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Bergnéhr, Disa
Alternative names
Publications (10 of 23) Show all publications
Bergnéhr, D. (2016). Unemployment and conditional welfare: Exclusion and belonging in immigrant women's discourse on being long-term dependent on social assistance. International Journal of Social Welfare, 25(1), 18-26.
Open this publication in new window or tab >>Unemployment and conditional welfare: Exclusion and belonging in immigrant women's discourse on being long-term dependent on social assistance
2016 (English)In: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 25, no 1, 18-26 p.Article in journal (Refereed) Published
Abstract [en]

Long-term unemployment with dependency on social assistance in Sweden has increased and is particularly high among foreign-born persons. The present study explored immigrant recipients' experiences of being welfare reliant. Swedish-Iraqi women's construction of exclusion and belonging in relation to policies and welfare regulations was scrutinised. The women referred to unemployment with frustration, expressing that it renders dependence on social welfare and enforces adherence to the stipulations of the social services. The individual's mobility and agency are restricted and concerted efforts to obtain employment are futile, which increase the sense of exclusion. However, the entitlement to social assistance also engenders feelings of belonging, of being connected to and cared for by the new country. More research is needed to examine the role that social assistance regulations play in forming feelings of belonging and exclusion. It appears essential that political initiatives be taken to reverse the trend of high unemployment among foreign-born persons.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2016
National Category
Social Sciences Interdisciplinary Social Work
Identifiers
urn:nbn:se:liu:diva-119704 (URN)10.1111/ijsw.12158 (DOI)000366142200003 ()
Note

Funding agencies: Swedish National Institute of Public Health

Available from: 2015-06-24 Created: 2015-06-24 Last updated: 2018-01-11
Bergnéhr, D. (2015). Advancing home-school relations through parent support?. Ethnography and Education.
Open this publication in new window or tab >>Advancing home-school relations through parent support?
2015 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831Article in journal (Refereed) Published
Abstract [en]

The present study explores a local initiative to develop parent support services through the school system. In focus are the discourse on home–school relations and parent support and the interplay between discourse and practical occurrences. Official documents, interviews and notes from municipal meetings and informal conversations were obtained from a local authority during 2009–2013. The results show that the education system is discursively positioned as an important player for the administration and organisation of parent support. All the same, opposing arguments are given precedence in decisions concerning what home–school relations should entail. The study explicates that parent support, when connected to compulsory education, is preferably conceptualised as part of and contingent on the forms and characteristics of home–school relations. Furthermore, it makes evident that the term school is recurrently used as a synonym of teachers. This has implications for both home– school relations and parent support.

Keyword
home-school relations; parent support; compulsory education; local authority; critical discourse analysis
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-112976 (URN)10.1080/17457823.2014.985240 (DOI)
Available from: 2015-01-07 Created: 2015-01-07 Last updated: 2018-01-11
Bergnéhr, D. (2015). Föräldrastöd genom skolan: Diskursiva tillämpningar av nationell politik inom en svensk kommun. Nordic Studies in Education, 35(1), 70-83.
Open this publication in new window or tab >>Föräldrastöd genom skolan: Diskursiva tillämpningar av nationell politik inom en svensk kommun
2015 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 1, 70-83 p.Article in journal (Refereed) Published
Abstract [en]

The present paper conducts a conceptual analysis of how parent support is recontextualised when connected to the education system in a Swedish local authority. Official documents and interviews with officials are analyzed. The study shows that in the discourse on parent support, supporting activities are commonly connected to the teachers, and consequently the teachers are made responsible for the provision of support. The student health services or other professionals such as leisure time personnel are less prominent in the discourse. The paper asks for reflection on the part of compulsory schooling in health promoting and risk preventing work.

