The aim of this study was to create an understanding about what kind of knowledge social workers, that work in social services, use in determining a child's participation in an investigation with the focus on the child's maturity and age. We also had the aim to get an understanding about if the reasoning about a child's maturity could lead to learning. With a qualitative approach and with semi structured interviews, seven social workers were interviewed. We were inspired of an hermeneutical approach. As the theoretical starting point, the concepts of knowledge, discretion and learning were used to analyze our data. The conclusion of this study was that social workers use a combination of several knowledge forms when assessing children's participation based on maturity. Tacit knowledge, scientific knowledge and institutionalized knowledge were used mainly to gather information to assess the maturity of the children. Articulated knowledge and bodily knowledge were used in the reasoning in how to make children participated. The use of several forms of knowledge in combination with the reasoning of children's participation based on maturation leads to learning. However, the social workers implied that the children's participation wasn’t depending on maturity, rather that maturity only determined in which way the child was going to be participated.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-75475 |
| Date | January 2018 |
| Creators | Bergholm, Erika, Gustafsson, Lisa |
| Publisher | Linnéuniversitetet, Institutionen för socialt arbete (SA), Linnéuniversitetet, Institutionen för socialt arbete (SA) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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