| dc.description.abstract | In recent times, the child perspective has gained increased attention in theoretical perspectives and research, legislation, and practical approaches within the field of child welfare. There seems to be widespread agreement that this is a central consideration in the work of child welfare practitioners. Behind the apparent agreement, however, various ways of understanding it exist. This results in the child perspective being translated into different strategies and actions in practice.
This thesis critically examines the child perspective across child welfare contexts. The overarching discussion is directed toward current premises of assessment work and practices in the field of child welfare to shed light on what is at stake for the child perspective.
Extensive data forms the foundation for a thorough multi-level analysis. This includes i) life history interviews with parents involved with the Norwegian child welfare system, ii) observational studies, individual interviews, and focus groups with practitioners in Italy, Norway, and Slovenia, iii) comic strip dialogues with children in marginalized life situations in Italy, Norway, and Slovenia, and iv) reflection notes from Norwegian social work students related to the development of the comic strip dialogues.
Through three studies, several factors relevant to the understanding and practical implementation of the child perspective are addressed. Study 1 questions to what extent the normative complexity of the child welfare field is reflected in methodological approaches. Study 2 reveals key societal trends challenging the implementation of the child perspective in practice, highlighting individualization of social problems, increased bureaucratization and standardization, and fragmented systems as central. In study 3, a critical examination of existing structures and practices in child welfare work grounded in risk thinking is undertaken. Drawing from an everyday life perspective, the comic strip dialogue is introduced as an innovative approach in conversations with children in marginalized life situations. The intention is to understand and give voice to children’s experiences, needs, and perspectives. In this approach, social problems are understood not only as risks but rather as "risks in context."
A critical discussion of the child perspective provides an opportunity to explore and analyze the underlying structures and power dynamics that may influence how children’s voices are heard and understood. Simultaneously, a critical approach can help uncover how structural challenges impact the ability of child welfare systems to meaningfully implement the child perspective. This thesis serves as a valuable resource for researchers, practitioners, and decision-makers who is concerned with how the child perspective is anchored in theory and practice. | en_US |
