- Professor in child welfareedit
Unge voksne som har bodd i fosterhjem og tatt høyere utdanning: suksessfaktorer? Studier fra Norge og resten av Europa viser at barn i kontakt med barnevernet har et betydelig lavere utdan-ningsnivå enn sine jevnaldrende. Det har derfor... more
Unge voksne som har bodd i fosterhjem og tatt høyere utdanning: suksessfaktorer? Studier fra Norge og resten av Europa viser at barn i kontakt med barnevernet har et betydelig lavere utdan-ningsnivå enn sine jevnaldrende. Det har derfor de siste årene vaert et økende fokus på skole for barn som har tiltak fra barnevernet. I denne artikkelen ser vi på unge voksne som har bodd i fosterhjem og som har lykkes med å ta høyere utdanning. Gjennom intervju med de unge voksne og fosterforeldre som har hatt fosterbarn som har tatt høyere utdanning, har vi søkt å få fram kunnskap om forhold som bidrar til at fosterbarn lykkes på skolen. Analyse av intervjuene viser at det er to områder som er av saerlig betydning. Det første handler om de unges egen motivasjon og innsats, og det andre om fosterforeldrenes evne til å skape tilhørighet, formidle sentrale verdier og å skape struktur og rutiner i dagliglivet. Dag Skilbred Forsker III ved Uni Research, Uni Helse, Regionalt kunnskapssenter for barn ...
Children who spend part of their childhood in foster homes have, as a group, lower academic achievement than their peers. However, some of these children do well and succeed in higher education. Resilience is about positive development... more
Children who spend part of their childhood in foster homes have, as
a group, lower academic achievement than their peers. However,
some of these children do well and succeed in higher education.
Resilience is about positive development enhanced by protective
factors despite adversity. Protective factors may be both positive
qualities in the children themselves and their social contexts. The
purpose of this article is to explore how young people who spent
part of their childhood in foster care succeeded in higher
education. We interviewed 13 foster parents and 16 young adults
with ongoing or completed university studies. Two main themes
emerged as particularly important: the young adults’ motivation
and effort, and qualities in the foster home. In this article, we
focus on the qualities in the foster home. The analysis showed
three main themes related to the foster home that supported
school achievement: the promotion of a feeling of belonging in
the foster home; core values such as taking school work seriously
and giving one’s best; and providing order and structure in the
foster children’s lives.
a group, lower academic achievement than their peers. However,
some of these children do well and succeed in higher education.
Resilience is about positive development enhanced by protective
factors despite adversity. Protective factors may be both positive
qualities in the children themselves and their social contexts. The
purpose of this article is to explore how young people who spent
part of their childhood in foster care succeeded in higher
education. We interviewed 13 foster parents and 16 young adults
with ongoing or completed university studies. Two main themes
emerged as particularly important: the young adults’ motivation
and effort, and qualities in the foster home. In this article, we
focus on the qualities in the foster home. The analysis showed
three main themes related to the foster home that supported
school achievement: the promotion of a feeling of belonging in
the foster home; core values such as taking school work seriously
and giving one’s best; and providing order and structure in the
foster children’s lives.
Research Interests:
Research Interests:
Parent Management Training, the Oregon Model (PMTO) is an intervention aimed at reducing child conduct problems. The intervention builds on the social interaction learning (SIL) model and postulates that parenting practices are mediators... more
Parent Management Training, the Oregon Model (PMTO) is an intervention aimed at reducing child conduct problems. The intervention builds on the social interaction learning (SIL) model and postulates that parenting practices are mediators of change in child conduct behavior. PMTO has shown promising results in reducing child conduct problems, improving social competence and enhancing parental discipline both in the US and in Norway. However, it is of major importance to understand who benefits and who does not benefit (moderators) from this current treatment approach. Few, if any, have examined moderator’s of change in child behavior among ethnic minority families who received PMTO. The present study aims at producing knowledge about moderators of change in conduct problems amongst 96 children aged 4-8 years within a Somali and Pakistani immigrant population in Norway participating in PMTO. Families were randomized to PMTO and waiting-list condition. Assessments were carried out at b...
Working in municipal child welfare service is a challenging task and there are problems with high staff turnover in many countries. In an official report (NOU) by the Norwegian Ministry of children, equality and social inclusion it is... more
Working in municipal child welfare service is a challenging task and there are problems with high staff turnover in many countries. In an official report (NOU) by the Norwegian Ministry of children, equality and social inclusion it is argued that the complexity of child protective work calls for a more comprehensive base of knowledge and skills. Little is known about to what extent Norwegian social workers' intend to stay in their jobs and what factors may influence these intentions. The purpose of this paper is to examine whether work experience, educational background and characteristics of the work can explain social workers' intentions to stay in their job. Data was collected through an internet survey in 2011/2012. Out of a total of 636 case workers and leaders in municipal child welfare services in western Norway, who were invited to participate, 429 responded (response rate = 67.5 %). Of these 340 were professional social workers employed in permanent positions and an...
