A democratic education with quality is a major component for the construction of a fairer and more egalitarian society. Historically, Brazil has not been able to promote access and permanence of an important portion of the population in school, mainly the one of smaller purchasing power. Figures of school censuses demonstrate that, in recent years, a relatively big return of youths and adults has happened to the schools. This research is inserted in this context of educational division. Our objective was to know and understand the development of the teaching process and Geography learning, and propose appropriate methodologies for the teaching of Geography in Youths and Adults Education of the elementary level. For that a bibliographical research on the subject of Adult Youths Education was carried out in Brazil, focusing on the Freirean pedagogy and the teaching/learning process of school Geography. Two groups of the evening period of a city school at Uberlândia-MG, 2007 were researched, being one of the 6th grade (3rd cycle), and another of the 8th grade (4th cycle). It was verified, among other results of this research: the incapacity and historical inefficiency of the educational public policies in promoting access and permanence of the students in school; that teaching should be ruled, according to Freirean pedagogy, to the student's reality, seeking autonomy promotion, awareness, and, consequently, citizenship; that teachers continuing studies, including Geography should contemplate the particularities and necessities of this kind of teaching; that the teaching practice of the Geography teacher should consider the social subject condition of this learner, by means of a teaching methodology which is differentiated and appropriate, emphasizing the students' previous and real knowledge, accomplishing connections between the geographical content taught in the school and the acquired knowledge by their life experiences. Finally, we conclude that the use of videos (films, documentaries), as a didactic tool is an alternative for the construction of the geographical knowledge in the classroom, mainly in what it regards the shortage of time for study, didactic material, and learning difficulties inherent to the student. / Uma educação democrática e de qualidade é componente fundamental para a construção de uma sociedade mais justa e igualitária. Historicamente, o Brasil não tem sido capaz de promover o acesso e a permanência de uma importante parcela da população na escola, principalmente aquela de menor poder aquisitivo. Os números dos censos escolares demonstram que, nos últimos anos, vem ocorrendo um retorno, relativamente grande, de jovens e adultos às escolas. É neste contexto de exclusão educacional que se insere a presente pesquisa. Objetivou-se conhecer e compreender o desenvolvimento do processo de ensino e aprendizagem de Geografia, e propor metodologias adequadas para o ensino de Geografia em classes de Educação de Jovens e Adultos (EJA), do ensino fundamental. Para isto, realizou-se uma pesquisa bibliográfica sobre a questão da Educação de Jovens Adultos no Brasil, enfocando a pedagogia freiriana e o processo de ensino-aprendizagem da Geografia escolar. Foram pesquisadas duas turmas da EJA, do período noturno, de uma escola da Rede Municipal de Uberlândia, MG, no ano de 2007, sendo uma da 6ª série (3º ciclo), e outra da 8ª série (4º ciclo). Constataram-se, dentre outros resultados desta pesquisa, a incapacidade e a ineficiência histórica das políticas públicas educacionais em promoverem o acesso e a permanência do alunado na escola; a não observância de que o ensino deve ser pautado, segundo a pedagogia freiriana, na realidade do educando, visando a promoção da autonomia, da conscientização e, conseqüentemente, da cidadania; que a formação inicial e continuada do professor, inclusive de Geografia, deve contemplar as particularidades e necessidades próprias dessa modalidade de ensino; que a prática de ensino do professor de Geografia deve considerar a condição de sujeito social desse educando, por meio de uma metodologia de ensino diferenciada e adequada, enfatizando o conhecimento prévio e real dos alunos, realizando conexões entre o conteúdo geográfico ensinado na escola e o saber adquirido pelas suas experiências de vida. Por fim, conclui-se que o uso de vídeos (filmes, documentários), como ferramenta didática, é uma alternativa para a construção do conhecimento geográfico na sala de aula, principalmente no que tange à escassez de tempo para estudo, de material didático e das dificuldades de aprendizagem inerentes ao aluno da EJA. / Mestre em Geografia

The purpose of this study is to examine and investigate the party culture that exists within the political youth association Liberala Ungdomsförbundet, connected to the liberal party of Sweden- Liberalerna. Using data from seven semi-structured interviews and a text analysis of the magazine of the organization I describe the current party culture found in it. In analysing the material I use the toolkit brought forward by Rauven Kahane aimed to understand youths with post-modern values. This toolkit, called the Code of Informality, is used together with previous findings regarding the mother party made by Katarina Barrling made in her thesis “Partikulturer” from 2004. I find the party culture of the youth party to be rather similar to that of their mother party with some minor differences. The differences in culture can partly be understood as expressions for the post-modern values of youths introduced by Kahane.

