The purpose of the study has been to examine school social workers´ professional practice in order to create an understanding of the opportunities and obstacles that exist for school social workers in their work against cyberbullying. This study has been based on a qualitative method where eight semi-structured interviews with school social workers from different municipalities in Sweden. The empirical data has been analyzed on the basis of previous research and the theoretical framework: professional theory and discretion. The results show that the school social worker´s professional role is characterized by overall job descriptions and a responsibility for adolesecents´ well-being. Cyberbullying appears to be complex and difficult to access, while at the same time it is important to prevent. The school social worker pursues prevention through collaboration with teachers and guardians and through class exercises. Factors that affect the school social worker's opportunities to work preventively are time and school management.

Juvenile delinquency is acknowledged as a social problem but the research is often focused to larger cities. The purpose of the study was to elucidate the understanding of professionals of the problem of juvenile delinquency in a smaller town like Örkelljunga municipality. We also wanted to investigate how the understanding of juvenile delinquency is used, is disseminated and contributes to developing practices in the work against juvenile delinquency. To be able to answer the purpose of this study, we decided to do a case study. The selection of interviewees was made through snowball selection and qualitative interviews were conducted. We also reviewed meeting documents from a local project working on crime in the municipality. The conclusion in our study is that the professional social workers in Örkelljunga have created a natural practice that strives to involve and nurture young people into a life without crime. This is done through relationship-building projects in which young people on glide are involved in a context of positive role models.

This thesis examines the suicide preventive work done in the Swedish municipalities with a focus on the municipal officials responsible for suicide preventive work within the municipality and the state’s governance. The study uses a qualitative research design and the empirical material consists of interviews done with the municipal officials in nine different municipalities around Sweden. The intention of the thesis is to study the governing mechanisms and how the suicide preventive work is implemented in the Swedish municipalities. Furthermore, this study examines the municipal officials’ perceptions of the suicide preventive work. The officials’ perception of the suicide preventive work is essential and is a ground pilar in the work. The thesis also applies the implementation perspective along with the governance perspective to understand the suicide prevention’s challenges and the process of the work. Moreover, the thesis briefly summarizes two reports from Public Health Agency of Sweden (Folkhälsomyndigheten) regarding Sweden’s suicide preventive work in all the municipalities, regions and county administrative boards to give a summary of the work being done in Sweden as well as comparison to the interviews.    The thesis establishes that the suicide preventive work differs between the municipalities and that municipal officials have a much bigger effect on the result than anticipated. The size of the municipalities does not play a huge role, but the politics and resources are essential if the municipalities want to succeed. However, the goal of the government is their vision zero and the interviews have shown that Sweden is nowhere near its goal. The government’s use of soft power seems to have a contributing effect in this and the lack of demands in the suicide preventive work shows that municipalities have handled the issue differently: some have come a long way and have very developed work, and some have a lot left to work with.

The study “social services work against youth criminality” purpose is to develop knowledge about how employees in the social services describe the causes of youth criminality and how to prevent and work against youth criminality. Our data has been collected from five interviews with contributors from the social services. The theories used in the study are stigma, empowerment and Payne ́s three perspectives within social work. The collected data shows that the most important social factors that can prevent and get youngster out of criminality are parents, school and the environment itself. This is what the social services mainly works on with their crime prevention work. The study is based on qualitative interviews, with help from a semistructured interview guide. The main results show that youngsters with poor schooling and parenthood are the reason why they end up in a criminal path. This is also what the social services focus on mostly, in order to prevent youth criminality in collaboration between the social services and youngster's environment, which are primarily the school and the parents. / Syftet med denna studie är att utveckla kunskap om hur medarbetare inomsocialtjänsten beskriver orsaker till ungdomskriminalitet och arbetar med attmotverka och förebygga ungdomskriminalitet. I studien har femsemistrukturerade intervjuer genomförts med medarbetare inomsocialtjänsten. Det empiriska materialet har analyserats med stöd i teorierom stigma, empowerment och Paynes tre perspektiv på socialt arbete.Resultatet visar att de sociala faktorer som har mest betydelse för att hindraoch hjälpa ungdomarna ur kriminalitet är föräldrar, skolan och den närmstaomgivningen. Det är vad socialtjänsten främst fokuserar sinabrottsförebyggande insatser på. Vidare visar studien att ungdomar medstrulig skolgång och där det finns brister i föräldraskapet är orsaker bakomatt de hamnar i en kriminell livsstil. Det är även vad socialtjänsten läggermest fokus på. För att förebygga ungdomskriminalitet så krävs det, enligtintervjupersonerna, en samverkan mellan socialtjänsten och ungdomensomgivning som är främst skolan och föräldrarna.

