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  • 1.
    Koziel, Sylwia
    et al.
    Södertörn University, School of Social Sciences, Social Work.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Discourses about children’s participation and child perspective: A comparative study of the policy documents that guide social work in Sweden and Germany2023In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. XVI, no 1-2, p. 90-105Article in journal (Refereed)
    Abstract [en]

    This article compares Swedish and German social work, including policy documents, and discusses the policies of these two countries regarding the implementation of children’s rights in social work practice. The analysis focuses on two main concepts that are used in social work practice: the concept of a child perspective in Sweden and the concept of participation in Germany. This study aims to investigate the ideas, values and guidelines mediated by political institutions to social workers in the field. The results showed that both the Swedish and German policy documents gave the distinct impression that the concepts had been properly implemented and formed part of child welfare practice. In the Swedish context, the idea of both making children visible and the formal aspects were highlighted, whereas in Germany, participation was related to an educational discourse. However, it is argued here that the discourses suggest that there is unequal relationship between children and adults, and we conclude that social workers must contribute to the child’s status as an active subject.

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  • 2.
    Koziel, Sylwia
    et al.
    Södertörn University, School of Social Sciences, Social Work.
    Hultman, Lill
    Södertörn University, School of Social Sciences, Social Work.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Bertilsdotter Rosqvist, Hanna
    Södertörn University, School of Social Sciences, Social Work.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Failures in the Child Perspective: Social Workers’ Experiences of Losing Focus of the Child2023In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 31, no 2, p. 352-377Article in journal (Refereed)
    Abstract [en]

    Children’s invisibility, non-participation or limited participation can be associated with social workers’ experiences of losing focus of the child in their work, while at the same time navigating organisational and legal demands where a child perspective is strongly promoted. This article sheds light on social workers’ experiences of workingwith a child perspective and with children’s participation. Six in-depth interviews were conducted with professionals from social services and ngo s and from different child welfare services in Sweden. Our findings indicate that losing focus of the child is a common phenomenon that relates to the dominance of adult-centred practice and that child-centred methods need to be developed. Social workers from NGOs described having better opportunities for working in a child-centred way. Losing focus of the child mirrors the subordinated position of child-centred practice, proving that a child perspective and children’s participation are still inadequately anchored in social work practice.

  • 3.
    Hultman, Lill
    et al.
    Södertörn University, School of Social Sciences, Social Work.
    Bertilsdotter Rosqvist, Hanna
    Södertörn University, School of Social Sciences, Social Work.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Koziel, Sylwia
    Södertörn University, School of Social Sciences, Social Work.
    Making me with others-gendered meanings of youth and youthfulness among young female disabled assistance users2023In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 38, no 9, p. 1626-1646Article in journal (Refereed)
    Abstract [en]

    The paper explores how disabled girls with Personal Assistants (PA:s) in a Swedish context constitute themselves as subjects in relation to intersecting meanings of age, gender, space, time and disability. The results illuminate the importance of social spaces and social relationships for the girls’ forming their sense of selves. Similar to ablebodied girls, disabled girls’ transition into adulthood can be viewed as a yoyo-transitions, entering and exiting different adult positions several times. Unlike ablebodied girls, they enter adult positions not commonly associated with youths, such as work leadership positions in relation to adult employees, such as the adult PA. This implies that they to some extent manage their own process of becoming an adult. Our findings stress the importance of recognition and awareness of disabled girls transition to adulthood as different not pathological to nondisabled girls’, where consideration is taken both to individual needs and preferences of female assistance users.