Barn som får tiltak fra barneverntjenesten har ofte sammensatte vansker. Formålet med denne artikkelen er å undersøke om bruk av standardiserte kartleggingsverktøy bidrar til bedre identifsering av psykiske, somatiske og skolerelaterte... more
Barn som får tiltak fra barneverntjenesten har ofte sammensatte vansker. Formålet med denne artikkelen er å undersøke om bruk av standardiserte kartleggingsverktøy bidrar til bedre identifsering av psykiske, somatiske og skolerelaterte vansker, samt å beskrive saksbehandlernes erfaringer med bruk av slike verktøy. Artikkelen tar utgangspunkt i et pilotprosjekt som ble gjennomført i en kommunal barneverntjeneste med 50 barn som allerede hadde tiltak fra barnevernet. Informasjon fra kartleggingsverktøyene og fokusgruppeintervju med saksbehandlerne utgjør datagrunnlaget for artikkelen. I om lag en tredel av sakene framkom det ny informasjon om barna, vesentlig knyttet til helse og skole. Saksbehandlerne ga uttrykk for at kartleggingen bekreftet eget klinisk skjønn, men bidro også med ny kunnskap om barna. Kartleggingsrutinene bidro til gode samtaler med foreldre og ungdom, og bedre kontakt mellom de involverte tjenestene.
Unge voksne som har bodd i fosterhjem og tatt høyere utdanning: suksessfaktorer? Studier fra Norge og resten av Europa viser at barn i kontakt med barnevernet har et betydelig lavere utdan-ningsnivå enn sine jevnaldrende. Det har derfor... more
Unge voksne som har bodd i fosterhjem og tatt høyere utdanning: suksessfaktorer? Studier fra Norge og resten av Europa viser at barn i kontakt med barnevernet har et betydelig lavere utdan-ningsnivå enn sine jevnaldrende. Det har derfor de siste årene vaert et økende fokus på skole for barn som har tiltak fra barnevernet. I denne artikkelen ser vi på unge voksne som har bodd i fosterhjem og som har lykkes med å ta høyere utdanning. Gjennom intervju med de unge voksne og fosterforeldre som har hatt fosterbarn som har tatt høyere utdanning, har vi søkt å få fram kunnskap om forhold som bidrar til at fosterbarn lykkes på skolen. Analyse av intervjuene viser at det er to områder som er av saerlig betydning. Det første handler om de unges egen motivasjon og innsats, og det andre om fosterforeldrenes evne til å skape tilhørighet, formidle sentrale verdier og å skape struktur og rutiner i dagliglivet. Dag Skilbred Forsker III ved Uni Research, Uni Helse, Regionalt kunnskapssenter for barn ...
ABSTRACT Teachers' participation in health promotion was studied in Norwegian schools involved in the European Network of Health Promoting Schools. The study examined how teachers' motivation was related to participation... more
ABSTRACT Teachers' participation in health promotion was studied in Norwegian schools involved in the European Network of Health Promoting Schools. The study examined how teachers' motivation was related to participation in health promoting activities. The sample consisted of 104 teachers surveyed in 1994 and 1997. The teachers reported high motivation in terms of their attitudes, expectations and intentions at baseline, a high level of participation as well as positive outcome perceptions. Regression analyses suggested that teachers' intentions at baseline were associated with subsequent participation in health promotion. The findings indicate that teachers are inclined to participate in health promotion if they believe that it will result in positive outcomes. Previous experiences with health promoting activities also seem to enhance teachers' participation.
Research Interests:
Research Interests:
Research Interests: Health Promotion, Health Behavior, Health Education, Consciousness, Public Health, and 14 moreMass media, Humans, Negative Affect, Surveys, Correlation, Coping, Female, Income, Socioeconomic Status, Middle Aged, Public health systems and services research, Curriculum and Pedagogy, Educational Status, and Socio Economic Status
Research Interests:
Research Interests:
Research Interests:
ABSTRACT The aim of this paper is to address facilitators for successful interprofessional collaboration (IPC) between social workers (SWs) and teachers. Individual interviews were carried out with seven SWs employed in municipal child... more
ABSTRACT The aim of this paper is to address facilitators for successful interprofessional collaboration (IPC) between social workers (SWs) and teachers. Individual interviews were carried out with seven SWs employed in municipal child welfare services and six teachers from primary and secondary schools. The informants had at least two years' experience within multidisciplinary teams. The transcripts were analysed using an inductive thematic approach and the NVIVO9 computer software package for qualitative data analysis. Thematic analysis revealed three themes: ‘personal commitments’, ‘creating a positive atmosphere for IPC’ and ‘pulling together towards future goals’. Results are discussed in relation to the Norwegian context concerning IPC in multidisciplinary teams for children at risk.