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Skolans arbete med barn som far illa: En kvalitativ undersökning av skolpersonals förhållningssätt till barn som misstänks fara illa
Dalarna University, School of Education, Health and Social Studies, Social Work.
Dalarna University, School of Education, Health and Social Studies, Social Work.
2017 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
The elementary school’s work with children who are suffering from maltreatment : A qualitative study of school staff’s approach to children who are suspected to be maltreated at home (English)
Abstract [sv]

Lärare har i sin dagliga kontakt med barn en unik roll i att upptäcka barn som far illa, de omfattas av en lagstadgad, personlig och ovillkorlig anmälningsskyldighet. Trots detta är anmälningsbenägenheten generellt sett låg och det antas finnas ett stort mörkertal barn som far illa.

Syftet med vår studie var att undersöka skolpersonals kunskaper om och attityder till att vid misstanke om att ett barn far illa ingripa på ett lämpligt och konstruktivt sätt. En kvalitativ studie med semistrukturerade intervjuer genomfördes. Genom tematisk analys utvärderades det empiriska materialet och empirin kopplades till tidigare forskning och teoretiska perspektiv och begrepp inom den symboliska interaktionismen.

Våra slutsatser är att det finns ett glapp mellan vad skolpersonal enligt skolverket förväntas göra avseende barn som far illa och vad de gör. Vi har identifierat en bristande förmåga att identifiera barn som far illa och en hierarki där lärare kan förhindras att fullfölja sin anmälningsskyldighet.

Abstract [en]

In their daily contact with children, teachers have a unique role in detecting child-maltreatment, as mandated reporters they are subject to a statutory personal and unconditional notification. Nevertheless, reporting abilities are generally low, and it is assumed that there are a large number of children who are maltreated.

The purpose of our study was to investigate school staff’s knowledge and attitudes to act in an appropriate and constructive way if suspicion arises that a child is maltreated. A qualitative study using semi-structured interviews were conducted. The empirical data, evaluated through a thematic analysis and linked to previous research and theoretical perspectives and concepts within symbolic interactionism.

Our conclusion is that there is a gap between how teachers act regarding maltreated children and how they are supposed to act according to skolverket.

We have identified a lack of ability to identify maltreated children and a hierarchy where teachers can be prevented from completing their mandatory reporting.

Place, publisher, year, edition, pages
2017.
Keywords [en]
Child abuse, child maltreatment, school personnel, teachers, mandatory reporting, symbolic interactionism, knowledge, attitudes.
Keywords [sv]
Barnmisshandel, barn som far illa, skolpersonal, lärare, anmälningsskyldighet, symbolisk interaktionism, kunskap, attityder
National Category
Social Work
Identifiers
URN: urn:nbn:se:du-27172OAI: oai:DiVA.org:du-27172DiVA, id: diva2:1181572
Available from: 2018-02-09 Created: 2018-02-09

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