A B S T R AC TUnderstanding the dynamics of custodial conflicts is important for reducing the level of such conflicts and improving the upbringing conditions for the children involved. The parents in these cases care for children living in two households, and our approach therefore draws on the knowledge of how 'ordinary' parents proceed in sharing care within and between locations. The paper is based on qualitative interviews with 15 Norwegian parents who were in contact with the child protection service during their custodial disagreements, indicating a high level of conflict and concerns about inadequate care. When describing and reflecting upon their practices of care, the parents speak from two main positions: as a concerned parent or an accused parent. These positions imply different approaches on how to share care, which offer insight into the mechanisms of getting stuck. Although the concerned parent worries about the child's well-being while staying with the other parent and thereby aims to take a continuous responsibility across households, the accused parent perceives the co-parent's involvement as undue and negotiates increased distance in parenting. Focusing on practices of care may contribute to turning the attention away from conflicts between former partners and towards the child's situation.

This article explores the transition of cooperative co-parenting during the divorce process. Eighteen parents, representing eight co-parenting pairs and two individuals who had just undergone mandatory mediation for parents applying for separation, participated in the study. Through in-depth interviews with parents who were classified as cooperative during the mediation process, we examined how they reason and the struggles they face during the divorce transition. The study applied a sociocultural perspective, focusing on the cultural ideals of equal parenthood, and used the concepts of boundaries and shared care as analytical tools. A main finding is that maintaining cooperative co-parenting requires hard work, even in no-or low-conflict divorces, but the parents do it for their children. The results showed that the transforming process involved efforts to (1) continue established parenting practices,(2) shield the children and (3) deal with their own emotions. The underlying premises for successful co-parenting are trust in each other's ability to take care of the children and their own knowledge of the emotional bonds between the children and each parent. In turn, these premises motivate parents to manage their own emotional turmoil.

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The field of interprofessional education is complex and intricate. Students from different professions, who have distinctive knowledge bases, develop a mutual understanding of how to work together in future professional environments. The aim of this article is to explore case-based teaching (CBT) as an approach to develop and provide effective teaching, preparing students for future work. Specifically, the article focuses on why and how CBT may be a useful approach in interdisciplinary and interprofessional education. A traditional scoping literature review is conducted to provide a broad overview of the field. The analysis ended up with three themes: (1) the theoretical foundations for CBT, (2) the reasons given for using CBT and (3) the process of case production. The article discusses how CBT, by taking complex real-world situations as a point of departure, may facilitate active learning strategies that promote relational agency and critical thinking through meta-learning. In this way, CBT prepares students to handle problems that they are likely to encounter in their professions.

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