Global ETD Search

11	Känslohantering och professionalitet i socialt arbete – att hålla känslorna i schack : - en kvalitativ studie om socialarbetares känslomässiga upplevelser i arbetet med personer med substansbruksproblem och psykisk ohälsa Karlsson, Alexandra, Nyman, Caroline January 2023 (has links) Emotions constitutes a large part of social work and social workers use their expertise to handle emotions of others while coping with their own. The aim of this qualitative study is to investigate the emotions that social workers experience, and how they manage their own emotions working with clients with both problematic substance use and mental illness. The study is based on eight semi-structed interviews with social workers, working closely with this specific client-group. We have analyzed our data according to Hochschild’s theory of “emotional labor”, by using a thematic analysis. The results shows that the work involves a wide range of emotions, where frustration, helplessness, joy and curiosity are the most common emotions. Being able to manage emotions and the way in which one does so appears to be strongly linked to professionalism. It appears that social workers should not show too much of their emotions, but not too little either. The results also show that the emotion management takes place in two different arenas, in the client meeting and in the workplace, and the emotion rules differ markedly depending on the arena. Managing emotions together with colleagues and through supervision also proved to be important for maintaining professionalism. emotional labor professionalism emotions emotion management feeling rules social workers emotionellt lönearbete professionalitet känslor känslohantering känsloregler socialarbetare Social Work Socialt arbete
12	Emotionellt arbete hos skolkuratorer : En studie om emotionellt lönearbete Öberg, Gusten January 2022 (has links) Denna intervjubaserade studie om emotionellt lönearbete hos skolkuratorer i Sverige visar att det emotionella lönearbetet präglas av olika normer för framträdanden och uttryck av känslor. Det emotionella arbetet är ett för skolkuratorn centralt verktyg för att upprätthålla känsloregler och sociala normer. Det emotionella lönearbetet används på olika sätt, genom ytagerande och djupagerande. Emotionellt lönearbete betraktas som en färdighet som kan förändras över tid, och som kan innebära en separation mellan privatperson och yrkesroll. Hanteringen av andras känslor verkar som ett emotionellt lönearbete riktat mot den som bemöts. Auktoriteten som kurator ger möjligheter att agera som påminnare om känsloregler för andra. Arbetet innefattar bearbetningar av känslor personligen och med andra. Studien bygger på interaktionistiska och emotionssociologiska perspektiv från Arlie Russell Hochchild och Erving Goffman. Tillvägagångssättet baseras på fenomenologiska perspektiv. Med hjälp av ett målstyrt urval och semistrukturerade intervjuer har information inhämtats från fem skolkuratorer på svenska gymnasieskolor.
13	Relationships of power: exploring teachers' emotions as experienced in interactions with their peers. Martin, Judith Violet 24 August 2009 (has links) Emotions play a significant role in the lives of teachers, especially in their interactions with their workplace peers. This research uses a case study approach to explore this topic through the medium of an asynchronous on-line discussion group. Twelve public school teachers, eight women and four men, from BC, Canada, volunteered to participate anonymously in a 12 week on-line forum. The study was guided by three research questions: 1) How do teachers make sense of their emotional interactions with their peers? 2) How do these understandings change through discussion with a group of peers over 12 weeks? 3) What understandings of the emotional processes of school culture emerge when teachers discuss and reflect on these emotional aspects of their work in a collaborative setting? The participants responded to weekly focus questions and also initiated their own discussion topics. They were introduced to alternative perspectives of emotion, including the social constructionist, feminist, and discursive. They were asked to focus on everyday interactions with their peers and to suggest what the emotions they experienced and observed achieved within the group. They were also encouraged to pay attention to the feeling rules in their staff meetings and to notice which emotions they thought were deemed appropriate to be expressed and which were deemed inappropriate. Initially the participants used a number of strategies based on the individualized and psychological perspectives of emotions to make sense of their interactions. During the discussion group they were able to discuss their interactions in a safe non-judgemental setting and to reinterpret them in light of new information. Competition, patriarchy, and neo-liberal education policies were seen to influence the dynamics of the workplace. Two mechanisms which appeared to link the teachers’ individual, private experiences of emotions with the culture of the school were the use of the words “positive” and “negative” and the norms embedded in the feeling rules of each school. These mechanisms both constrained and allowed the expression of certain emotions, opinions, and points of view in the workplace, thereby highlighting the political role of emotions. Symbolically the forum represented a collective space within an individualized world. education emotion teacher interaction peers asynchronous on-line workplace collectivity culture school feeling rules norms competition patriarchy positive negative staff meetings social construction discursive feminist collaborative Canada BC process neo-liberal politics individualized collective emotional process experience public discussion group case study

Page generated in 0.0864 seconds