The aim of the study is to explore the consideration of the child’s perspective in investigations and family intervention within the context of two professional roles: social workers and family therapists. Both professions operate with the aim of promoting the best interests of the child after methods such as BBIC.  We chose a qualitative method through semi-structured interviews with four social workers from units related to children, young people and families, as well as four family therapists from family therapy organizations around Sweden. Our theories have been the experiences of action, empowerment and child's perspective. Beyond these theories we have been looking at the Children’s Convention to see which difference the implementation in Swedish law has made.  The results show that the child's perspective, according to the social workers and family therapists, has grown stronger in the last few years but that there is still a big need for development in both works. Notably, the implementation of the Children's Convention has augmented documentation and journaling practices. However, challenges persist in staying updated of new legal frameworks. Other than that the economic constraints influence the decision-making process, leading to a preference for shorter and less expensive interventions over longer ones. Effective collaboration between family therapists and social workers is essential for a unified approach to the child's perspective, striking a balance to integrate both parental and child perspectives meaningfully.

The purpose of this study is to find out what the educators idea of educational documentations in ratio to childrens inclusion and impact in pre-school are, together with the child's own perception of the concepts of documentation. We proceeded from the following issues: What are the significance of educational work according to the teachers? What is the teachers idea of a childs impact and inclusion in educational documentation? In what way do the children have influence over, and inclusion in educational documentation? What are the childrens feelings of the documentations? In order to find answers to our questions, we used qualitative examinations consisting of seven educators and seven children from various pre-schools in Stockholm, and thereby, we have analyzed our results. As our theoretical frame, we used ourselves of Vygotskijs and Säljö's sociocultural perspective that is about "progress and learning", which is achieved by interaction and cooperation in a social context. The result shows that the aim of educational documentation is to reveal the childs development and learning, and also to involve the parents by putting up documents on the wall. It is important for children to both participate and influence both the documentation and other sections of the school where it affects the children, but this is sometimes hard to fulfill in all situations. The educators realises that to make the children participate, they simply have to rely on the child group and their interest. They also have given activities that everyone should follow. The lack of time is an obstacle for all educators, but what they all have in common is that having the participation and weight of the child would benefit the childs growth.

The overall aim of the thesis was to explore everyday functioning in six year-old children born preterm, from the children’s perspectives and from their parents’ perspectives. The relation between everyday functioning and neonatal risk factors, behavioural characteristics was studied with descriptive and correlational statistics, ANOVA and multiple linear regression (I). Patterns of everyday functioning were explored in a cluster analysis following a person-oriented approach (II). In a mixed method approach, the children’s and their parents’ perceptions on children’s competence in everyday activities were explored with a pictorial instrument and analysed with descriptive statistics and qualitative content analysis (III). The children’s perceptions of meaningful everyday life situations were explored in a photo voice study, analysed with qualitative content analysis. In total, 144 children born preterm and 222 children born at term and their parents were involved. The results indicated that from the parents’ perspective most children born preterm and full-term were perceived with strong everyday functioning featuring strong motor, process and communication skills, a positive interaction pattern and low levels of behaviour problems. As a group, the children born very preterm were perceived weaker in their everyday functioning than the full-term group but the pattern of performance skills, interaction and behaviour varied similar to that of children born full-term. Further, it was found that preterm birth was not the main predictor, instead hyperactivity had most influence on everyday functioning. Moreover, the children born preterm perceived themselves to be overall strong performers of everyday activities. They wanted to be active and do things and for that they wanted to have skills and significant others i.e. siblings, parents, friends and pets to interact with and to feel safe and loved. Further, the children born preterm expressed a will to develop, improve and gain new skills and to have more opportunities to do meaningful things. In conclusion, the results in this thesis indicate that young children born preterm are able to reflect on their everyday functioning, and express needs and desires for their participation in meaningful everyday life situations. Moreover, preterm birth is not the sole predictor of everyday functioning more critical is the interaction of individual, behavioural and contextual factors.

