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  • 1.
    Blom, Björn
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Isaksson, Cristine
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Nygren, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Kuratorn: det sociala arbetets centrala aktör i skolan2020In: Socialt arbete i skolan: villkor, innehåll och utmaningar / [ed] Cristine Isaksson, Björn Blom och Lennart Nygren, Lund: Studentlitteratur AB, 2020, 1, p. 19-26Chapter in book (Other academic)
  • 2.
    Blom, Björn
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Isaksson, Cristine
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Nygren, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Socialt arbete i skolan: utmaningar och utvecklingslinjer2020In: Socialt arbete i skolan: villkor, innehåll och utmaningar / [ed] Cristine Isaksson, Björn Blom och Lennart Nygren, Lund: Studentlitteratur AB, 2020, 1, p. 241-256Chapter in book (Other academic)
  • 3.
    Isaksson, Christine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Skolkuratorsyrkets framväxt och utveckling i Sverige2012In: Socionomen, ISSN 0283-1929, Vol. 32, no 6, p. 24-33Article in journal (Refereed)
  • 4.
    Isaksson, Cristine
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Den kritiska gästen: en professionsstudie om skolkuratorer2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to examine the professional role of school social workers in Sweden from the perspective of profession theory, with particular focus on legitimacy, jurisdiction and discretion. The aim has been divided into four research questions, which are examined in four separate studies:

    1. How has the school social work profession emerged and developed?
    2. How do school social workers experience boundaries to their professional discretion?
    3. How are theories of social work practice applied in school social work?
    4. How do school social workers and teachers perceive their cooperation with regard to the wellbeing of pupils?

    The general area of interest concerns professionals operating in organizations where they are the sole representatives of their profession. In addition, these professionals typically have a peripheral position in relation to the core professions in the organization.

    The four different studies build on empirical material from qualitative interviews with school social workers and teachers, and also from policy and regulatory documents. The theoretical framework guiding the analysis draws on theories from the sociology of professions (Abbott, 1988) and about human service organizations (Hasenfeld, 1983, 2010).

    A key finding is that school social worker has a specific technology based on well-established practice theories in social work, where a systems approach appears as the most prominent. Although, it was possible to discern such practice theories from the interviews, the school social workers did not explicitly give reference to them and generally struggled to describe their practice in a professional language.

    A second key finding result is the lack of clarity with regards to the school social worker’s role. This is evidenced in regulatory documents, as well as among social workers themselves and teachers. In theory, this provides school social workers with a high degree of discretion. However, due to legitimacy problems they feel limited in performing their work unless they can rely on support from other sources such strong support from headmasters.

    A third key finding is that the cooperation with teachers is all-important to school social workers. They spend a considerable proportion of their time working with teachers rather than pupils, not the least by providing informal consultations to teachers.  On a rhetoric level, teachers agree with social workers about the value and need of school social work. However, they tend to disagree about the role of school social work when they talk about concrete practice.

    As an overall conclusion the school social worker appears as a critical guest, drawing on a professional foundation in social work theory that contributes uniquely to pupil health care. This distinguishes the school social workers’ role from other professionals in the school setting.

    The findings in this thesis indicate the need for both education and research in the discipline of social work to start paying attention to social work in schools and other settings where social workers represents a minority occupation peripheral to the host organisation.

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  • 5.
    Isaksson, Cristine
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Skolkuratorers handlingsutrymme: gränser, legitimitet och jurisdiktion2014In: Socialvetenskaplig tidskrift, ISSN 1104-1420, E-ISSN 2003-5624, Vol. 21, no 1, p. 47-66Article in journal (Refereed)
    Abstract [sv]

    Skolkuratorers handlingsutrymme förhandlas fram på en arena som domineras av utbildningsverksamhet och där skolkuratorn ofta ensam företräder sin yrkesgrupp och sitt uppdrag. Artikeln visar att skolkuratorernas uppdrag är vagt formulerat och hur handlingsutrymmet är beroende av både formella och informella resurser. 