Esta dissertação decorre de pesquisa que reuniu e analisou informações sobre o Exame Nacional para Certificação de Competências de Jovens e Adultos (Encceja) e o Exame Nacional do Ensino Médio (Enem) para compreender se e em que medida eles, enquanto modernos programas de avaliação educacional cujos resultados podem ser usados para fins de certificação de conclusão de etapas da educação básica (nos moldes dos antigos exames supletivos), têm se configurado enquanto uma alternativa à educação escolar presencial para conclusão da escolaridade básica, de modo que amplie as oportunidades educacionais para o público da Educação de Jovens e Adultos (EJA). Alternativamente, manteve-se a hipótese auxiliar de que Enem e Encceja funcionariam como mecanismos de ampliação das oportunidades educacionais para parcela importante do público potencialmente demandante da EJA, estivesse ele regularmente atendido no ensino regular/convencional ou fora do alcance de ações educativas tradicionais. À luz da literatura sobre análise de políticas públicas, buscou-se explorar dados sobre diferentes etapas desses dois programas por meio da revisão da literatura sobre estas experiências e outras similares no Brasil, da análise de legislação, documentos e posicionamentos oficiais relativos à concepção e à implementação desses programas, de entrevistas semi-estruturadas junto a gestores diretamente relacionados à criação e às reformulações desses programas, e da análise microdados disponíveis ao público para compreender traços característicos do conjunto dos participantes. O recorte temporal utilizado para o Encceja foi entre 2002 e 2010 e para o Enem, entre 2002 e 2012. Foi possível constatar intensas disputas sobre o sentido da EJA. De um lado, seus opositores, ao defenderem os princípios de uma educação emancipadora, enxergaram tais programas como estratégias de precarização do atendimento educacional na medida em que privilegiavam processos acelerados de certificação, além de serem concebidos e executados de maneira desarticulada em relação às políticas e demandas locais e por ignorarem a autonomia de estados e municípios. De outro, defensores argumentaram a favor da necessidade de alternativas ao modelo escolar de atendimento desse público e de sua qualidade e sofisticação técnica e pedagógica frente a exames estaduais ultrapassados, pouco ou nada articulados com as Diretrizes Curriculares Nacionais para EJA. Na prática, ambos os programas se disseminaram nacionalmente e se tornaram mais atrativos a jovens e adultos interessados em retomar suas trajetórias educacionais para ascender profissionalmente ou mesmo ingressar no ensino superior ou técnico. Ao mesmo tempo, esses exames tornaram-se convenientes a estados e municípios, pois a adesão a eles praticamente não implicava em investimentos de recursos humanos ou custos financeiros adicionais. Pela análise dos microdados do Enem, foi possível ilustrar que a maioria de participantes que solicitou a certificação não estava estudando e, dentre aqueles que frequentavam os bancos escolares e também solicitaram a certificação, a maioria estava na escola regular/convencional, e não em turmas de EJA. Nesse sentido, esses dados reforçam a hipótese de os exames constituírem-se como alternativa complementar à escolarização e também a hipótese auxiliar, indicando que os exames estariam, no momento desta pesquisa, auxiliando na correção da distorção idade-série/ano. / This thesis is the result of a research that gathered and analyzed information about the National Exam for the Certification of Competences of Youths and Adults (Encceja) and National High-School Exam (Enem) to understand whether and to what extent these exams, while modern programs of educational assessment whose results may be utilized to certify the completion of basic education (adult education exams), have turned out to be an option to complete basic schooling in order to expand educational opportunities for the public of Youth and Adult Education (EJA) in Brazil. Alternatively, an auxiliary assumption was kept that Enem and Encceja would be working as a mechanism of increasing educational opportunities for a significant portion of the public that potentially demands EJA, which has been regularly met in the conventional/regular schooling or away from traditional educational actions. In the light of the literature about the analysis of public policies, data was explored concerning the different stages of these two educational programs by a review of the literature about these and other similar experiences in Brazil, the analysis of legislation, documents and official statements related to the conception and implementation of such programs, semi-structured interviews with education managers directly involved in the creation and reformulations of these programs, and the analysis of databases available for the public to understand features that are characteristic of the participants. The time frame used for Encceja was between 2002 and 2010 and for the Enem, between 2002 and 2012. It was possible to find intense struggles about the meaning of EJA. On one hand, its opponents, by defending the principles of emancipating education, see such programs as strategies that impoverish the process of meeting educational needs required by the potential public of EJA since they privilege speedy certification, in addition to being conceived and carried out with no articulation with the local policies and demands and because they disregard the autonomy of states and municipalities. On the other hand, advocates argue that alternatives to the exclusively schooled model of education are needed with its own technical and pedagogical quality and sophistication, towards outdated regional adult exams, with no or scarce articulation with the National Curricular Guidelines for EJA. In fact, both programs have been disseminated nationwide and gradually became attractive to youths and adults interested in resuming their educational trajectories to ascend professionally or even to enter technical and higher education. At the same time, these exams became convenient to states and municipalities, as adhering to them practically do not require investments in human or financial resources, meaning additional costs for those federal entities. The analysis of Enem´s databases, it was possible to show that most participants requesting certification was not going to school and, among those actually attending classes who also requested certification, the majority was from regular/conventional school and not from EJA classrooms. Thus, this data reinforces the auxiliary assumption that the exams are, at the time of the research, complementary alternative to schooling and also helping correct the age/grade distortion.

