Children’s rights are a world wide clarion call – yet, when it comes to implementing it in practice, the hearts of everybody starts racing because suddenly the issue is not just academic, it’s personal. In practice it is evident that children’s voices are not being heard or taken into consideration – while adults are solely responsible for making decisions that affects the lives children have to live. Children continue to suffer and are being traumatised due to the fact they have to live a life decided by adults who presumed to know the best. The fact that there is no consistency when working with children, specifically during the legal process, has been experienced as a serious problem. Research was undertaken to rectify the situation. The hypothesis for the intended study was formulated as follows: A protocol that can be followed by professional role-players can ensure that children’s rights will be protected during a legal process. The key professional role-players involved with children during a legal process have been identified as social workers, commissioners of child welfare, lawyers, family advocates and judges. In the qualitative study, a semi-structured schedule was utilized as guide for the personal interviews with each of the respondents. From this data, a protocol was developed and evaluated after implementation in order to determine whether such a protocol will enable the professional role-player to protect the rights of children during a legal process. The quantitative results proofed that a protocol as a hands-on guideline, is a much needed tool for the professional role-player in practice. From the study it was concluded that the existence of a protocol will enable the professional role-player to protect children’s rights during a legal process. Important recommendations included the following: <li>Specific skill training of the professional role-players in working with children.</li> <li>The value of implementing a separate family court system, involving all the professional role-players.</li> <li>The different professional role-players should respect each other’s profession, their abilities and skills and perform as a team to the benefit of the children in the legal process. Working against each other is to work ego-centered in stead of child-centered.</li> / Thesis (DPhil (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

In this essay we have compared the after-school activities from the present day to how they were composed 15 years ago, as well as shedding light on some of the changes our profession has undergone in pace with a changing society. We observed that this subject has been brought up many times before, after reading multiple works, and the issue one would want to clarify is whether this change has been for the better or for the worse. Have these changes benefited the students, educators and the after-school activities or have they brought complications and deteriorations? The governing documents have been amended; the environment and pre-requisites have been transformed. We have disassembled the various governing documents and the pre-requisites as well as the significance of the relations that we, as after-school teachers, rely on on a day-to-day basis which we then need to relate ourselves to. The purpose of this essay is to analyze the development of the after-school activities on several levels and analyze the implications of these changes or lack thereof for everyone involved out of several aspects. Nanette portrays the conditions from fifteen years ago whereas Lena depicts present-day conditions. The issues being treated are as follows: What is the difference between Lena’s and Nanette´s professional roles based on both of their reports as well as the governing documents? What does the conception of “meaningful after-school activities” entail and which contributing factors can have an impact on it? Nanette´s report uses the terms children and parents whereas Lena´s report uses students and legal guardians. What implications does this change in the use of terms have and what is the purpose behind it? Out of which ethical perspectives can we interpret our actions in the reports? The changes that have been observed are found in the use of terms, resources as well as the varying amount of access to the premises, the view on children's free play and the educational level of employees, much of which can be connected to an interpretation of the curriculum's use of the term meaningful after-school activities. On the other hand, what we observed not to have changed is the ethical thought process and the ethical theories one relies on during decision-making as an educator. Whether these changes have led for better or worse has no unequivocal answer as of now due to the causal links being complex by other factors being at play, economy, as well as conditions varying between schools. Furthermore, we have noticed that, even though this has been a recurring subject to be brought up, we can still conclude that further reflection and research on this subject is needed.