Keyword
parent support, compulsory education, sociology of education, Sweden
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-116333 (URN)
Funder
Swedish National Institute of Public Health
Available from: 2015-03-25 Created: 2015-03-25 Last updated: 2018-01-11
Bergnéhr, D. & Zetterqvist Nelson, K. (2015). Where is the child? A discursive exploration of the positioning of children in research on mental-health-promoting interventions. Sociology of Health and Illness, 37(2), 184-197.
Open this publication in new window or tab >>Where is the child? A discursive exploration of the positioning of children in research on mental-health-promoting interventions
2015 (English)In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 37, no 2, 184-197 p.Article in journal (Refereed) Published
Abstract [en]

The present study explores the discursive positioning of children in research articles on mental–health-promoting interventions. The questions under investigation are: are children positioned as active or passive agents, are children’s health and wellbeing contextualised, and if so how? How is the child perceived; that is, how are age, gender, socioeconomic status, family structure, dis/ability, and so on accounted for? We found that the positioning of the child as passive and formed by adults prevails; health is largely individualised and decontextualised in that it is depicted as being contingent on the person’s own capabilities. However, there are instances in which children are positioned as active subjects, their opinions are in focus, and their health and wellbeing are connected to social relations and context. We propose a more active discussion about how children and wellbeing are conceptualised in the outlining, implementation and research of public health interventions. Moreover, children – just like adults – should be increasingly regarded as service users who are entitled to have a say in matters that concern them.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2015
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-115274 (URN)10.1111/1467-9566.12197 (DOI)000351204300002 ()25760922 (PubMedID)
Available from: 2015-03-11 Created: 2015-03-11 Last updated: 2018-01-11
Bergnéhr, D. (2014). Att (sam)verka för barns hälsa och lärande i mötet mellan socialtjänst och skola: en forskningsöversikt. Stockholm: Stockholm Stad.
Open this publication in new window or tab >>Att (sam)verka för barns hälsa och lärande i mötet mellan socialtjänst och skola: en forskningsöversikt
2014 (Swedish)Report (Other academic)
Alternative title[en]
Co-operation between the social services and schools in promoting children's health and learning : a literature review
Abstract [sv]

Denna rapport sammanfattar tidigare forskning om samverkan mellan socialtjänst och skola. En presentation och diskussion av nationella vägledningar ingår samt några kortare avsnitt om teoretiska utgångspunkter inom samverkansforskning. Den tematiska analysen av tidigare forskning resulterade i följande teman: Ansvarsfördelning och uppdrag; Information, konsultation och möten; Tvärprofessionella team; Brukarperspektiv och relationernas betydelse; och, Samverkanskunskap och forskningsbaserad praktik.

 

Oklarheter kring ansvarsområden och ansvarsfördelning skapar ofta hinder i samverkan. Till exempel kan skolan av andra aktörer åläggas ett för stort ansvar för utredningar och behandlande insatser. Skolans huvudsakliga uppdrag, kunskaps- och lärandeuppdraget, måste beaktas och respekteras. Skolan i sig efterfrågar mer stöd från barn- och ungdomspsykiatrin och socialtjänsten. Begränsade resurser och bristande kunskap om andra aktörers uppdrag och förutsättningar kan försvåra samverkan överlag. Informationsutbyte och konsultation är vanligt förekommande former av samverkan, vilka sker bland annat genom möten. Framgångsrika tvärprofessionella möten karaktäriseras av att deltagarna känner respekt för och tillit till varandra, att tydliga mål med arbetet sätts upp, och att det finns en kontinuitet i vilka som ingår i gruppen. Kontinuitet i relationerna har stor betydelse för om samverkan ska ha framgång, och för hur barn och föräldrarna upplever samhällets stöd. Den relationella aspekten behöver beaktas i större utsträckning. 

 

Mer forskning krävs om barns och föräldrars åsikter och erfarenheter av samverkan. Samverkan ska endast inledas om det med säkerhet gynnar barnet. Det finns studier som pekar på att samverkan kan inverka negativt på barnets situation och hälsa; således leder samverkan inte nödvändigtvis till mer effektiva insatser av högre kvalitet. Ett mer kritiskt förhållningssätt efterfrågas. Forskning saknas även om samverkan kring barn och unga utifrån socialtjänstens organisation och perspektiv. Vidare behöver diskussionen utvecklas, inom forskningen och i nationella vägledningstexter, om vad som kan vara gynnsamt och vad som kan vara svårt att åstadkomma, sett till specifika samverkansformer. Begreppet samverkan används på flera sätt, ofta mycket brett, och riskerar att betyda allt och inget.