Made available in DSpace on 2017-07-10T18:33:40Z (GMT). No. of bitstreams: 1 Doris Mariani Junges.pdf: 2701986 bytes, checksum: b0eaf89797e28d9acc52aa32566df33b (MD5) Previous issue date: 2009-03-25 / This study indicates the profile of young rural de Iracema do Oeste. The analyzed literature points an immigratory tendency still expressive throughout the world direct to the urban environment and for the inexistence of studies related to those youths who remain in the countryside. The formulation of the research problem based in the reasons of the countryside youths remain. The tested hypothesis in the current study was that the remain of the youths from Iracema do Oeste in the countryside would justify for the access facilities to services once only found in the urban environment. The countryside improvement deriving from the modernization occurred in the last decades, pointed out by the authors in the bibliography review would be amplifying a franchise, opening new possibilities of consumption for the population from the countryside. The rural youths also would not isolate anymore. The means of communication, the transport facilities, the telephony systems and the study conditions would approximate the countryside and the city. Beyond these factors and changings in the countryside, the pluriactivity, synonym of the diversification of the use of the rural space, joined the mentioned changings, could be an alternative of income and the abidance of the youths in the countryside. Nevertheless the raised hypotheses are not confirmed. The obtained replies through questionnaires applied to youths from the countryside from Iracema do Oeste show that the choice for the abidance in the countryside is regulated to a positive evaluation about their own lifestyle, however with the advance of the age and the necessity of having a profession, the choice of leaving the countryside is eminent. The possibility of self income acquiring also did not confirm, even in properties of diversified production. The tendency for the abidance is clearly in the youths from families until four components that possess self property that do not work out of the property without self income and with low level of schooling. / O objetivo deste trabalho foi apontar o perfil de jovens rurais de Iracema do Oeste. A literatura analisada aponta para uma tendência imigratória ainda expressiva em todo o país rumo ao meio urbano e para a inexistência de estudos voltados àqueles jovens que permanecem no meio rural. A formulação do problema de pesquisa baseou-se então nos motivos da permanência dos jovens no campo. A hipótese testada no presente estudo foi a de que a permanência de jovens de Iracema do Oeste no meio rural se justificaria pelas facilidades de acesso à serviços outrora só encontrados no meio urbano. As melhorias no campo, decorrentes da modernização ocorrida nas últimas décadas, apontadas pelos autores na revisão bibliográfica, estaria ampliando uma rede de serviços, abrindo novas possibilidades de consumo para as populações rurais. Os jovens rurais também não estariam mais isolados. Os meios de comunicação, as facilidades de transporte, os sistemas de telefonia e as condições de estudo aproximariam o campo e a cidade. Além destes fatores e mudanças no cenário rural, a pluriatividade, sinônimo de diversificação do uso dos espaços rurais, aliada às mudanças mencionadas, poderia ser uma alternativa de renda e de permanência dos jovens no campo. Contudo as hipóteses levantadas não se confirmaram. As respostas obtidas por meio de questionários aplicados a jovens rurais de Iracema do Oeste mostram que, a escolha pela permanência na área rural está pautada a uma avaliação positiva sobre o próprio modo de vida, porém com o avanço da idade e a necessidade de se estabelecerem profissionalmente, a escolha por deixar o campo é eminente. A possibilidade de obtenção de renda própria também não se confirmou, mesmo em propriedades de produção diversificada. A tendência pela permanência é evidenciada nos jovens pertencentes a famílias de até quatro componentes, que possuem propriedade própria, que não trabalham fora da propriedade, sem renda própria e com baixo nível de escolaridade.