  • 6.
    Isaksson, Cristine
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Socialt arbete i en politisk och pedagogisk kontext2020In: Socialt arbete i skolan: villkor, innehåll och utmaningar / [ed] Cristine Isaksson, Björn Blom och Lennart Nygren, Lund: Studentlitteratur AB, 2020, 1, p. 41-53Chapter in book (Other academic)
  • 7.
    Isaksson, Cristine
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Teorier, metoder och legitimitet för socialt arbete i skolan2020In: Socialt arbete i skolan: villkor, innehåll och utmaningar / [ed] Cristine Isaksson, Björn Blom och Lennart Nygren, Lund: Studentlitteratur AB, 2020, 1, p. 55-68Chapter in book (Other academic)
  • 8.
    Isaksson, Cristine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Blom, BjörnUmeå University, Faculty of Social Sciences, Department of Social Work.Nygren, LennartUmeå University, Faculty of Social Sciences, Department of Social Work.
    Socialt arbete i skolan: villkor, innehåll och utmaningar2020Collection (editor) (Other academic)
    Abstract [sv]

    Socialt arbete utgör grunden för socionomens verksamhet i skolan – ett arbete som utförs i en perifer position i förhållande till skolorganisationens kärnverksamhet. Skolkuratorns professionsutövning och det sociala arbetets förutsättningar är därmed av stor vikt. I den här boken diskuteras och förmedlas kunskap om villkor, innehåll och utmaningar i den skolkurativa praktiken, vars grundläggande uppdrag är att företräda och bistå elever. I Socialt arbete i skolan ger yrkesverksamma praktiker och forskare grundläggande och fördjupande, konkreta och initierade beskrivningar av socialt arbete i skolan. Författarna beskriver historiskt hur arbetet har sett ut och med utgångspunkt i aktuell forskning diskuteras även hur framtidens uppdrag kan stärkas och utvecklas.

    Boken riktar sig i första hand till studerande vid socionomprogram och andra professionsutbildningar inom det samhälls- och beteendevetenskapliga området. Författarna behandlar aspekter av socialt arbete i skolan som tidigare inte har publicerats i den här formen och boken kan därför läsas även av yrkesverksamma skolkuratorer och annan personal i människobehandlande organisationer. Den kan även vara intressant för beslutsfattare och forskare.

  • 9.
    Isaksson, Cristine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Larsson, Anna
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being2017In: Education Inquiry, E-ISSN 2000-4508, Vol. 8, no 3, p. 246-261Article in journal (Refereed)
    Abstract [en]

    This article describes how school social workers and teachers perceive their cooperation with each other with regard to pupils’ well-being in Swedish schools. A total of 23 qualitative interviews were conducted with a strategic sample of teachers and school social workers. The analysis of the interview data was based on Andrew Abbott’s theory of the system of professions, and the cooperation and boundary work of the two professional groups are discussed in terms of jurisdictional conflicts and “cultural machinery”. The analysis shows that on a general level both school social workers and teachers seem to agree about the need for school social work, but tensions and diverging views were uncovered when investigating the cultural machinery in their daily work. This study shows how both of these professional groups protect the boundaries of their own jurisdictions, but also how these boundaries are relaxed when social workers and teachers jointly try to solve everyday problems.

  • 10.
    Isaksson, Cristine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Lindkvist, Marie
    Umeå University, Faculty of Social Sciences, Department of Statistics.
    Svensson, Ingrid
    Umeå University, Faculty of Social Sciences, Department of Statistics.
    När två blir ett: en lyckosam integrering av kurser i kvalitativ och kvantitativ metod i ett unikt samarbete mellan lärare vid Institutionen för socialt arbete och Statisktiska institutionen vid Umeå universitet2010In: Undervisning på tvären: student- och lärarerfarenheter : den nionde universitetspedagogiska konferensen 25-26 februari 2009 : konferensrapport / [ed] Erik Lindenius, Umeå: Universitetspedagogiskt centrum (UPC), Umeå universitet , 2010, p. 77-92Conference paper (Other academic)
    Abstract [sv]