The historical background and previous research on my subject refers to a certain uncertainty in a professional teacher's professional identity that still remains. The difficulty is excreted in ignorance in leading fields and uninteresting colleagues in between. My aim of the study is to gain an insight into the activities at the leisure home and how teachers view their professional role as well as how they take on the dual assignments that the identification in the school subject entails. I have chosen a qualitative method for my interviews and my selection was six teachers in leisure-time centres working in schools around Stockholm. I have used Roger Saljö's interpretation of socio-cultural theory, whose basic idea is that learning takes place in interaction between a group of people and an individual. My research shows that there are external factors that govern and influence the leisure teacher's choices and conditions and that the traditional school is prioritized. Despite the teachers' uncertainty about what their professional identity should be called in the leisure home, the image education has nevertheless strengthened their self-confidence and how they today teach the students. / Den historiska bakgrunden och tidigare forskningen kring mitt ämne hänvisar till en viss osäkerhet i en fritidslärarens yrkesidentitet som ännu kvarstår. Svårigheten utsöndras i okunskap i ledande fält samt ointresse kollegor emellan. Mitt syfte med studien är att få en inblick i verksamheten på fritidshemmen och hur lärare ser på sin yrkesroll samt hur de tar sig an de dubbla uppdragen som legitimationen i skolämnet bild medför. Jag har valt en kvalitativ metod för mina intervjuer och mitt urval var sex lärare i fritidshem som arbetar på skolor runt Stockholm. Jag har använt mig av Roger Säljös tolkning av den sociokulturella teorin, vars grundtanke är att lärande sker i samspel mellan en grupp människor och individ. Min underökning visar att det är yttre faktorer som styr och påverkar fritidslärarens val och förutsättningar samt att den traditionella skolan prioriteras. Trots lärarnas osäkerhet på vad deras yrkesidentitet ska kallas på fritidshemmet, har ändå bildutbildningen stärkt deras självförtroende och hur de idag undervisar eleverna.

I denna uppsats presenteras en studie med tre fokusområden. -Hur tre utbildningsreformer påverkat fritidshemmets undervisning och/eller fritidshemslärarens yrkesprofession. Syftet med studien är att belysa hur yrkesrollen fritidshemslärare förändrats utifrån ett historiskt och politiskt perspektiv genom införandet av tre olika utbildningsreformer. Genom studiens frågeställning undersöks vilket sätt dessa förändringar samt införandet av reformerna kan ha påverkat yrkesrollen. Den metod som används i denna uppsats är en kvalitativ studie i form av intervjuer. I avsnittet tidigare forskning presenteras fyra studier med koppling till kommunaliseringen, läroplansreformen samt yrkesidentitet och nya benämningen ”lärare i fritidshem”. Studiens teoribildning bygger på Guthrie och Koppichs samt Dauns tolkningar av teorier kring utbildningsreformer. I slutresultatet kategoriseras det empiriska materialet under teman som yrkesrollen, status samt samordning. Varje tema analyseras utifrån begrepp som ingår i det teoretiska utgångspunkterna. Utifrån det empiriska materialet går de att se att reformerna haft en viss inverkan på yrkesrollen. Det framkommer också att respondenterna har haft svårigheter att beskriva hur deras yrkesroll har påverkats - vilket också beskrivs i den slutliga diskussionen. / In this essay, a study with three focus areas is presented. -How three educational reforms have affected the after-school centre's teaching and/or the after-school centre teacher's profession. The purpose of the study is to shed light on how the professional role of after-school teachers has changed from a historical and political perspective through the introduction of three different educational reforms. The study's question examines the way in which these changes and the introduction of the reforms may have affected the professional role. The method described in this essay is a qualitative study in the form of interviews. In the section previous research, four studies are presented in connection with communalisation, the curriculum reform and professional identity and the new term "teachers in after-school centres". The study's theory formation is based on Guthrie and Koppich's along with Daun's interpretations of theories about educational reforms. In the end result, the empirical material is categorized under themes such as professional role, status and coordination. Each theme is analyzed on the basis of concepts that are included in the theoretical starting points. Based on the empirical material, it can be seen that the reforms have had a certain impact on the professional role. It also appears that the respondents have had difficulty describing how their professional role has been affected - which is also described in the final discussion.