I Växjö kommun finns målsättningen att det ska finnas ett ungdomsperspektiv i de beslut som tas i den lokala politiken. Växjö kommun är också en av 97 stycken svenska kommuner som deltagit i projektet LUPP. LUPP är en enkät utformad av Ungdomsstyrelsen i syftet att svaren skall ligga till grund för en kunskapsbaserad ungdomspolitik. Växjö kommun har genomfört LUPP-enkäten två gånger på sammanlagt 3000 barn och unga under 18 år och svaren visade att endast 10 % av de 1 622 tillfrågade ungdomarna i årskurs 8 och sista året på gymnasiet år 2007 ansåg att de har ganska stora eller mycket stora möjligheter till politiskt inflytande i kommunen. Jag frågar mig i min uppsats: Finns det en diskrepans mellan Växjö kommuns målsättningar om kommunalt ungdomsinflytande och de faktiska förutsättningarna för unga att faktiskt delta? och: Är idealet om att det i de beslut som tas i den lokala politiken ska finnas ett ungdomsperspektiv en genomtänkt målsättning i Växjös kommunpolitik? Svaret på min första forskningsfråga är att det beror på från vems håll vi väljer att de det. Politikerna tycker att barn och unga visst har lika stort inflytande, medan dom unga politiker jag träffat anser att man verkligen måste tillvara på svaren från de undersökningar man genomfört och lyssna på hur unga vill delta och skapa inflytandeforum på deras premisser, annars kommer inte unga att känna sig respekterade och hörda och uppmuntras till deltagande. Därav blir svaret på min andra forskningsfråga att målsättningen inte är ett genomtänkt ideal, då det inte är anpassat efter barn och ungas önskemål. / Växjö is one among many Swedish municipalities witch have the objective to have a political influence from their young citizens. Växjö is also one of 97 townships in Sweden, which has participated in the LUPP-project. LUPP is a survey created by the National agency of youth affairs and it aims of creating knowledge based on youth politics. Växjö municipality has implemented the LUPP-survey two times on a total of 3000 children and youths that has answers the survey. The results from 2007 shows that only 10% feels that they have possibilities to politically influence the municipality in Växjö. Therefore my research questions in this thesis are: Is there a discrepancy between Växjö municipality’s objectives and the actual possibilities for children and youths to participate? Also: is it ideal of having a youth perspective in the local politic a well-considered objective in Växjö municipality? The answer to my first research question is that it is dependent on from whose views we are looking from. The politicians agree upon the idea that they consider children and youths to have a great influence and possibility to influence. In contrast the young politicians wishes that Växjö municipality start caring about the answers that has been given in different kinds of surveys, like LUPP. Therefore the answer to my second research question is that the objective to have a local politic with a youth perspective is not a well-considered ideal because it is not adjusted after the wishes of children and youths in Växjö.

Covid-19 har varit en världsomfattande pandemi som påverkat befolkningen på flera plan. UNICEF varnar nu för de långsiktiga konsekvenser som barn och ungas välbefinnande utsätts för och menar att det kan komma skapa en förlorad covid- generation. Faktorer som påverkar individer och bevisats vara betydelsefulla för en god hälsa är fysisk aktivitet och social gemenskap. Att få röra på sig samt finna en social gemenskap möjliggörs bland annat i föreningsidrotten, varpå deltagandet anses vara ytterst betydelsefullt för hälsan. Därutöver anses deltagande i föreningsverksamhet vara en förutsättning för undervisning och lärande. Med grund i detta och utifrån pandemins effekter, var syftet med studien att belysa hur föreningsledare beskriver att de utvecklat sitt pedagogiska ledarskap för att främja lärande och hälsa för barn och unga under covid-19-pandemin, samt att utforska vad som har motiverat föreningsledare till att vidmakthålla träning för barn och unga. Sociokulturellt lärande och KASAM utgjorde studiens teoretiska utgångspunkt. Datamaterialet erhölls via 11 semistrukturerade intervjuer med föreningsledare inom olika idrotter, vilka sedan analyserades utifrån en konventionell kvalitativ innehållsanalys. Resultatet påvisade att föreningsledarnas pedagogiska ledarskap hade utvecklats i form av att vara mer flexibelt och