Social Work, Child-Parent Relationships in Societies and Families, 7.5 credits

Learning outcomes

After completed studies, the student shall be able to:

• Describe and use different theories about parent-child relationships and parenting,
• Reason about theories on families, parenting, and gender approaches towards children and how the care for children is organized in relation to current legislation and children's rights in different countries/social contexts,
• Exemplify how societies’ protection of and support to children and their families is organized in different countries/societal contexts,
• Describe and reason on how children are affected by violence in the family,
• Formulate texts with good structure, where content and argumentation are comprehensible, logical, objectively grounded and follow writing rules, and
• Communicate one's own and others' thoughts in writing, be able to evaluate, select and in a structured way present relevant knowledge and with clear support in sources be able to argue and draw conclusions about the content.

Content

The course introduces theories and research concerning child-parent relationships under different preconditions in society and families with a focus on family violence. The course should offer an understanding of how laws in society and the constitution of and actions within the family form preconditions for child-parent relationships. The emphasis is on the child's perspective.

Examinations and grades

Child Welfare/ Family Norms in Different Societal Contexts, 3 credits (Code: A001)
Grades used are Fail (U) or Pass (G).

Protecting Children in Different Societal Contexts, 4.5 credits (Code: A003)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may determine which grading system is to be used. The grade must be determined by a teacher specifically nominated by the university (the examiner).

In accordance with university regulations on grading systems for first and second-cycle courses and study programmes (Vice-Chancellor’s decision ORU 2018/00929), one of the following grades is to be used: fail (U), pass (G) or pass with distinction (VG). For courses included in an international master’s programme (60 or 120 credits) or offered to the university’s incoming exchange students, the A to F grading scale is to be used. The vice-chancellor, or a person appointed by them, may decide on exceptions from this provision for a specific course, if there are special grounds for doing so.

The grades used on this course are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Comments on grades

To obtain a passing grade for the course, a minimum of grade G is required for Child Welfare/Family Norms in Different Societal Contexts, and at least an E is required for Protecting Children in Different Societal Contexts. The grade for Protecting Children in Different Societal Contexts (Written assignment) determines if the course grade is higher than
E. The course grade is thus awarded based on the written assignment (Code: A003), if the other assignments have been completed with a passing grade.

Modes of assessment

Child Welfare/ Family Norms in Different Societal Contexts, 3 credits (Code: A001)
Oral presentations and written assignments.
If the examiner so decides the student can be offered a supplement examination from fail (U) to pass (G) in the examining assignments above.

Protecting Children in Different Societal Contexts, 4.5 credits (Code: A003)
Written assignment. If the examiner so decides the student can be offered a supplement examination from Fail (F) to Sufficient (E) in the examining assignments above.

For students with a documented disability, the university may approve applications for adapted or other modes of assessment.

For further information, see the university's local examination regulations.

Specific entry requirements

30 ECTS credits and English B or equivalent.

For further information, see the university's admission regulations.

Other provisions

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Reading list and other learning resources

Required Reading

Annerbäck, E.-M. Sahlqvist, L. Svedin, C.G., Wingren, G., & Gustafsson, P.A. (2012) Child physical abuse and concurrence of other types of child abuse in Sweden – Associations with health and risk behaviors.
Child abuse & Neglect, 36(7-8), 585-595.
https://doi.org/10.1016/j.chiabu.2012.05.006

Eriksson, Maria (2010) Children Who "Witness" Violence as Crime Victims and Changing Family Law in Sweden.
Journal of Child Custody, 7(2), 93-116.
https://doi.org/10.1080/15379418.2010.508258

Connolly, M., & Katz, I. (2019). Typologies of child protection systems: An international approach.
Child Abuse Review, 28(5), 381-394.
doi: https://doi.org/10.1002/car.2596

Cook, Anna, Ogden,Jane & Winstone, Naomi (2017)
Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings.
European Journal of Special Needs Education, 33 (3), 302-315.
https://doi.org/10.1080/08856257.2017.1312797

Holt, S., Buckley, H., & Whelan, S. (2008). The impact of exposure to domestic violence on children and young people: A review of the literature.
Child Abuse & Neglect, 32(8), 797–810.
https://doi.org/10.1016/j.chiabu.2008.02.004

Lamb, M. & Lewis, C. (2010). THE ROLE OF PARENT–CHILD RELATIONSHIPS IN CHILD DEVELOPMENT. (2011). In M. Bornstein & M. Lamb. (Ed.) Developmental Science. Sixth ed. (pp. 477–526). Psychology Press. https://doi.org/10.4324/9780203846766-17

Lindahl, R. & Bruhn, A. (2017). Foster children's experiences and expectations concerning the child-welfare officer role: Prerequisites and obstacles for close and trustful relationships.
Child & Family Social Work, 22(4), 1415-1422.
https://doi.org/10.1111/cfs.12362

Meysen, T., & Kelly, L. (2018). Child protection systems between professional cooperation and trustful relationships: A comparison of professional practical and ethical dilemmas in England/Wales, germany, portugal, and slovenia.
Child & Family Social Work, 23(2), 222-229.
doi: https://doi.org/10.1111/cfs.12403

Olszowy, L., Jaffe, P. & Saxton, M. (2021) Examining the Role of Child Protection Services in Domestic Violence Cases: Lessons Learned from Tragedies.
Journal of Family Violence, 36, 927–939.
doi: https://doi.org/10.1007/s10896-020-00171-3

Quennerstedt, Ann (2009)
Balancing the Rights of the Child and the Rights of Parents in the convention on the rights of the child.
Journal of Human Rights, 8(2),162-176.
https://doi.org/10.1080/14754830902897270

UNCRC (1989).
The United Nations Convention on the Rights of the Child.

Svensson, B., Eriksson, U.-B., & Janson, S. (2013). Exploring risk for abuse of children with chronic conditions or disabilities - parent’s perceptions of stressors and the role of professionals.
Child?: Care, Health & Development, 39(6), 887–893. https://doi.org/10.1111/cch.12030

Articles and texts of maximum 500 pages will be added for the seminars and the individual examination.

Additional Reading