Abstract [en]

The present report focuses on interorganizational co-operation between the social services and schools. It contains a literature review of the Swedish research and national guidelines from 2000 onwards, as well as a brief theoretical discussion on different forms of co-operation. The thematic categorization of previous research resulted in such recurrently raised topics as the following: Assignment of responsibilities and tasks; Information, consultation, and meetings; Interprofessional teams; Service user perspectives and the importance of relations; Knowledge about co-operation and research-based practice. The review concludes that the responsibilities assigned to different actors are diffuse. At times, schools are given too great a responsibility for individual child evaluations and care, and their main task of providing education is disregarded by, for instance, the social services. Schools, on the other hand, ask for more support from child psychiatry clinics and the social services. Blaming others for failing services and/or assigning others responsibilities they do not have a mandate, funding or the competences for may be the result of limited resources and/or lack of knowledge about and respect for other partners in the co-operation. Sharing information is frequently brought up as an important aspect of collaborative work, as are consulting one another with regard to evaluations and interventions. Constructive interprofessional meetings require trust, commitment, competence, clearly defined goals, and relational continuity. This also applies to interprofessional teamwork. The opinions and experiences of service users need more acknowledgment, in practice and in the research. The benefits of co-operation for children and families are uncertain, and must be further explored. Co-operative activities should be initiated only if they will undoubtedly result in better services for the individual child. There is a lack of studies focusing on co-operation from the perspective of the social services. Furthermore, the discussions in the guidelines as well as in the research would have benefited from more elaborated theoretical reasoning on how different forms of co-operation influence work to promote children’s health and learning. Finally, the present report calls for a critical discussion on how the concept of co-operation is applied.

Place, publisher, year, edition, pages
Stockholm: Stockholm Stad, 2014. 64 p.
Keyword
co-operation, children, school, social services, Sweden, samverkan, barn, skola, socialtjänst, Sverige
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-112975 (URN)
Available from: 2015-01-07 Created: 2015-01-07 Last updated: 2018-01-11
Bergnehr, D. & Wells, M. B. (2014). Families and family policies in Sweden. In: Mihaela Robila (Ed.), Handbook of Family Policies Across the Globe: (pp. 91-107). New York: Springer.
Open this publication in new window or tab >>Families and family policies in Sweden
2014 (English)In: Handbook of Family Policies Across the Globe / [ed] Mihaela Robila, New York: Springer, 2014, 91-107 p.Chapter in book (Other academic)
Abstract [en]

Sweden is known as a social welfare state, whereby the people who reside in Sweden are entitled to certain public benefits at little or no cost to the individual. Over the past century, Sweden has reshaped its culture, growing from one of the poorest nations in Europe to a flourishing country that others emulate, especially with respect to their family policies. Sweden has developed several foundational family policies that have helped to encourage equality, while establishing a sense of individuality. Sweden has created similar rights for cohabiters/married couples, as well as for same-sex/opposite-sex couples. Parents receive a generous parental leave package, flexible employment choices, and there is a low gender wage gap, while children receive high-quality childcare, free health care, free dental care, free mental health services, and a substantial child welfare program. Swedish family policies encourage both parents to work and to help each other with household and childcare tasks. Despite the public benefits that Sweden provides for mothers, fathers, and children, there is still a need for further improvements regarding policies on domestic violence, poverty, and child welfare. Assessments of Sweden’s family policies are discussed.