kommunikativt, vilket möjliggjorde förutsättningar att fortsätta bedriva träning och lärande under covid-19-pandemin. Därtill visade det sig att bibehållandet av idrottsutövarnas hälsa samt fortsatt föreningsutveckling var betydelsefulla motivationsfaktorer för föreningsledarnas vidmakthållande av föreningsidrotten. Slutligen skulle det utifrån studiens resultat i relation till tidigare forskning kunna förmodas att föreningsledarnas utvecklade pedagogiska ledarskap genererat goda lärandemiljöer, vilket vidare främjat idrottsutövarnas fysiska, psykiska och sociala hälsa. / Covid-19 has been a worldwide pandemic which has affected the population on several levels. UNICEF is now warning of the long-term consequences for children and young people’s well-being and believes that it could create a lost Covid generation. Factors that affect individuals and have proven to be important for good health are physical activity and social community. Being active in a physical and social community is made possible by club sports, whereupon participation is extremely important for health. In addition, participation in community sports is considered a prerequisite for teaching and learning. Based on this, and on the effects of the pandemic, the purpose of the study was to shed light on how sports coaches describe how they developed their pedagogical leadership to promote learning and health for children and young people during the Covid-19 pandemic, as well as exploring what has motivated sports coaches to maintain training for children and youths. The theories applied in the study were socio-cultural learning and SOC. The data material was obtained via 11 semi-structured interviews with coaches in various sports, which were then analyzed based on a conventional qualitative content analysis. The results showed that the sports coaches’ pedagogical leadership had developed in the shape of being more flexible and communicative, which enabled conditions for continuing to conduct training and learning during the Covid-19 pandemic. In addition, it turned out that the maintenance of the athlete’s health and continued association development were important motivational factors for the sports coaches maintenance of community sports. Finally, based on the results of the study in relation to previous research, it could be assumed that the sports coaches developed pedagogical leadership generated good learning environments, which further promoted the athletes’ physical, mental, and social health.

How youths’ with physical disabilities experience social participation in physical activities is a subject that has not been extensively researched in Greece. Asking youths can give a deeper insight of their perceptions related to their social participation and how their contexts contribute to that. The family Participation Related Construct (fPRC) framework was used under the umbrella of the Systems Theory to guide the whole procedure of this study. A qualitative approach was conducted by five in-depth interviews with Greek youths (mean age 23) with physical disabilities using online video-call applications. A deductive content analysis was applied for this study, including four themes: 1) the construct of participation in the context of physical activity, 2) Intrinsic factors that influence social participation, 3) Intrinsic factors that are influenced by social participation, and 4) extrinsic factors that influence social participation. Results showed that youths overall described their social participation as a sense of belongingness and social connection with others. They perceived that attending the physical activities that were meaningful to them strongly influenced their social involvement. They also described that social participation in those specific contexts increased their self-confidence. Admittedly, family and activities were contextual aspects that positively influenced youths’ social participation. Results also showed the negative influence of the environment, such as the accessibility, state support and the COVID-19 pandemic, either directly or indirectly influenced youths’ social participation. Findings of this study support the need for future practical interventions in the Greek community, considering all aspects of the fPRC framework. Finally, collecting a broader number of perspectives will benefit the presented topic in order to create a more holistic view of what needs to be done to bring balance into the system.