    Sedan höstterminen 2006 ges en integrerad kurs i kvalitativ och kvantitativ metod på socionomprogrammet vid Umeå universitet. Tidigare ansvarade institutionen för Socialt arbete för en kvalitativ metodkurs och Statistiska institutionen för en kvantitativ metodkurs. Under hösten 2005 kom direktiv från Ledningsgruppen för socionomprogrammet att en integrerad metodkurs skulle startas med början höstterminen 2006. Med integrering som ledord lämnades de kursansvariga från respektive institution med uppdraget att utveckla och genomföra denna nya form av metodkurs - en integrerad metodkurs som saknade motsvarighet vid såväl Umeå universitet som andra lärosäten i Sverige. Kursens pedagogiska upplägg utgår från teorier kring experimentellt lärande vilket tydliggörs genom att kursen är uppbyggd kring en processövning som löper under hela kursen och som integrerar praktiska moment med teori. Arbetet med processövningen sker i grupper om 5-7 studenter. Under de fem terminer som kursen getts har ett intensivt förändrings- och utvecklingsarbete utförts av lärarna på Statistiska institutionen och Institutionen för Socialt arbete. Både studenter och undervisande lärare uttrycker att de är nöjda med det pedagogiska upplägget av den integrerade metodkursen. Genom integreringen har förutsättningar skapats för en fördjupad reflektion hos studenterna kring fördelarna med att använda båda de vetenskapliga angreppssätten kvalitativ och kvantitativ metod.

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  • 11.
    Isaksson, Cristine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Norlén, Ann-Katrin
    socialt arbete.
    Englund, Birgitta
    Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Occupational Therapy.
    Lindqvist, Rafael
    göteborgs universitet.
    Changes in self-image as seen in tree paintings2009In: The arts in psychotherapy, ISSN 0197-4556, E-ISSN 1873-5878, Vol. 36, no 5, p. 304-312Article in journal (Refereed)
    Abstract [en]

    Abstract

     

    The aim of this study was to investigate whether changes in self-image were reflected in the tree paintings of the participants in an art therapy programme, and, if so, how. A self-rating scale, Structural Analysis of Social Behaviour (SASB), was used in the assessment of changes in self-image, and content analysis was used to analyse the tree paintings. This particular combination of quantitative and qualitative measures and analysis has not been reported before in relation to the assessment of change in self-image. The SASB questionnaire and the instruction to paint a tree were presented to six women in an art therapy group programme. Data were collected in the first and final group session. The SASB results and noted changes in the tree paintings were then analysed and compared. All the participants showed changes in self-image according to SASB, but only two participants experienced positive changes that were possible to verify statistically. Certain features of all the participants’ second tree painting showed changes in comparison with the first tree painting. The findings indicated that it was not possible to arrive at a general conclusion concerning how changes in self-image could be related to the tree theme and to the results of the SASB. Further research with a more comprehensive collection of data would be desirable in order to examine whether a hypothesis about unconventional trees, the meaning of the colour, the marked outline and the reduction/extension in the tree paintings could be of any relevance.

  • 12.
    Isaksson, Cristine
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Sjöström, Stefan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Looking for 'social work' in school social work2017In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 20, no 2, p. 191-202Article in journal (Refereed)
    Abstract [en]

    School social workers can be seen as a professional group operating on the margin of an educational logic that dominates schools as institutions. This conditions what tasks they are assigned and what aspects of social work knowledge they will find relevant. On the other hand, the role as a sole professional and relative outsider in the organization provides a potential for school social workers to transcend established theories of social work practice. This article aims to investigate how social work theory is applied in school social work. Twelve semi-structured interviews with school social workers were analysed in terms of how they relate to four knowledge approaches derived from the literature: task-centred, systems theory, strengths and anti-oppressive. Contrary to claims within the sociology of professions that social work practice is formed largely by organizational context rather than a discipline-specific knowledge base, the interviewees seemed to lean on a robust professional foundation within social work theory. Interviewees strongly emphasised their role as working for the individual pupil and positioned themselves as somewhat in opposition to a somewhat oppressive school environment.

1 - 12 of 12
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