Bakgrund: Det finns ett flertal lagrum i Sverige som reglerar ungas rätt tilldelaktighet i beslut som rör dem själva. Det är en grundläggande rättighet och ettcentralt uttryck för att visa respekt för ungas status som självständiga subjekt. Detär inte alltid möjligt för unga att införliva delaktighet på egen hand utan de är oftaberoende av professionella. Professionellas uppfattningar om ungas rätt tilldelaktighet kan dock utgöra ett hinder för dess införlivning.Syfte: Syftet med studien var att undersöka professionellas upplevelser av ungasdelaktighet i samhällsvård och vilken betydelse det har för vården.Metod: En litteraturöversikt med en induktiv ansats har använts i studien. Detinsamlade materialet har antagit en kvalitativ ansats och är baserat på 11vetenskapliga artiklar från databaserna Psycinfo och Sociological abstract.Artiklarna har analyserats genom en tematisk analys.Resultat: 6 teman identifierades i studien: "Betydelsen avdeltagande", ”Förutsättningar hos unga", "Förutsättningar hos professionella","Skydd av unga", "Relationers påverkan på delaktighet" och "Utmaningar ochframtida behov ”.Diskussion: Resultatet visar på att professionella uppfattar ungas delaktighet somen viktig aspekt i praktiken. Samtidigt finner de utmaningar i att införliva det. Deupplever ett behov av mer kunskap inom området och ett bättre välfärdssystem. / Background: There are several different laws in Sweden governing youngpeople’s rights to participate in decisions that concerns themselves. It is afundamental right and an expression of showing respect for young people’s statusas independent subjects. It is not always possible for young people to incorporatetheir participation on their own as they often depend on professionals. Theprofessionals’ perceptions of young people’s right to participation may be anobstacle to its incorporation.Aim: The aim of this study was to explore professionals’ experiences of youngpeople’s participation in social care.Method: A literature review with an inductive approach has been used for thestudy. The collected material has adopted a qualitative approach and is based on11 articles found in databases Psycinfo and Sociological Abstracts. The articleshave been analyzed through a thematic analysis.Results: 6 themes were identified in the study: ”The importance ofparticipation”, ”Conditions for young people”, ”Conditions forprofessionals”, ”Protection of young people”, ” Impact of relationships onparticipation” and ”Challenges and future needs”.Discussion: The results show that professionals consider participation to be animportant aspect of their practice. At the same time, they find challenges inincorporating it. They experience a need for more knowledge in the area and abetter welfare system.

The subject of study of this research is the assessment of vocational knowledge in the health andsocial care program in upper secondary school. The study focuses on the first period of workplacelearning in health and social care program, which mostly occurs in elderly care. Eight tutors invarious nursing homes and seven nursing teachers at three schools participated in the interviews. Thestudy was conducted using qualitative analysis grounded on socio-cultural theory. The purpose ofthis study was to examine how tutors and health teachers interact and assess skills and knowledge inworkplace-based learning. The study reveals core aspects of vocational knowledge in health andsocial care. Findings of the study allow identifying four different categories of vocationalknowledge: Relational-, Medical-, Organizational- and administrative- and Theoretical skills inworkplace learning. The study highlights various tools and situations used in the assessment ofvocational knowledge, such as various checklists, assessment forms and student self-assessment. Thestudy also showed situations that consisted of consulting colleagues, consulting health teachers andtutors. The results of the study shows that students` personal qualities such as sociable, empathetic,initiative taking and being punctual was highly valued in the assessment. The study also showeddifferences in the assessment made by health teachers and tutors. Health teachers strongly focus onthe key goals of the course when they assessed the student's professionalism, whereas the tutorsfocused more on personal qualities important in the field.

This diploma thesis is a microhistorical case study into the field of regional history. It examines the work of the state institutional social care facility - Retirement home in the village Rozsochatec, where the nursing staff cared for the elderly and non-independent people. The staff consisted of nuns of the Congregation of the Sisters of the Blessed Sacrament and several laical helpers between 1952 and 1956. Moreover, the daily life was shaped by the presence of the Roman Catholic priest, as well as by the constant supervision of the district church secretary. The main purpose of this work is an insight into the everydayness of this specific social facility - medical and nursing care, supplying, meals, hygiene, home cleaning and, last but not least, leisure time, spiritual and political life inside the Retirement home are explored. In addition, the work deals with individual actors (social groups) and the chateau building in the village Rozsochatec, in which the social care institution was located. It describes the relationship of the socialist state to the nuns after 1948 and portray one small religious community. This diploma thesis is based on the field archival and oral-historical research and provides insight into the 1950s against a background of emerging state social care. Keywords:...

Yes / Although training and workforce development are high on the policy agenda at present (eg DoH 2009), there has been less progress in thinking about the kind of education that might be needed in order to provide dementia care that is genuinely person-centred. A continuing obstacle here is the tendency to assume that people who have dementia are to be understood ¿ as a group ¿ by virtue of their shared diagnosis rather than by their lived experience, in which diagnosis is an interruption rather than the whole story. Three approaches to overcoming this obstacle that I will discuss below are arts-based learning, teaching social history awareness, and increasing the involvement of the ¿experts by experience¿, people with dementia themselves.

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No / This paper discusses the early implementation of the Mental Capacity Act 2005 in health and social care in England. The author examines the research evidence to date, particularly monitoring data from the Department of Health, in order to review the progress made in implementation. The extent to which the Act is achieving its overall aim of facilitating decision-making by people lacking capacity is discussed, focusing on people with dementia. The author concludes that the initial implementation of the Act (and the related Deprivation of Liberty Safeguards) has had only limited effectiveness in facilitating decision-making by people lacking capacity, promoting their best interests and protecting their liberty. Future implementation needs to ensure that the rights of people lacking capacity, particularly people with dementia, are taken more seriously in health and social care and are better protected.

No / In this paper we will discuss the current tensions that exist between UK anti-discrimination legislation and the professional and statutory regulatory bodies (PSRBs) that govern registration of health and social care practitioners in the United Kingdom. The tensions arise from aspirations for a work force that reflects the wider community and the need to safeguard patient safety. We present an overview of the relevant legislation and the requirements of the main health and social care professional statutory and regulating bodies, whose overall aim is safeguarding the general public. Four individual case studies, which have drawn on qualitative and quantitative data to explore some of the ensuing challenges and seek resolutions, are discussed and their outcomes synthesised to make recommendations. Conducting research with disabled participants requires specific considerations; we reflect on these in this paper and discuss our experiential learning.

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Yes / The development of a clear personal and professional identity – ‘knowing oneself’ – is frequently cited as a key factor in supporting anti-oppressive practice. In the field of health and social care, work placements are a major vehicle for equipping students to become anti-oppressive practitioners committed to making effective diversity interventions in a range of organizational settings. This article highlights some of the tensions inherent in the formation of such an identity and pays particular attention to issues such as discomfort, power inequalities, the discursive production of the self and ways in which educational and workplace organizational settings can simultaneously promote and inhibit such identity development. The article concludes that the discomfort experienced by students as part of this learning process is not only inevitable but necessary to becoming an anti-oppressive practitioner, and that the narrative process offers ways of empowering both students and service users to challenge oppression.