Bakgrund: Majoriteten av barn och ungdomar i Sverige är aktiva inom en idrottsförening. Coronapandemin har påverkat idrottsrörelsen med olika restriktioner, rekommendationer samt nedstängningar under åren 2020–2022. Föräldrar har inte fått närvara vid deras barns träning och barn och ungdomar har fått sina träningsverksamheter anpassade efter rådande restriktioner.  Syfte: Syftet med studien var att undersöka coronapandemins påverkan på idrottsföreningar med verksamhet för barn- och ungdomar och att undersöka idrottsföreningarnas syn på framtiden för att generera en fördjupad förståelse kring ämnet.  Metod: Studien har en kvalitativ metod och en induktiv ansats. Under våren 2022 valdes sju idrottsföreningar och ett distriktsidrottsförbund ut i ett strategiskt urval. Datainsamlingen genomfördes med semistrukturerade intervjuer som spelades in och transkriberades. Därefter utfördes en kvalitativ innehållsanalys. Resultat: Analysen av datamaterialet resulterade i temat: ”Lärdomar från coronapandemin för en hållbar utveckling av idrotten” som är baserat på de fyra huvudkategorierna; ”Anpassning av föreningsverksamheten”, ”Förutsättningar för barn och ungdomar”, ”Engagemang för idrotten” och ”Synen på idrottens framtid”. Temat skildrar hur föreningarna har fått genomföra omställningar av verksamheterna under pandemin som varit lärorika och de kan själva se att dessa har lärt dem mycket som kan gynna dem i framtiden, exempelvis gällande det digitala omställningsarbetet och omställning från fokus på tävlingsverksamhet till mer tid för träningsverksamhet och minskat resande. Slutsats: Representanterna från idrottsföreningarna som deltog i studien har beskrivit att deras föreningar har fått anpassa sig under coronapandemin och att de har tagit lärdomar av omställningarna inom flera områden. Vissa omställningar har varit svåra medan andra har uppfattats som ett påskyndande av en naturlig utveckling. Exkluderandet av barn och ungdomars föräldrar under pandemin på grund av restriktionerna beskrivs ha både för- och nackdelar för idrottensföreningarna. Informanterna har beskrivit att barn och ungdomar har haft svåra förutsättningar när restriktionerna påverkat flera delar av deras liv. I pandemins spår beskrivs en möjlighet till omstart för föreningar och synen på den egna verksamheten är positiv men det finns även en oro för folkhälsans utveckling om idrottsverksamhet inte får de resurser som krävs för en hållbar framtid. / Background: Most of the children and youth in Sweden are active in a sports club. The corona pandemic has affected the sports movement with various restrictions, recommendations and shout downs during the years 2020–2022. Parents have not been allowed to attend their children's training and children and young people have had their training activities adapted to current restrictions.  Aim: The aim of the study was to investigate the impact of the corona pandemic on sports clubs in Sweden and its effect on children and youth and the sports club’s analyses about the future to generate an in-depth understanding of the subject.  Method: The study has a qualitative method and an inductive approach. In the spring of 2022, representatives from seven sports clubs and one district sports federation were selected in a strategic sample. The data was collected through semi-structured interviews that were recorded and transcribed. Subsequently, a qualitative content analysis was performed.  Results: The analysis of the data material resulted in the theme: "Lessons from the corona pandemic for a sustainable development in sport" based on the four categories that emerged: "Adaptation of sport club’s activities", "Conditions for children and young people", "Commitment to sports" and "The view of the future of sports". The theme describes how the sports clubs had to carry out changes to the activities during the pandemic that have been instructive, and they can see for themselves that these have taught them a lot that can benefit them in the future, for example regarding digital conversion and changing the focus from competition to more time for training activities and less traveling.  Conclusion: The representatives from the sports clubs have described that their clubs have had to adapt during the corona pandemic and that they have learned from the changes in several aspects. Some adjustments have been difficult while others have been perceived as accelerating a natural development. Parents have been excluded during the pandemic due to the restrictions and the distance created is described as having both advantages and disadvantages. The informants have described that during the pandemic, children and young people in the sports clubs have had difficult conditions when the restrictions affected several parts of their lives. In the wake of the pandemic, the informants see that the sports clubs have an opportunity for a restart and their view of their own clubs are positive, but they are worried about the development of public health if sports clubs don’t receive the resources required for a sustainable future.

Sexual and reproductive rights, like other human rights, are to be respected, protected and fulfilled by the state. Public authorities and welfare organizations thus have an obligation to conduct a work practice accordingly. Social services' supportive and promotive mission for individuals' living conditions should include SRHR in general, not least in the work with children and youths. Yet previous research points out many obstacles that obstruct a practice grounded in sexual and reproductive rights within different social work environments. This in turn makes it difficult to achieve better sexual and reproductive health. The aim of this study is to obtain a deeper understanding of how professional​​s at residential care centers within Malmö Stad experience the work related to youths sexual and reproductive health. Additionally the aim is to highlight the challenges involved in incorporating sexual and reproductive rights of placed youths. In order to achieve the purpose, a qualitative method was applied. Semi structured interviews have been conducted with six employees within said organizations. These objects of study all had professional experience in working close to the clients on behalf of social service's assignments. The empirics has been analyzed and interpreted based on theoretical concepts such as street-level bureaucracy and discretion. The findings are also related to previous research and state of knowledge presented in the study. The result indicates that all of the informants experience difficulties in executing a social work practice grounded in SRHR. These difficulties are experienced at different levels such as in relation to clients, colleagues, management and the mission itself. Unclear or lacking of priorities, different normative attitudes among staff, deficient or various knowledge and ambiguity seem to be prevalent factors. These results suggest that discretion plays a substantial role in regards to the SRHR grounded practice within residential care.

No description available.