Syftet med denna undersökning har varit att undersöka och analysera hur arbetet mot våldsbejakande extremism bedrivs i Gävleborgs län och vilka utmaningar som finns kopplat till ett sådant arbete. Studien gjordes genom nyckelpersonsintervjuer. Resultatet visade att arbetet mot våldsbejakande extremism precis har påbörjats i vissa kommuner medan andra inte har inlett ett sådant specifikt arbete. Flertalet kommuner avvaktar med att formulera en lokal handlingsplan i väntan på regionala direktiv.   Kommunerna i Gävleborgs län anser att förebyggande arbete ska bedrivas i enighet med de nationella rekommendationerna och genom att fortsätta befintliga demokratifrämjande och förebyggande arbete.   Utmaningar som framträdde gällande det lokala arbetet mot våldsbejakande extremism var bland andra osäkerhet, vilken verkade vara kopplad till kunskapsbrist om våldsbejakande extremism och till rådande samhällsdebatt. Till viss del fanns också en osäkerhet kopplad till lagstiftning gällande främst sekretess och personlig integritet. Därtill framstod olika aspekter av samordning som centrala utmaningar.

The purpose of the study is to contribute knowledge about preschool teachers' different experiences of exclusion in free play within child groups in preschool education. We conducted semi-structured interviews with a flexible interview guide, and to address our research questions, we utilized a phenomenographic analysis model. The gathered material was analyzed based on the socio-cultural theory and its various concepts.The study involved eight interviews with preschool teachers who have varying years of experience in the profession. The results of the study indicate that the preschool teachers consider free play has an important meaning for children in preschool, and exclusions can occur for several reasons. It can be due to deficiencies in play skills or social interactions. The preschool teachers have described approaches that can act preventively to prevent children from being excluded in free play.The conclusion of the study shows that the preschool teachers largely employ the same approaches in preventive work and seek assistance from special educators if necessary. / Studiens syfte är att bidra med kunskap om förskollärares olika erfarenheter av exkludering i den fria leken i barngrupper i förskolans utbildning. Vi har använt semistrukturerade intervjuer med flexibel intervjuguide och för att få svar på våra frågeställningar har vi använt en fenomenografisk analysmodell. Det material som framkommit har analyserats utifrån den sociokulturella teorin och dess olika begrepp. I studien genomfördes åtta intervjuer med förskollärare som har olika långa erfarenheter av yrket. Resultatet av studien visar att förskollärarna anser att den fria leken har en viktig betydelse för barnen i förskolan och att exkluderingar kan ske av olika orsaker. Det kan bero på brister gällande lekkompetens eller i sociala samspel. Förskollärarna har beskrivit förhållningssätt som kan verka förebyggande för att barn inte ska exkluderas i den fria leken. Slutsatsen av studien visar att förskollärarna till stor del använder samma förhållningssätt i det förebyggande arbetet och att de tar hjälp av specialpedagoger om så behövs.