Place, publisher, year, edition, pages
New York: Springer, 2014
Keyword
Sweden, family policy, parental leave, marriage, family-work balance, child welfare, families at risk
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-95625 (URN)978-1-4614-6770-0 (ISBN)e-978-1-4614-6771-7 (ISBN)
Available from: 2013-07-15 Created: 2013-07-15 Last updated: 2013-08-08Bibliographically approved
Bergnéhr, D. (2014). Nina Tryggvarson, Emma Sorbring & Gösta Samuelson, Unga föräldrar: Identitet, möjligheter och utmaningar. Liber, 2012 [Young parents: Identity, opportunities and challenges] [Review]. Sociologisk forskning, 51(2), 188-190.
Open this publication in new window or tab >>Nina Tryggvarson, Emma Sorbring & Gösta Samuelson, Unga föräldrar: Identitet, möjligheter och utmaningar. Liber, 2012 [Young parents: Identity, opportunities and challenges]
2014 (Swedish)In: Sociologisk forskning, ISSN 0038-0342, Vol. 51, no 2, 188-190 p.Article, book review (Other academic) Published
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-110869 (URN)000345491800017 ()
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2017-12-05
Bergnéhr, D. (2013). Att handleda en doktorand - en relationell balansgång som fordrar flexibilitet och struktur. Högre Utbildning, 3(3), 173-185.
Open this publication in new window or tab >>Att handleda en doktorand - en relationell balansgång som fordrar flexibilitet och struktur
2013 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, no 3, 173-185 p.Article in journal (Refereed) Published
Abstract [sv]

Handledning är av central betydelse för en doktorands arbete och genomströmning. I föreliggande studie granskas kriterier för att handledningen ska uppnå hög kvalitet. Frågorna som står i fokus är: Vad karaktäriserar bra handledning, och hur kan handledningens kvalitet värderas och stärkas? Diskussionen baserar på tidigare forskning, styrdokument och intervjuer med några erfarna handledare. Resultaten tyder på att strukturellt och formaliserat stöd i forskningsmiljön såväl som vid handledningsträffarna gynnar handledningens kvalitet och doktorandens möjligheter att vid disputation nå examensmålen. Handledaren behöver vara flexibel och reflexiv i sitt förhållningssätt, eftersom doktoranders behov och förutsättningar skiljer sig och också förändras under utbildningens gång. Samtidigt behöver handledaren förhålla sig till olika krav, vilka kan skapa dilemman och leda till en svår balansgång i handledningen. Viktigt är att handledaren tar ansvar för att handledningen och relationen fungerar väl för samtliga inblandade parter, och uppmuntrar till samtal om problem och svårigheter när de uppstår. Samtidens krav på effektivitet och genomströmning fordrar arbetsplatsens och kollegiets stöd i handledningen, med ett kollektivt ansvar för doktorandens utbildning och utveckling.

Keyword
forskarutbildning, handledning, lärande
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-102417 (URN)
Available from: 2013-12-09 Created: 2013-12-09 Last updated: 2017-12-06Bibliographically approved
Sandin, B. & Bergnéhr, D. (2013). Samverkande föräldrastöd: nätverk för forskning och utveckling. Linköping: Linköping University Electronic Press.
Open this publication in new window or tab >>Samverkande föräldrastöd: nätverk för forskning och utveckling
2013 (Swedish)Report (Other academic)
Abstract [sv]

I denna rapport sammanfattas arbetet som bedrivits av forskarna vid tema Barn, Linköpings universitet, inom ramen för projektet Samverkande föräldrastöd: nätverk för forskning och utveckling. Projektet har pågått under 2010 och 2011, och är ett samarbete mellan Linköpings kommun, omgivande kommuner i Östergötland, landstinget i Östergötland, idéburna organisationer, Centrum för kommunstrategiska studier, och Linköpings universitet. Projektet är finansierat av Folkhälsoinstitutet, och ingår i en större satsning initierad av Socialdepartementet, som tilldelat medel till kommuner och lärosäten för att utveckla metoder för förebyggande arbete kring föräldrastöd och barns psykiska hälsa.