Abstract This study is about preschool teachers' perceptions of biology teaching in preschool. The study examines three questions based on the purpose of the study that focus on preschool teachers 'perceptions of biology teaching in preschool, the child's perspective as a starting point in biology teaching and preschool teachers' reasoning about the importance of the outdoor environment as a learning environment for biology teaching. The study is based on previous research results that highlight preschool teachers' lack of subject knowledge and uncertainty in science teaching at preschool. In addition, both the preschool curriculum and research studies emphasize the child's perspective in teaching. Learning environment in the form of both indoor and outdoor environment in accordance with previous research studies is a contributing factor in children's learning and development. In this study, the learning environment is highlighted as an outdoor environment in the form of the forest, nature walks and the preschool yard. The study results are based on empirical data collected based on semi-structured interviews with six preschool teachers in two different municipalities in western Sweden. Interviews are then analyzed based on a phenomenographic methodological approach. The results show that preschool teachers' perceptions of the subject of biology and its teaching in preschool are mostly linked to nature, animals, plants, and the human body. The results also show in different ways where the preschool teachers take care of children's questions and perspectives and set it as a starting point in the planning of biology teaching. This is done by planning the teaching with the children where the children get a chance to talk about what they want to learn and do in preschool. Finally, the preschool teachers explained that the learning and teaching environment as an outdoor environment in the form of the forest, walks and the preschool yard has an important role in children's learning in biology.

Uppsatsens syfte var att undersöka upplevelser hos socialarbetare inom socialtjänst och kvinnojour, vilka kommer i kontakt med barn som utsätts för våld i nära relationer, utifrån två teman; stödinsatser samt barnperspektivet. Fem socialarbetare som arbetar med barn som upplevt våld i nära relationer intervjuades. Det empiriska materialet har analyserats utifrån systemteori och handlingsutrymme. Resultatet visar att flera stödinsatser erbjuds till familjer där det förekommer våld, men enbart ett fåtal riktas mot barnet. Informanterna förmedlar vikten av samverkan samt olika aspekter av hur barnperspektivet tillämpas i arbetet. Resultatet visar även att informanterna upplever dilemman i arbetet, exempelvis kravet på föräldrarnas samtycke för att barnet ska få stödinsatser och gränslandet mellan frivillig och tvingande lagstiftning som utsätter barn för risk. Avslutningsvis redovisas informanternas upplevelser av brister och utvecklingsområden i arbetet med våldsutsatta barn. / The purpose of the thesis was to investigate experiences of social workers regarding children who has experienced domestic violence with focus on two themes; support and the child's perspective. Five professionals who work in the same municipality and are in contact with children who have experienced domestic violence have participated in qualitative interviews. The result of the interviews have been analyzed on the basis of systems theory and room for manoeuvre. The result shows that there are several support offered to families who experience violence, but only a few are directed to the child. The informants convey the importance of collaboration and various aspects of how the children's perspective is applied in work. The result also shows that the informants experience different dilemmas, such as the need for parental consent for the child to receive support and the borderland that exists between voluntary and mandatory legislation that puts children at risk of harm. Finally, the informants' experiences of deficiencies and developmental areas are reported in the work with children who have experienced domestic violence.

This examination paper is about how the Swedish school educates their pupils about the Convention on the Rights of the Child. The purpose is to see, through current literature and research, how the Convention on the Rights of the Child implements in the Swedish society, with main focus on the Swedish schools line of work. The purpose is also to get an insight in how the actual work with the Convention on the Rights of the Child can appear in different schools in Sweden, through interviews with selected teachers.    The method used to complete the research was a qualitative interview study with four teachers, in two different communities in the middle and south of Sweden. The empirical results have been compared to current research and literature on the subject.     The teachers that participated in the analyzing study works with the Convention on the Rights of the Child in different ways, through diverse projects and by mediate the schools basic values through their daily work.    My conclusion is that the Convention on the Rights of the Child is an important part of the schools education program and the pupil’s knowledge about their own rights are significant to insist on. Furthermore, the values of the Convention on the Rights of the Child should be communicated through the schools daily work with the basic values that the curriculum emphasizes.    When Sweden ratified the Convention on the Rights of the Child in 1990, they also agreed to make the Convention commonly known by the population of Sweden. Nevertheless, the lack of knowledge among adults and children in Sweden is a reappearing problem which the UN:s Committee on the Rights of the Child continues to point out as an important part in Sweden’s attempt to actualize the Convention on the Rights of the Child. This makes the schools ongoing work to mediate the Convention on the Rights of the Child to their pupils even more important. Because if the children themselves has a lack of knowledge about their own rights, then who are the rights for? / Detta examensarbete handlar om hur arbetet med Barnkonventionen ser ut i den svenska skolan. Syftet med arbetet är att, utifrån aktuell litteratur och forskning, få en bild av hur Barnkonventionen implementeras i det svenska samhället, med fokus på skolans verksamhet. Syftet är dessutom att, genom intervjuer med utvalda lärare, få en inblick i hur arbetet med Barnkonventionen kan se ut på olika skolor i Sverige.    Metoden som har använts för att genomföra undersökningen är en kvalitativ intervjustudie som är genomförd med fyra lärare i två olika kommuner i mellan respektive södra Sverige. Det empiriska resultatet har jämförts med aktuell forskning och litteratur på området.    Lärarna som medverkat i den undersökande studien arbetar på olika sätt för att förmedla Barnkonventionen till sina elever, genom olika former av projekt och genom förmedling av skolans värdegrund i det vardagliga arbetet.    Min slutsats är att Barnkonventionen är en viktig del i skolans arbete och elevernas kunskaper om sina egna rättigheter är viktiga att framhålla. Dessutom ska Barnkonventionens värderingar förmedlas genom skolans dagliga värdegrundsarbete.    Genom att Sverige ratificerade Barnkonventionen år 1990, skrev man också under på att göra den allmänt känd hos landets befolkning. Trots det är den bristande kunskapen bland barn och vuxna i Sverige en återkommande punkt som FN:s barnrättskommitté tar upp när det kommer till Sveriges arbete med att förverkliga Barnkonventionen. Detta gör att skolans arbete med att förmedla Barnkonventionen till sina elever blir ännu viktigare. För om inte barnen själva har kunskaper om vilka rättigheter de har, vem är då rättigheterna till för?