Tidigare forskning visar samband mellan psykisk ohälsa bland grundskoleelever och höga krav i skolan, samt stressen som detta medför. En viktig del i skolans hälsofrämjande och förebyggande arbete är elevhälsoteamen, vars centrala uppgift är att medverka till att stärka elevernas hälsa. Syftet med denna studie var att undersöka svenska elevhälsoteams erfarenheter av psykisk ohälsa bland grundskoleelever. För att besvara syftet användes kvalitativ metod i form av åtta individuella forskningsintervjuer med olika professioner inom ett flertal elevhälsoteam i grundskolan. En innehållsanalys utfördes med hjälp av teorin känsla av sammanhang (KASAM). Resultatet visade att det ofta är flertalet samverkande faktorer som leder till att en ung människa utvecklar psykisk ohälsa, och att det ofta handlar om krav och stressen som kraven medför. Studiens slutsats är att det finns en hel del metoder och sätt att arbeta hälsofrämjande inom skolvärlden, exempelvis genom att stärka föräldrar i sin roll, eller genom undervisning i värdegrundsarbete. Tiden räcker dock inte till på grund av bristande resurser i form av ekonomi och arbetskraft. Det är av vikt att få till förändringar som resulterar i att mer tid kan läggas på hälsofrämjande och förebyggande arbete för att kunna förbättra den psykiska hälsan bland eleverna i ett långsiktigt perspektiv. / Previous research shows a connection between mental illness among compulsory school students and high demands within school, as well as the stress that this entail. An important part of the school's health promotion and prevention work are the student health teams, whose central task is to contribute to strengthening students' health. The purpose of this study was to investigate Swedish student health teams' experiences of mental illness among compulsory school students. To answer the purpose, a qualitative method was used in the form of eight individual research interviews with different professions within several student health teams in compulsory school. The results of this study were analyzed using the theory sense of coherence (SOC). The results showed that there are often several interacting factors that lead to a young person developing mental illness, and that it is often about demands and the stress that the demands entail. The study's conclusion is that there are a lot of methods and ways of working to promote health within the school world, for example by strengthening parents in their role, or by teaching students about basic values. However, there is often not enough time due to a lack of resources in terms of finances and manpower. It is important to bring about changes that result in more time being spent on health promotion and prevention work to improve the mental health among students in a long-term perspective.

Syftet med uppsatsen var att undersöka hur familjebehandlare i socialtjänsten beskriver de kunskapsmässiga förutsättningarna i arbetet avseende neuropsykiatrisk funktionsnedsättning [NPF] samt att fördjupa förståelsen för hur detta upplevs kunna få betydelse för ett preventivt arbete gentemot föräldrar vars barn har en NPF-diagnos. Studien genomfördes genom semistrukturerade intervjuer med sex familjebehandlare inom socialtjänsten i fem mindre kommuner i Västra Götaland. Teori om systemteorin och begrepp om kunskap, makt och handlingsutrymme användes för att fördjupa förståelsen för det insamlade materialet. En tematisk analys valdes för att analysera materialet. Resultatet visade att familjebehandlarnas kunskaper om NPF upplevdes bero på den enskildes intresse och erfarenheter av ämnet.  Det framkom att familjebehandlarna inte hade fått någon formell utbildning om NPF varken under den akademiska utbildningen eller av arbetsgivaren. Resultatet visade även att det fanns motsägelser kring vilka kunskaper familjebehandlarna borde besitta och vad förebyggande arbete innebär. Familjebehandlarna beskrev att det preventiva familjearbetet påverkades av kunskaper om NPF, de beskrev att kunskapen om NPF bör vara specialiserad för att kunna arbeta preventivt. De beskrev samtidigt att det preventiva familjearbetet var oberoende av den enskilde familjebehandlarens kunskapsnivå eftersom de möter varje individ utifrån enskilda behov. Familjebehandlarnas uppfattningar om vad som tillhörde deras yrkesroll påverkade deras behov av att vilja ha specialiserade kunskaper. Slutsatsen var att det finns ett behov av preventivt arbete och kunskapsutveckling om NPF eftersom familjebehandlare möter en omfattande mängd av föräldrar vars barn har en NPF-diagnos. En kompetensutveckling skulle kunna medföra en stabilare kunskapsbas hos familjebehandlare, som dessutom skulle kunna leda till en utveckling av det preventiva familjearbetet inom socialtjänsten. En stabilare kunskapsbas skulle även kunna bidra till bättre och effektivare stöd för familjer. / The purpose of the essay was to examine how family therapists in social services describe the knowledge prerequisites in their work regarding neurodevelopmental disorders (NDD), and to deepen the understanding of how this might be relevant for preventive work with parents whose children have an NDD diagnosis. The study was conducted through semi-structured interviews with six family therapists within social services in five smaller municipalities in Västra Götaland. Theory on systems theory and concepts of knowledge, power, and agency were employed to deepen the understanding of the collected material. A thematic analysis was chosen to analyze the material. The results showed that family therapists' knowledge of NDD was perceived to depend on the individual's interest and experiences in the subject. It emerged that family therapists had not received any formal training on NDD either during their academic education or from their employer. The results also showed contradictions regarding which knowledge family therapists should possess and what preventive work entails. Family therapists described that preventive work was influenced by knowledge of NDD, expressing that knowledge about NDD should be specialized to work preventively. They also described that preventive work was independent of the individual family therapist's level of knowledge because they meet each individual based on individual needs. Family therapists' perceptions of what belonged to the professional role influenced their need for specialized knowledge. The conclusion was that there is a need for preventive work and knowledge development regarding NDD, as family therapists encounter a substantial number of parents whose children have an NDD diagnosis. Competence development could lead to a more stable knowledge base among family therapists, which could also lead to the development of preventive work within social services. A more stable knowledge base could also contribute to better and more effective support for families.

