French and Swedish teachers’ social representations of social workers

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French and Swedish teachers’ social representations of social workers

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Publication Article, peer reviewed scientific
Title French and Swedish teachers’ social representations of social workers
Author(s) Danermark, Berth ; Englund, Ulrika ; Germundsson, Per ; Ratinaud, Pierre
Date 2014
English abstract
Collaboration on children at risk is essential, but our knowledge about interprofessional collaboration between social workers and educators is limited. The aim of this study is twofold: (1) to describe French and Swedish teachers’ social representation of social workers; and (2) to compare these social representations. The French sample group is composed of 77 secondary school teachers (of students from 11 to 18 years old), and the Swedish sample group is composed of 94. The method used was a ‘free association task’, commonly used to access the semantic content of social representation. Two different social representations of social workers were revealed, one for the French and one for the Swedish teachers. The French representation is characterised by highly positive aspects such as support, listening and competence. Swedish teachers’ social representation of social workers is completely different: negative associations were common (44%), and among these, professional secrecy and law and regulations dominated. One plausible explanation is the difference of French and Swedish teachers’ roles regarding collaboration with social workers.
DOI http://dx.doi.org/10.1080/13691457.2013.829803 (link to publisher's fulltext)
Publisher Taylor & Francis
Host/Issue European Journal of Social Work;4
Volume 17
ISSN 1369-1457
Pages 491-507
Language eng (iso)
Subject(s) social representation
children at risk
child welfare
international social work
professions
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/16147 (link to this page)

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