The education act (SFS 2010:800) states that only those who have a teacher identity card are authorized to conduct teaching. The preschool curriculum (2018), on the other hand, states that everyone in the work team has a joint responsibility to conduct teaching and at the same time emphasizes the importance of division of work in teaching. According to this, there is a tension and contradiction in the curriculum as it emphasizes both the importance of division of labor and teamwork. Therefore, the objective of this essay aims to investigate how nursery attendants in preschool perceive their role as a teaching educator. The study method is semi-structured interviews. The results of the study showed that the work with teaching was everyone's responsibility, but there was an underlying unspoken uncertainty about the roles and what belongs to each professional role. The study's conclusion shows that the perceived role as a teaching educator is positive and this is mainly due to the fact that nursery attendants feel involved in the work with the teaching. The work with teaching is distributed equally and in this way the differences between nursery attendants and preschool teachers are blurred. / Skollagen (SFS 2010:800) menar att endast de med lärarlegitimation har behörighet att bedriva undervisning. I förskolans läroplan (2018) står det däremot att alla i arbetslaget har ett gemensamt ansvar att bedriva undervisning, samtidigt som vikten av arbetsfördelning betonas gällande undervisningen. Enligt detta ovansagda finns det en spänning och motsägelse i läroplanen då den både betonar vikten av arbetsfördelning och lagarbete. Denna studie har därför i syfte att studera hur barnskötare på förskolan uppfattar sin roll som undervisande pedagog. Empiriinsamlingen har i denna studie således skett genom semistrukturerade intervjuer med barnskötare. Resultatet i studien visade att arbetet med undervisningen var alla pedagogers ansvar, men det fanns en underliggande outtalad osäkerhet kring yrkesrollerna och det som hör till respektive roll. Studiens slutsats visar att barnskötarnas uppfattning kring rollen som en undervisande pedagog är positiv och detta beror främst på att de känner sig involverade i arbetet med undervisningen. Arbetet med undervisningen fördelas lika och på så sätt suddas skillnaderna mellan barnskötare och förskollärare ut.

Bakgrund: Specialistsjuksköterskor har en central roll i upprätthållandet av en god och patientsäker vård. I nuläget tillvaratas inte specialistsjuksköterskans kompetens, vilket har minskat yrkets attraktivitet. Det finns ingen kompetensbeskrivning framtagen för specialistsjuksköterskor med inriktning medicinsk vård, vilket bidrar till svårigheten att definiera yrkesrollen.   Syfte: Syftet med studien var att undersöka hur specialistsjuksköterskor med inriktning medicinsk vård beskriver sin yrkesroll och kompetens. Metod: En digital studie med specialistsjuksköterskor inom medicinsk vård i södra delen av Sverige. En kvalitativ innehållsanalys med induktiv metod genomfördes. Resultat: Analysen resulterade i två generiska kategorier: Att växa in i rollen som specialistsjuksköterska och Att höja kvaliteten i vården genom kunskap. Specialistsjuksköterskorna beskrev sig ha en fördjupad kompetens efter utbildningen, vilket ledde till en mer avancerad praktik och en större trygghet i rollen. Med en djupare förståelse för vården som helhet följde också en större frustration, exempelvis kring organisatoriska hinder för en god omvårdnad. Specialistsjuksköterskorna roll innebar bland annat att ta ansvar för att bedriva en god och säker vård, att genomföra förbättringsarbeten, sprida evidensbaserad kunskap och vara ett stöd till kollegor.  Slutsats: Resultatet indikerar att förändringar i organisationen behövs. Specialistsjuksköterskor behöver mer tid och resurser för att kunna utöva omvårdnad på avancerad nivå och för att deras unika kompetens skall komma patienten till ännu större gagn. Studien har gett en indikation om vad yrkesrollen och kompetensen som specialistsjuksköterska inom medicinsk vård innebär men ytterligare förtydligande av yrkesrollen krävs. / Background: Specialist nurses have a central role in maintaining good and patient-safe care. At present, the specialist nurse's competence is not properly utilized, which has reduced the profession's attractiveness. There is no description of competence produced for specialist nurses of medical care, which contributes to the difficulty of defining the professional role. Aim: The aim of the study was to investigate how specialist nurses of medical care describe their professional role and competence Method: A digital study with specialist nurses of medical care in the southern part of Sweden. A qualitative content analysis with an inductive method was carried out. Results: The analysis resulted in two generic categories: Growing into the role of specialist nurse and Improving the quality of care through knowledge. The specialist nurses described themselves as having in-depth competence after their education, which led to a more advanced practice and greater security in the professional role. With a deeper understanding of care as a whole came a greater frustration, among other things about organizational barriers to good care. The role of specialist nurse in medical care involved taking responsibility for conducting good and safe care, carrying out improvement work, disseminating evidence-based knowledge and being a support to colleagues. Conclusion: The results indicate that changes are needed at the organizational level. Specialist nurses need more time and resources to be able to practice nursing at an advanced level and for their unique skills to benefit the patient more. The study has given an indication of what the professional role and competence as a specialist nurse in medical care entails, but further clarification of the professional role is required.

