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The aim of this essay is to reflect on the strengths and challenges in qualitative comparative research on personal social services. The specific methodological approach that these reflections emerge from is the application of case vignettes in focus group interviews with social workers, working in different welfare regimes. We describe the process of vignette construction and implementation in focus group interviews, and relate this to findings in a large international project with researchers and data from Chile, Mexico, Norway, Sweden, Lithuania, Bulgaria, Ireland and the UK. Findings reveal that some globally spread professional norms prevail when they are applied locally, while others are more formed through welfare systems with strong contextual norms and legal and socio-economic barriers. The strength of the data retrieved from the study is that it makes it possible to separate information on actual practice from information on principles and system norms, thus providing in-practice and on-practice reflections. [ABSTRACT FROM AUTHOR]

This article compares social work in countries representing four different welfare regimes: Chile, the Republic of Ireland (refer to elsewhere as 'Ireland'), Lithuania and Sweden. The aim is to examine how social workers in different contexts refer to families' complex needs, how contextual factors influence social workers' positions and actions, and how they make sense of their work. Social workers in 15 focus groups, 4 per country except for Chile with 3, were interviewed about their conceptions of 'family', 'families with complex needs', and reasoning about interventions in relation to a fictitious complex case vignette. The understanding of complex needs appears relatively individualized in Chile and Lithuania, while contextual factors were more pronounced in the Irish and Swedish material. Chile, exemplifying a familialized family policy regime, reflects a poverty-compensatory social worker role that also supports familial reproduction; Ireland, a partly defamilialized regime, reflects a supportive and risk-reactive role; Lithuania, a refamilialized regime reflects a patriarchal risk-reducing role and Sweden, a defamilialized policy regime, reflects a rights-oriented and technocratic role. Welfare regimes shape different social work practice contexts. However, to some extent, social workers around the world share a common work ethos in how they, for the best interest of the people they work with, deal with the cross-pressure from social problems and political-ideological priorities. [ABSTRACT FROM AUTHOR]

The aim of the study was to examine school-related determinants of self-reported health among adolescents. Questionnaire survey data comprising 4,972 students, Grades 7 through 9, from 20 schools in northern Sweden were used. Also, complimentary data about each school were collected from the Swedish National Agency for Education. Using multilevel logistic regression analyses, results showed that most variation in self-reported health was explained by individual-level differences. Truancy, bullying, and poor relations with teachers significantly increased the odds ratio of reporting poor general health, for boys and for girls. Most variables at the school level, for example, school size and student-teacher ratio, did not render significant associations with students' self-reported health. In conclusion, this study indicates that health promotion at school, including school health services, may benefit from focusing primarily on individual-level determinants of health, that is, students' relations to peers and teachers, without ignoring that bullying and weak student-teacher relationships also may induce school-level interventions.

Examined similarities and differences in social worker gatekeeping decisionmaking in child welfare and child protection in Sweden and Canada. Found that Swedish child welfare included a greater readiness to intervene with more resources and measures; gatekeeping was assessment-driven and focused on family preservation. Found that in Canada, only the needy children were eligible for a limited range of services; gatekeeping was structure-driven and focused on protection. (Author/KB)

This article explores how Swedish social workers in different sectors of the social services understand complexity in relation to the needs found in 'family' and in social work practice. This study is based on interviews with sixty social workers in five service sectors: child welfare, elderly care, disability care, substance abuse and social assistance. The social workers' reports of understanding and dealing with families with complex needs reveal distinctions between deeply rooted and broadly based needs. Complex family needs are transformed into complex cases based on family composition, relationships between clients and social workers and organisational context. Complexity theory, and in particular the term transactional complexity, is applied to describe the interactive relationship in and between complex needs, relational complexity and organisational complexity. The boundaries between these three domains are not distinct, and the interconnectivity and complexities occurring in and between them contribute to the production of much of the 'wickedness' that exists in social work practice. Social workers may gain from this knowledge in order to unravel the often intangible complexity that commonly appears in social work with families. [ABSTRACT FROM AUTHOR]

Abstract: Evaluating the participatory opportunities for service users within social welfare institutions is a pressing issue. In this article, we explore a group of ethnic minority parents' experiences with child welfare services (CWS) in Norway. A strong narrative theme was deficiency positioning—how lacking a Norwegian normative set of knowledge and skills challenged the parents' opportunities to participate. We analysed how deficiency positioning was perceived, negotiated, and contested in the parents' accounts, and 4 themes emerged: (a) learning to parent, (b) contesting expert knowledge, (c) learning to be a client, and (d) constructing CWS deficiency. Nancy Fraser's concept of “participatory parity” was applied to explore how current institutional structures may enable and limit parents' participation. The analysis provides insight into agencies and informants' sense‐making processes as well as the diverse resources and strategies that parents draw upon in the CWS encounter. Furthermore, we argue that an interplay between a strong focus on “parenting skills” and bureaucratic and economic structures positions ethnic minority parents as deficient, thus providing powerful mechanisms for marginalization. Implications for case work and institutional levels are discussed. [ABSTRACT FROM AUTHOR]