    • All girls need to develop their sense of themselves to become women
    • Disabled girls with personal assistants find it difficult to live ordinary lives as girls without the support of external personal assistants
    • With the help of personal assistants disabled girls can participate in the places and with the people they choose themselves
    • The relationship with the personal assistant put demands on the disabled girl to become a woman faster than abledbodied girls, in the same time it can hinder the girl’s development into a woman
    • It is important for practioners and policymakers to recognize the dual role of personal assistants in disabled girls lives
  • 4.
    Elmersjö, Magdalena
    et al.
    Södertörn University, School of Social Sciences, Social Work.
    Koziel, Sylwia
    Södertörn University, School of Social Sciences, Social Work.
    Hultman, Lill
    Södertörn University, School of Social Sciences, Social Work.
    Bertilsdotter Rosqvist, Hanna
    Södertörn University, School of Social Sciences, Social Work.
    Hallqvist, Johan
    Södertörn University, School of Social Sciences, Social Work.
    Obrenovic Johansson, Sanja
    Södertörn University, School of Social Sciences, Social Work.
    Swedish citizenship through multicultural parenting: parental support as a learning practice for migrant parents in Sweden2022In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 25, no 2, p. 329-340Article in journal (Refereed)
    Abstract [en]

    This article examines the role of a civil society organisation that offers parental support to migrant parents with regard to meanings of parenthood and citizenship. It is based on the results of an action research study of a civil society organisation. The material consists of notes from participatory work in a local centre for children, youth and their parents, and of interviews with professionals, a project manager of the local organisation, and a public servant and a social worker who both work for the district council. Additional material is taken from notes of study visits to organisations working with the same target group. The results highlight four central themes. The first two themes, difficult parents in a precarious place and a place with a future?, revolves around parental needs in relation to place, the suburb. The third theme, civic parenting practices, focuses on parenting practices as civic practices. The fourth theme, gendering parent citizens, discusses the gendered meanings of the parent citizen as both an object and an agent of integration.

  • 5.
    Koziel, Sylwia
    Södertörn University, School of Social Sciences, Social Work.
    Barnperspektiv i det socala arbetet? En analys av diskurser kring barnperspektiv och storstaden i Socialstyrelsens dokument2019In: Socialt arbete i storstaden: Villkor och praktik / [ed] Alinia Minoo & Songur Welat, Stockholm: Liber, 2019, 1, p. 161-178Chapter in book (Other academic)
  • 6.
    Koziel, Sylwia
    Södertörn University, School of Social Sciences, Social Work.
    ”De tyckte att de var finare”: En adressatstudie om föräldrastöd för småbarnsföräldrar i Tyskland2015In: ARKIV. Tidskrift för samhällsanalys, ISSN 2000-6225, E-ISSN 2000-6217, no 4, p. 99-120Article in journal (Other academic)
    Abstract [sv]

    Sylwia Koziels artikel ger en bakgrund till det föräldrastöd som erbjuds småbarnsföräldrar i Tyskland och presenterar resultat från en så kallad adressatstudie. Både socialt utsatta föräldrars erfarenheter av föräldra–barn-grupper och nyblivna föräldrars livssituation (här med fokus på sociala nätverk) har undersökts genom intervjuer. Analysen mynnar ut i empiriskt grundade typologier och i formuleringen av specifika lärande- och bildningsteman som är kopplade till föräldrarnas livssituation och som kan vara relevanta för utvecklingen av föräldrastödsverksamhet. Resultaten visar bland annat att den traditionella kärnfamiljen tjänade som normalitetsideal och försvårade eller omöjliggjorde deltagande för de som tyckte sig avvika från normen, samt att socialt utsatta föräldrar använde föräldrastöd för att kompensera för resursbrister. Vidare visar resultaten att sociala nätverk kan upplevas som en belastning och att lärande- och bildningstemana då handlar om att kunna avgränsa sig eller att etablera några få men stödjande relationer.