This thesis aims to contribute knowledge about the work with climate issuesin preschool from a preschool teacher perspective. The study focuses onpreschool teachers and their attitudes to change. The method for studies issemi-structured interviews where six licensed preschool teachers areinterviewed. In the data analysis, two different methods have been applied toanswer the study's questions. In the first analysis, a qualitative contentanalysis is used and the second issue is analyzed on the basis of a thematicanalysis method.The results and conclusions show that the preschool teachers interviewed feelworried about the future and what it will look like for future generations.They are not so worried for their own part. Five of sex preschool teachers areinterested in climate change and think it is an important topic. All preschoolteachers believe that they do many active actions for the sake of the climate,but that more can be done. All preschool teachers work together withchildren on climate issues and think it is important to make them aware,interested and give them knowledge about climate change to prepare for thefuture. / Det här examensarbetet syftar till att bidra med kunskaper om arbetet medklimatfrågor i förskolan utifrån ett förskollärarperspektiv. Studien fokuserarpå förskollärare och deras attityder till klimatförändringar. Metoden förstudien är semistrukturerade intervjuer där sex stycken legitimeradeförskollärare intervjuats. I dataanalysen har två olika metoder tillämpats föratt besvara studiens frågeställningar. I den första analysen används enkvalitativ innehållsanalys och den andra frågeställningen analyseras utifrånen tematisk analysmetod.I resultatet och slutsatserna framkommer det att förskollärarna somintervjuats känner sig oroliga för framtiden och hur den kommer se ut förkommande generationer. De är inte så oroliga för sin egen del. Fem av sexförskollärare är intresserade av klimatförändringar och tycker det är ettviktigt ämne. Samtliga förskollärare menar att de gör många aktivahandlingar för klimatets skull men att det går att göra mer. Alla förskollärarearbetar tillsammans med barnen med klimatfrågor och tycker det är viktigt attgöra dem medvetna, intresserade och ge dem kunskap om klimatförändringarför att rusta dem för framtiden.

Kvinnliga undersköterskor inom äldreomsorgen i Sverige är en utsatt grupp där sjukskrivningar är vanligt förkommande och det finns rapporter som påvisar att sociala kontakter med vårdtagare ger en ökad risk för psykisk ohälsa. Syftet med studien är att få en djupare förståelse för det emotionella arbete som ingår i en undersköterskas yrkesroll. Studiens teoretiska grund vilar på symbolisk interaktionism, Goffmans dramaturgiska perspektiv och Hoschilds teori om emotionellt arbete. För att besvara studiens syfte och frågeställningar genomfördes tio kvalitativa och semistrukturerade intervjuer där kvinnliga undersköterskor delade med sig av sina upplevelser och beskrivningar gällande sitt arbete inom hemtjänsten. Urvalsmetoden som används för studien är mål- och kriteriestyrt. Studiens resultat finner att samtliga undersköterskor beskriver sin yrkesroll som ett skådespel och att de måste hantera sina känslor för att kunna förhålla sig till de känsloregler som gäller i möte med vårdtagare. Emotionellt arbete inom hemtjänsten är ett viktigt redskap för att klara av de krav och förväntningar som vilar på yrkesrollen. Studien visar även att undersköterskorna saknar möjligheter och tid för gemensam reflektion över händelser och känslor som uppstår i arbetet. / Female assistant nurses in Swedish elderly care are an exposed group where sick leave is common and there are reports that show that social contacts with care recipients increase the risk of mental health. The purpose of the study is to gain a deeper understanding of the emotional labor that is part of a nurse´s professional role. The theoretical framework in this study consists of symbolic interactionism, Goffman's dramaturgical perspective and Hoschild's theory of emotional labor. In order to answer the study's purpose and questions, ten qualitative and semi-structured interviews were conducted in which the female home care assistants narrated their experiences and descriptions regarding their work in the home care service. The selection method used for the study is purposive sampling technique with a criterion selected. The results of the study find that all female home care assistants describe their professional role as an acting role and that they must manage their emotions in order to act according to the emotion rules that apply in meetings with care recipients. Emotional labor in the home care service is an important tool for meeting the demands and expectations that rest on the professional role. The study also shows that the home care assistants lack opportunities and time for joint reflections concerning incidents and emotions that arises at work.

