Barnevernspedagogers, sosionomers og vernepleieres rolle og status i skolen

Gjertsen, Per-Åge; Hansen, May Brit Viola; Juberg, Anne

doi:10.18261/issn.2464-3076-2018-02-05

Cited by 5 publications

(1 citation statement)

References 11 publications

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“…Når vernepleiere går inn i nye yrkesroller, kan det medføre innskrenkninger i deres faglige autonomi i tverrprofesjonelt samarbeid (Gjertsen, Hansen & Juberg, 2018). Det er derfor behov for å avklare deres posisjon overfor andre profesjoner de samarbeider med, samt å tydeliggjøre sammenhenger mellom deres faglige bidrag, yrkesrolle og hva miljøterapi/ miljøarbeid/målrettet miljøarbeid innebaerer i praksis (Brask mfl., 2016).…”

Section: Innledning Og Bakgrunnunclassified

Grenser for tverrprofesjonelt samarbeid

Folkman¹,

Fjetland²,

Sverdrup³

2020

TFV

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Studien undersøker vernepleieres forhandlinger og posisjonering av egne faglige bidrag og yrkesroller i tverrprofesjonelt samarbeid på skjermede avdelinger for personer med demens, i hovedsak samarbeid mellom vernepleiere og sykepleiere. Vi har valgt et kvalitativt forskningsdesign med intervjuer av ti vernepleiere. Vernepleiernes forhandlinger av faglige bidrag i tverrfaglig samarbeid dreier seg om ulike mulige yrkesroller. Resultater peker på at vernepleiernes helse-og medisinskfaglige kompetanse er sentral for å posisjonere seg i «sykepleierstillinger» og i samarbeid om ansvars-og arbeidsoppgaver med sykepleiere og andre yrkes-og profesjonsgrupper. Vernepleierne i studien etterlyser større rom for vernepleierfaglige bidrag, refleksjon om roller og innhold i miljøarbeid. Med bakgrunn i resultatene i studien argumenterer vi for nødvendigheten av å anerkjenne, anvende og tydeliggjøre vernepleieres faglige bidrag, profil og yrkesrolle samt å styrke innsatsen for kvalitet i tverrprofesjonelt samarbeid.

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Section: Innledning Og Bakgrunnunclassified

Grenser for tverrprofesjonelt samarbeid

Folkman¹,

Fjetland²,

Sverdrup³

2020

TFV

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Untapped potential? a scoping review exploring school social work in Norwegian primary schools

Singstad,

Røkenes,

Ekornes

2024

Nordic Social Work Research

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Promoting psychosocial environments in Norwegian primary schools: a scoping review protocol exploring the roles and responsibilities of school social workers

2022

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IntroductionEarly intervention by identifying children at risk and providing necessary support is vital to prevent stunted psychosocial development and mental health issues. In this regard, schools are important intervention arenas, reaching all students at a universal level. The need for enhanced efforts is well recognised in Norwegian policy documents, whereas school social workers can represent significant roles in supporting teachers with expanded knowledge on psychosocial factors, mental health and relevant interventions. Despite the clearly stated needs for interprofessional competence in school, limited research has been conducted, and there are no national standards or guidelines for school social workers’ practice. Thus, this scoping review’s overall objectives are to systematically map the existing research on social workers’ roles and responsibilities in Norwegian primary schools.Methods and analysisA scoping review will be conducted, using the methodological framework of Arksey and O’Malley. Four of their defined goals will be of significance: (1) examine the extent, range and nature of the research activity; (2) determine the value of undertaking a full systematic review; (3) summarise and disseminate research findings; (4) identify research gaps in the existing literature. Systematic searches will be conducted in relevant databases and search portals, including snowballing and manually searching reference lists. Publication language is restricted to English and Norwegian, the date range is from 1 January 2000 until 31 October 2022, and inclusion requires focus on social workers in a Norwegian primary school context. The data will be screened using the screening data extraction software Covidence. A thematic analysis of the literature will be carried out.Ethics and disseminationEthical approval is not considered necessary as the aim of this scoping review is to investigate already published materials. Findings will be submitted as scientific papers and at conferences as part of the main project.

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Barnevernspedagogers, sosionomers og vernepleieres rolle og status i skolen

Cited by 5 publications

References 11 publications

Grenser for tverrprofesjonelt samarbeid

Grenser for tverrprofesjonelt samarbeid

Untapped potential? a scoping review exploring school social work in Norwegian primary schools

Promoting psychosocial environments in Norwegian primary schools: a scoping review protocol exploring the roles and responsibilities of school social workers

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