Families with low socioeconomic status (SES) often face complex challenges that require simultaneous support from multiple welfare services. In Norway, the Child Welfare Service (CWS) and the Labour and Welfare Administration (NAV) frequently assist low-SES families, yet collaboration between these services is often inconsistent. This study examines how differing institutional logics shape collaboration between these two services in their work with low-SES families. Semi-structured interviews were conducted with 12 employees from CWS and 14 from NAV. Data were analyzed using reflexive thematic analysis. Findings indicate that institutional logics shape motivations for collaboration and can both enable complementary, holistic interventions and generate conflicts and practical barriers that hinder collaboration. In order to sustain and scale local successes, the study recommends formalized consent and information-sharing routines, designated boundary-spanners, and clear leadership anchoring. Limitations include a purposive sample that restricts the breadth of perspectives.
I denne artikel belyses, hvordan sygeplejersker håndterer modsatrettede krav og forventninger til deres roller i tværfaglige faste teams i dansk ældrepleje. Konstruktionistisk grounded theory er anvendt som en forskningsstrategi til at analysere data fra to kommuners faste teams. Data er indsamlet gennem skyggeobservationer og gruppeinterviews med i alt 11 sygeplejersker. I studiet er anvendt teoretiske perspektiver om faglig identitet, identitetsarbejde og forventninger om at være hybrid professionel for at belyse, hvad kravene til sygeplejerskernes roller i faste teams betyder for deres identitetsorientering og jobtilfredshed. Faste teams introduceres i ældreplejen for at styrke kontinuitet i plejen og sikre, at færre forskellige medarbejdere besøger borgerens hjem. Artiklen konkluderer, at sygeplejerskernes roller som tværfaglige retningsgivere, kliniske ledere og koordinatorer styrkes på bekostning af deres relationelle faglige identitet, da opgaven med at sikre personcentreret pleje og kontinuitet i plejen uddelegeres til andre faggrupper. Casestudiet viser, at faste teams igangsætter identitetsarbejde blandt sygeplejersker, når de skal navigere i faglige dilemmaer om at balancere behovet for at sikre både kontinuitet og kvalitet i plejen, samtidig med at de fungerer som kliniske ledere for social- og sundhedspersonalet i forskellige organisatoriske kontekster af faste teams. For at skabe mening og stabilitet omkring deres faglige identitet og roller anvender sygeplejersker forskellige strategier til at håndtere identitetsspændinger, der opstår, når deres relationelle faglighed, organisatoriske arbejde og ansvar mangler anerkendelse. Formålet med artiklen er at bidrage med viden om de udfordringer, som sygeplejersker møder i tværfagligt samarbejde, og hvilken betydning dette har for deres arbejdsglæde og integration i faste teams.
The Nordic welfare model is known for universalism, egalitarianism, and public responsibility. Integral to this is the “media welfare state”, in which the media supports democratic participation and welfare ideals. Yet globalization, demographic shifts, and digitalization are challenging these foundations, prompting questions about the media’s evolving role. This article explores how Nordic newspapers support or challenge welfare state principles by focusing on aging populations. As the population ages, Nordic countries face rising demands on healthcare and the need for digital solutions. While digitalization is promoted to sustain services, it risks excluding older adults, threatening their agency and rights. Analyzing 185 news articles from 15 outlets in Denmark, Finland, and Sweden (2017–2022), this study investigates how people aged 75+ are represented in relation to their health and digital technology, and what these portrayals suggest about their place in the media welfare state. The findings emphasize the media’s key role in shaping public discourse, influencing policy, and ensuring that older citizens remain visible and included in discussions about the future of welfare in the Nordic region.
This article explores how teachers in Nordic sign-language school environments facilitate participation for students with deafblindness through multimodal teaching practices. Through an in-depth study of one student with deafblindness and by drawing on ethnographic data from nine signing units across five countries, the study explores how teachers adapt their linguistic repertoires – which include sign language, spoken language, gestures and tactile communication – to support students with dual sensory loss. The analysis is framed by dialogism and crip linguistics, emphasizing linguistic care work in asymmetric interactions. The findings show that teachers use strategies such as establishing mutual attention, adjusting timing, modifying learning materials, and fostering inclusive classroom communities. The study highlights the pedagogical challenges and contradictions of educating students with deafblindness in visually oriented environments, while also demonstrating how multimodal approaches can enable meaningful participation and learning. The study calls for increased awareness, resources, and professional development to better support this diverse student group.
Background: Deafblindness presents multifaceted challenges in communication, access to information, and independent mobility. Although assistive technologies can enhance safety, independence, and social participation, most are designed for single sensory loss, seldom incorporating the perspectives of individuals with dual sensory impairment. Aim: This study explored how individuals with deafblindness experience participation in the development of an assistive technology device, and identified key factors that facilitate co-creation between experts by experience, advisors, and researchers. Methods: A qualitative participatory research project designed as a case study engaged deafblind experts by experience across all project phases, including co-authorship of this article. Data were generated through iterative testing, reflective group discussions and written evaluations, and analysed using reflexive thematic analysis. Results: Two main themes were identified: Shifting between hope and disappointment in the development of new technology, and From user and advisor to project collaborator. Participants reported enthusiasm and learning, alongside challenges arising from technical limitations and differing expectations. The collaborative process fostered mutual understanding and deeper insight, but required substantial time, individual adaptation and facilitation, including tailored communication environments. Conclusion: User involvement of people with deafblindness in the development of assistive technology is both feasible and valuable, yet complex and resource intensive. It is crucial that all stakeholders possess knowledge of the consequences of dual sensory loss to address the needs of this group. Early and continuous involvement, combined with awareness of power dynamics and a commitment to mutual learning, enhances the quality, relevance, and ethical integrity of participatory research.