The purpose of this essay is to create an understanding of how social workers work to ensure that the best interest of the child is achieved in custody disputes. The essay is based on seven semi-structured interviews with practicing social workers working with family law. The gathered material was analyzed using a thematic analysis method. The results of the study show that working with the best interest of the child in mind, using a child´s perspective, is complex and difficult. One of the reasons why it is difficult is that there is no exact definition of what “the best interest of the child” is and how it should be realised by the social worker since the concept should be assessed and applied individually every single time. All of the respondents states that the investigation is imbued by the wellbeing of them say that ultimately the child´s best interest is not what is valued the most in the investigation. The material shows that all the respondents are aware that the children’s perspective should be prominent during the entirety of the investigation. It is a common goal amongst the respondents to always work with the children’s perspective in mind, to ensure the best interest of the child.

In January 2020, the UN Convention on the Rights of the Child became Swedish law, whichled to a number of questions about whether the children's rights are affected within socialservices. The purpose of the study was to create an understanding of how social workersconsider the child's perspective in the handling of matters relating to financial assistance. Weused a qualitative method choice, where we collected empirical evidence with the help of sixinterviews with social workers in four different municipalities. An analysis was made using thetheoretical concept of discretion. The result showed that children in financial assistance werepaid attention to through their guardians and the child's perspective was presented only in urgentsituations, for example eviction prevention work. The results also showed that the socialworker's discretion is limited by the company's laws, rules and guidelines. On the other hand,the child's perspective is mentioned in the municipality's guidelines, but in an unclear way. Theconclusion of this study raised further questions about how children's participation and how achild's perspective can be integrated into the practical work within financial assistance. / Januari 2020 blev FN:s barnkonvention svensk lag, vilket föranledde ett antal frågor kringhuruvida barnets rättigheter påverkas inom socialtjänsten. Syftet med studien var att skapa enförståelse om hur socialsekreterare beaktar barnperspektivet i handläggningen av ärenden somrör ekonomiskt bistånd. Vi använde oss utav en kvalitativ metod där samlade vi in empiri medhjälp av sex intervjuer med socialsekreterare i fyra olika kommuner. En analys gjordes medhjälp av det teoretiska begreppet handlingsutrymme. Resultatet visade att barn inomekonomiskt bistånd uppmärksammades genom sina vårdnadshavare och barnperspektivetframfördes endast vid akuta situationer, exempelvis vräkningsförebyggande arbete. Resultatetvisade också att socialsekreterares handlingsutrymme är begränsad av verksamhets lagar, regleroch riktlinjer. Däremot omnämns barnperspektivet i kommunens riktlinjer men på ett otydligtsätt. Slutsatsen av denna studie väckte ytterligare fråga kring hur barns delaktighet och hur ettbarnperspektiv kan integreras i det praktiska arbetet inom ekonomiskt bistånd.