This research thesis aims to explore the interplay between the recent introduction of generative artificial intelligence at work and professional role identity. As the public introduction of generative artificial intelligence shook up people’s lives in November 2022, we have reasons to think that an exploration of workers’ professional role identity regardinggenerative artificial intelligence is relevant. Due to the recent studies related to the massive introduction of artificial intelligence in the content creators’ field, we chose to explore how their role and their identity are evolving. Organizations face challenges in managing artificial intelligence systems and their impact on professional role identity, which, however, has received limited scholarly attention and is not well-understood yet. While prior research has studied various aspects related to artificial intelligence and has suggested that artificial intelligence can enhance productivity, efficiency, and prosperity, it has to a large extent neglected the influence of artificial intelligence on professional role identities. Therefore, this research aims to contribute to artificial intelligence literature by providing empirical insights into the evolution of work and identity.  To address the abovementioned gap, we build on previous research and conduct a qualitative study. We gathered important insights through interviews with several content creators, including photographers and designers from different countries, to discuss their experiences and elaborate a more comprehensive approach to the potential consequences of the introduction of generative artificial intelligence at work. Taking inspiration from a phenomenological approach, clarifications have been brought forward on the reasons exposed by content creators to introduce generative artificial intelligence in their work process and the consequences of such a choice. A broader perspective has been borrowed in order to question the legitimacy of clients and peers regarding the integration of generative artificial intelligence at work. More than adding a layer on the benefits of the introduction of generative artificial intelligence at work, our thesis sheds light on what we call “a dual motion” for workers’role identity, highlighting both interactions between generative artificial intelligence at work and professional role identity, challenging and enhancing each other. Additionally, this research explores manners content creators can enrich their work with generative artificial intelligence. This thesis gains perspective on this subject and aims to expose practical implications for workers to inform and broaden people’s minds about generative artificial intelligence.

In our qualitative study, we have described what the after-school teacher and her double roles are about from the perspective of after-school teachers and school leaders. In the introduction and background, we have described the activity of the after-school centre and the role and operation of the after-school teacher. In our theoretical starting points, we have used a theory based on Gidden's theory of structuration, which Haglund further developed into various professional practices within the leisure-time centre’s activities. We have collected material by interviewing both school leaders and after-school teachers to find out how they perceive the after-school teacher’s role at leisure-time centre. In the results and analysis section, we have presented, explained, compared and interpreted all data collection. Finally, in the discussion section, we have discussed how the results relate to previous research. In summary, we have concluded in the study that the assignment can both be interpreted and look different depending on the workplace an after-school teacher is at. This is based on the role the after-school teacher chooses to assume, as well as how school leaders view and allocate the assignment. / I vår kvalitativa studie har vi beskrivit fritidshemmet samt fritidshemslärarens dubbla uppdrag utifrån fritidshemslärares och skolledares perspektiv. I inledningen och bakgrunden har vi beskrivit fritidshemmets verksamhet, samt fritidshemslärarens roll och uppdrag. Vi har i våra teoretiska utgångspunkter använt oss av en teori baserat på Giddens struktureringsteori, som av Haglund vidareutvecklats till olika yrkespraktiker inom fritidshemmets verksamhet. Vi har samlat in material genom att intervjua både skolledare och fritidshemslärare, för att ta reda på hur de uppfattar fritidshemslärarens roll. I resultat och analysavsnittet har vi presenterat, redogjort, jämfört och tolkat all datainsamling. Avslutningsvis har vi i diskussionsavsnittet diskuterat hur resultaten förhållit sig till tidigare forskning. Sammanfattningsvis har vi i studien kommit fram till att uppdraget både kan tolkas och se olika ut beroende på vilken arbetsplats en fritidshemslärare befinner sig på. Detta baserat på vilken roll fritidshemsläraren själv väljer att anta, samt hur skolledare ser på och fördelar uppdraget.