I slutet av 2008 publicerades den statliga utredningen om föräldrastöd, Föräldrastöd – en vinst för alla: Nationell strategi för samhällets stöd och hjälp till föräldrar i deras föräldraskap (SOU 2008:131), där kommuner, landsting och ideella organisationer uppmuntras utveckla och samordna föräldrastöd i olika former. Den nationella strategin betonar generella insatser, det vill säga insatser som är riktade till alla föräldrar med barn mellan 0-18 år. Generella insatser syftar huvudsakligen till att förebygga viss problematik (prevention) och främja hälsa (promotion). Föräldrastöd definieras som ”ett brett utbud av insatser som föräldrar erbjuds ta del av och som syftar till att främja barns hälsa och psykosociala utveckling” (SOU 2008:131, s. 45). Sommaren 2009 utlyste Folkhälsoinstitutet medel som kommuner i samverkan med ett lärosäte kunde söka för att utveckla det generella förebyggande föräldrastödet. I Linköpings kommun gav ansvariga politiker tjänstemän i uppdrag att söka samarbetspartners vid universitetet och sammanställa en ansökan. Tema Barn, Institutionen för Tema, Linköpings universitet, kontaktades och en gemensam ansökan för projektmedel skrevs fram, efter en inventering av föräldrastödjande insatser i länets kommuner och utvecklingsbehov. I slutet av 2009 beviljade FHI medel till projektet ’Samverkande föräldrastöd – nätverk för forskning och utveckling’, med Linköpings kommun och tema Barn som huvudsökande.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. 37 p.
Series
Research Report on childhood and the study of children, 2013:2
Keyword
Föräldraskap
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-90504 (URN)
Available from: 2013-03-28 Created: 2013-03-28 Last updated: 2014-12-12Bibliographically approved
Bergnéhr, D. & Bernhardt, E. (2013). The non-modern child? Ambivalence about parenthood among young adults (1ed.). In: Anne Lisa Ellingsaeter, An-Magritt Jensen & Merete Lie (Ed.), The Social Meaning of Children and Fertility Change in Europe: (pp. 102-119). London and New York: Routledge.
Open this publication in new window or tab >>The non-modern child? Ambivalence about parenthood among young adults
2013 (English)In: The Social Meaning of Children and Fertility Change in Europe / [ed] Anne Lisa Ellingsaeter, An-Magritt Jensen & Merete Lie, London and New York: Routledge, 2013, 1, 102-119 p.Chapter in book (Refereed)
Abstract [en]

In the present study, we investigate the meanings that having a child connotes for youngadults in Sweden. In a rare research design, we draw on both survey data and focus groupinterviews, and thus we utilize the strengths of both quantitative and qualitative information.The child connotes dependence and stability and is likely to restrict the personal freedom ofits parents, while at the same time children are supposed to make life more meaningful. Thispotentially creates ambivalent feelings about having a child, and possibly also about the(potential) child itself. We investigate and discuss the ambivalence found in the data byasking the following questions: How do men and women answer survey questions about thepositive and negative implications having a child may have on their life? How do men andwomen in focus group interviews reason about the implications a child may have on their life?Both sorts of data provide evidence that young adults in Sweden are concerned aboutrestrictions in their personal freedom as an expected negative consequence of becomingparents. The child connotes dependence and responsibilities in a society where independenceand self-actualization are highly valued, and may thus be referred to as non-modern. Judgingfrom the analysis of the survey data, it seems that young men are more worried aboutrestricted personal freedom than are the young women, and this is the main reason behindtheir feeling more ambivalent. Post-secondary education increases the likelihood that therespondent is ambivalent. The overwhelming majority, of both men and women, in the dataexpect to make the transition to parenthood, at some point in their life, as this is regarded as anatural step to take and that the child adds meaning to life being a symbol of dependence,belonging and social relations – also valued aspects of life. However, they appear to strive topostpone the transition, so that they can enjoy the unrestricted freedom of single life for quitesome time. This ambivalence is likely to contribute to an increasing age of becoming a motheror a father, without necessarily leading to more (final) childlessness. The present studycontributes to the understanding of what notions and ideals young adults face, reproduce andact in relation to. It illuminates contemporary connotations of the child, and the ambivalencethat different meanings of the child may cause.

Place, publisher, year, edition, pages
London and New York: Routledge, 2013 Edition: 1
Series
Routledge/European Sociological Association studies in European societies, 17
Keyword
Children -- Europe.Fertility, Human -- Europe.Demography, Fertility, Human, Nativitet, Barn -- sociala aspekter, Demografi
National Category
Sociology Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-89890 (URN)978-0-415-81091-3 (ISBN)978-0-203-07063-5 (ISBN)
Projects
YAPS, http://www.suda.su.se/yaps
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2013-03-11 Created: 2013-03-11 Last updated: 2014-03-20Bibliographically approved
Organisations

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