. Three key clarifications are made. Firstly, a clarification considering the supportive properties of the support family environment for the child. Secondly, the emphasis on the multiple relationships the intervention provides the child as a key element of the intervention. Thirdly a more nuanced and active description of the child as a stakeholder in the intervention is needed
Sosiaalityöntekijöiden osaaminen ja lapsen kehitystieto tilannearvioinnissa
No full textKäsittelemme luvussa lapsen kehitystiedon merkitystä osana arviointia ja sosiaalityöntekijän arviointiosaamista. Luku tuottaa tietoa lapsiperhesosiaalityössä ja lastensuojelussa tarvittavasta arviointiosaamiseta ja erityisemmin siitä, mitä lapsen kehitystiedolla tarkoitetaan ja mikä merkitys sillä on lapsen tilannetta arvioitaessa. Luvun empiirisessä osassa tarkastelemme sosiaalityöntekijöiltä kerätyllä kyselyaineistolla (N = 373) heidän näkemyksiään oman osaamisensa riittävyydestä arvioinnissa ja siitä, mitkä osaamisen osa-alueet ovat yhteydessä lapsen kehitystiedon huomioimisen arvioinnissa.Peer reviewe
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