  • 7. Koziel, Sylwia
    Konfliktfelder und Bildungsthematiken von Familien: Ein Beitrag zur sozialpädagogischen AdressatInnenforschung im Kontext von Familienbildung2011In: Jugendhilfeforschung: Kontroversen – Transformationen – Adressierungen / [ed] Arbeitskreis "Jugendhilfe im Wandel", Wiesbaden: VS Verlag für Sozialwissenschaften, 2011, p. 265-276Chapter in book (Other academic)
  • 8. Bergs-Winkels, Dagmar
    et al.
    Koziel, Sylwia
    Buschorn, Claudia
    „Sure Start“ in Münster: ein Familienbildungsprojekt mit bildungsfernen und wirtschaftlich armen Familien2011In: Forschung in der Frühpädagogik II / [ed] Klaus Fröhlich-Gildhoff & Iris Nentwig-Gesemann, Freiburg: FEL Verlag Forschung - Entwicklung - Lehre , 2011, p. 197-221Chapter in book (Other academic)
  • 9.
    Koziel, Sylwia
    Technische Universität Dortmund, Germany.
    Lern- und Bildungsthematiken beim Übergang zur Elternschaft: Ein Beitrag zur sozialpädagogischen AdressatInnenforschung im Kontext von Familienbildung2010Doctoral thesis, monograph (Other academic)
    Abstract [de]

    Die Dissertation stellt einen Beitrag zur sozialpädagogischen AdressatInnenforschung im Kontext von Familienbildung dar. Das Ziel der Untersuchung richtete sich auf zwei Aspekte: Zum einen wurde eine Rekonstruktion der Lebenssituation der AdressatInnen angestrebt, zum zweiten wurden Anknüpfungspunkte, in Form von Lern- und Bildungsthematiken, für die Familienbildung herausgearbeitet. Im Fokus der Untersuchung steht die größte TeilnehmerInnengruppe von Familienbildung: Familien, die sich beim Übergang zur Elternschaft befinden (werdende Eltern sowie Eltern mit Kleinkindern). Darüber hinaus werden ‚benachteiligte’ Eltern berücksichtigt, die Zielgruppe also, die von Familienbildung nicht erreicht wird, jedoch erreicht werden soll. Bei der Untersuchung handelt es sich um eine qualitative Studie, bei der insgesamt 18 Mütter, Väter und Erziehungsberechtigte mit der Methode des problemzentrierten Interviews befragt wurden. Die Auswertung erfolgte in Anlehnung an die Grounded Theory und mündete in einer Typenbildung. Theoretische Anknüpfungspunkte bilden die Theorie der Familienerziehung von Mollenhauer, Brumlik und Wudtke (1975) sowie die strukturale Bildungstheorie von Marotzki (1990). Die Ergebnisse geben Einblick in die Lebenssituation der AdressatInnen und berücksichtigen Eltern, die sonst in der Forschung vernachlässigt werden (Eltern, die von der klassischen Kleinfamilie abweichen). Ein zentrales Ergebnis ist, dass die aktuelle (inhaltliche) Ausrichtung von Familienbildungsangeboten zu kurz greift und zum Ausschluss von Eltern führt, die vom Ideal der ‚Normalfamilie’ abweichen. Des Weiteren wurde aufgezeigt, dass das politisch und fachlich unterstellte Desinteresse ‚sozial benachteiligter’ Eltern an Familienbildung nicht haltbar ist. Vielmehr hat sich gezeigt, dass gerade Eltern, die von sozialer Ungleichheit betroffen sind, Familienbildung als Kompensation mangelnder Ressourcen nutzen. Die Ergebnisse geben Anhaltspunkte, über die Ausrichtung der Familienbildung kritisch zu reflektieren und zeigen Anknüpfungspunkte in Form von adressatInnenspezifischen Lern- und Bildungsthematiken auf.

  • 10. Koziel, Sylwia
    et al.
    Buschhorn, Claudia
    Bergs-Winkels, Dagmar
    Sure Start Münster: Familienbildung mit neuem Fokus2009In: Standpunkt Sozial, ISSN 0937-5791, no 3, p. 60-67Article in journal (Other academic)
  • 11. Koziel, Sylwia
    Krise: Junge Familie? Zur Lebenssituation junger Familien in Bezug auf Beratungs- und Bildungsangebote2007In: Beratung Aktuell – Zeitschrift für Theorie und Praxis der Beratung, ISSN 1439-5916, Vol. 8, no 2, p. 85-100Article in journal (Other academic)
1 - 11 of 11
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  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
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