Bakgrund: Information till barn inför procedurer är viktigt då det ökar barns kunskap och minskar oro och rädsla. Därtill behöver informationen individanpassas utifrån barnets ålder och mognad. Samtidigt visar tidigare forskning att stress och ogynnsam arbetsmiljö kan påverka möjligheten för barnsjuksköterskor att ge anpassad information. Syfte: Studiens syfte är att belysa barnsjuksköterskors erfarenheter av att i barnsjukvården informera barn inför procedurer. Metod: Kvalitativ intervjustudie där semistrukturerade intervjuer genomfördes med 16 barnsjuksköterskor yrkesverksamma inom barnsjukvård. Intervjuerna utfördes både fysiskt och digitalt. All insamlad data analyserades därefter enligt metoden för innehållsanalys. Resultat: Dataanalysen utmynnade i följande fyra kategorier: Att behöva tid, Att behöva rutiner, Att behöva anpassa sig och Att behöva reflektera. Slutsats: Konklusion av resultatet kan tas att barnsjukvården behöver investera i att utveckla mer barnanpassade informationsverktyg inför olika procedurer vilka är uppdaterade och framtagna utifrån barnets perspektiv. Verksamheter behöver åta sig en mer barnvänlig struktur som optimerar vården för barn och främjar barnsjuksköterskans förutsättningar att ge information direkt till barnet vilket i sin tur främjar barnets mottagande av information, delaktighet och förmåga att hantera proceduren. / Background: Information to children prior to procedures is important as it increases the child's knowledge and reduces anxiety and fear. In addition the information needs to be individually adapted based on the child's age and maturity. At the same time, previous research shows that stress and an unfavorable work environment can affect the ability for pediatric nurses to provide adapted information. Aim: The aim of the study was to illustrate pediatric nurses' experiences of providing information to children prior to procedures. Method: Qualitative interview study where semi-structured interviews were conducted with 16 pediatric nurses working in pediatric healthcare. The interviews were conducted both physically and digitally. All collected data was then analyzed according to the content analysis method. Results: The data analysis resulted in the following four categories: Needing time, Needing routines, Having to adapt and Having to reflect. Conclusion: The conclusion of the result can be taken that pediatric healthcare needs to invest in developing more childfriendly information tools for various procedures that are updated and developed from the child's perspective. Hospital departments need to commit to a more child-friendly structure that optimizes care for children and promotes the pediatric nurse's ability to provide information directly to the child, which in turn promotes the child's receiving of information, participation and ability to handle the procedure.

Ett svenskt skolbarn får under sina första 16 levnadsår tolv vaccinationer om vaccinationsprogrammet följs. Många barn, framför allt yngre, är rädda för nålar och den smärta de kan orsaka. Forskning visar att det finns ett samband mellan grad av rädsla och smärtupplevelse. En konsekvens kan bli att barnen undviker medicinska procedurer i framtiden. Därmed är det viktigt att förebygga rädslan i samband med vaccinationer. Distriktssköterskan har en avgörande roll i att hjälpa barnet. Syftet med den här studien är att beskriva förebyggande stödjande åtgärder för barn i skolåldern (7–16 år) i samband med vaccinationer. För att besvara frågeställningen gjordes en integrativ litteraturöversikt. Studiedesignen valdes för att kunna ge en holistisk förståelse av ämnet utifrån såväl kvantitativ som kvalitativ forskning. Analysen resulterade i tre teman, som alla gick in under huvudtemat barnets delaktighet. De viktigaste var att barnet behöver stöd att hitta och använda sina egna copingstrategier för att hantera rädsla, oro och smärta inför och i samband med vaccination. Barnet behöver också erbjudas smärtlindring. Metoderna termomekanisk stimulering, distraktion med musik, fysisk aktivitet och kombinerade metoder påvisar alla olika grader av effekt som stödjande åtgärder vid vaccination. För att barnen ska kunna använda sina copingstrategier behöver de en trygg skolmiljö där vaccinationen ska ske. Distriktsköterskan har ett ansvar att anta ett barncentrerat perspektiv och hjälpa barnet att göra sin röst hörd. Detta arbete skulle kunna ligga till grund för utformandet av riktlinjer för skolsköterskan att använda vid vaccinering. Hela skolans organisation behöver vara delaktig för en bra vaccinationsupplevelse.