Syftet med undersökningen är att jämföra hur legitimerade lärare och rektorer i två olika kommuner med olika lång erfarenhet inom yrket resonerar gällande läs- och skrivinlärning men även hur de planerar och anpassar sin undervisning för att förebygga läs- och skrivsvårigheter. Syftet är även att ta reda på de anpassningar som sker i klassrumsundervisningen för de elever som redan befinner sig i svårigheter med läsning och skrivning. Metoden som användes i den här undersökningen är kvalitativa semistrukturerade intervjuer där två lärare och två rektorer intervjuades och spelades in. Det empiriska materialet som framkom har analyserats och delats in i tre olika teman som speglar frågorna och syftet i undersökningen. Resultaten blev att samtliga informanter hade relativt lika mål hur skolverksamheten ska fungera, men huvudresultaten som visade sig är vikten av tidig upptäckt, användning av olika metoder i undervisningen samt att de anpassningar som är bra för en del är oftast bra för alla. / The aim of this study is to compare how teachers and headmasters in two different municipals, with various experience in the school profession think and plan their education according to how to prevent reading and writing difficulties. The aim is also to study which arrangements they make to help most students and adjust their education in the classroom for those who already have writing and reading difficulties. This study uses a qualitative semi-structured interviewing method where two teachers and headmasters get interviwed and recorded. The empirical material that the interviwes resulteted in have been analysed and devided in three different themes which reflect the aim and questions of this study. The results was that all of the informants had comparatively same goals for how the school is supposed to work, but the main resultats showed the importance of an early discovery of the students which may get reading and writing difficulties, but also the different methods used in the education and the usage of arrangement that shows that if it’s good adjustments and support for some, it’s useful for everyone.

The purpose of this study is to describe how the principal and the special pedagogue perceive and define pupil ill-health prevention and pupil health enhancement in their work. It explores how they understand the role they play in elevhälsan, literally meaning pupils' health. And how meetings are run and decisions are made within the pupils' health teams at selected schools. Questions that will be answered are: How do the principal and the special pedagogue perceive pupil ill-health prevention and health enhancement work of the pupil health team at the school? How do the principal and the special pedagogue perceive their roles in the health of the pupils? How are decisions made and followed through at the pupil healthcare meetings? This qualitative study used semi-structured interviews and phenomenological inspired methodology. Pupil health teams from three different schools were interviewed, and in total three principals and five special pedagogues took part in this study. The analysis of the results of this study show that further consensus between the different health promoting coordinators is needed in the implementation of the pupil ill-health prevention and health enhancement work. Further findings show inconsistencies in how the different pupil health teams conduct their meetings and in how decisions are implemented. A majority of the pupil health teams used the meetings to address existing problems, rather than ill-health prevention and health promotion efforts. The principals demonstrated that they have a greater consensus in how they define their role in promoting pupil health, as opposed to the special pedagogues who expressed a more varied picture of their role. This study also demonstrates that the pupil health team that was most effective in pupil health developments was the team that had further education in pupil health. Findings also show that the different health coordinators have an important role in furthering development and accessibility of the learning environment for the pupils, and in contributing to creating a 'school for everyone'. The demands on the special pedagogues to meet all pupils' differences, and to see these differences as an asset, are great. The requirement of a 'school for everyone' is a lot to ask for. To create a school that has learning environments tailored to everyone's individual needs requires an understanding and consensus between the different pupil health coordinators. This can sometimes be a dilemma, yet the pupil health coordinators have an important role to fill in these realms. This study also found that it was of utmost importance to have a clearly defined organisation and definition of the what the ill-health prevention and health enhancement work involved. To promote this the pupil health coordinators must create a meeting culture that supports the pupil ill-health prevention and health promotional work.