Ungdom sat i system : Kommunikation og iagttagelse i Socialforvaltningens ungeindsats

Brydov, Louise

4. semester

Socialt Arbejde, Kandidat

2013

2013-06-25

147 pages

En stor gruppe unge i det danske samfund lever en usikker tilværelse med komplekse sociale problemer. Samtidig er den hjælp, som er målrettet disse unges integration i samfundet usammenhængende og utydelig, hvilket efterlader både unge og socialarbejdere i vildrede ift. at sikre de unge hensigtsmæssig støtte og en smidig overgang til voksenlivet. Eksisterende viden peger på at kontinuitet i støtten understøtter de unges selvstændighedsudvikling, hvilket har inspireret til at undersøge ligheder og forskelle i en vestegnskommunes hjælp til 15-25 årige udsatte unge. Formålet med undersøgelsen er at identificere, hvorledes sagsbehandleres kommunikation og handlinger er anderledes i voksensystemet end i børnesystemet, med henblik på at få forståelse for, hvad det er for forhold der komplicerer henholdsvis understøtter kontinuitetsidealet. Komparation står centralt i undersøgelsen, bl.a. ved at analyserne identificerer og udfolder forskelle i diskurser om sagsbehandling af unge. Dernæst identificeres, hvorledes børne- og voksensystemer adskiller sig fra hinanden i deres iagttagelse af sig selv, som funktionssystemer, der skal afhjælpe individuel og samfundsmæssig social uorden. I analysen af funktionelle ligheder og forskelle udledes en række komparationspunkter fra den empiriske kommunikation, som differentierer systemerne funktionelt. Undersøgelsens primær empiri er transskriptioner af tre fokusgruppeinterviews med sagsbehandlere fra tre forskellige socialforvaltningsafdelinger, og sekundært anvendes nogle interne arbejdspapirer fra case-kommunen, som kommunikerer afdelingernes ungeindsats. Tilgangen er socialkonstruktivistisk baseret på Norman Faircloughs tredimensionelle model for kritiske diskursanalyse, som suppleres med Niklas Luhmanns systemteori om funktionel differentiering. Det analytiske fokus er derfor på sproget og iagttagelser. Den systemteoretiske social praksisanalyse udbreder den diskursive praksisanalyse ift. en funktionel kontekst, og der anlægges et integrationsperspektiv ved iagttagelsen af, hvad det er for problemer samfundets systemer, f.eks. familien, arbejdsmarkedet, økonomien mv. producerer, som er en trussel ift. unges samfundsdeltagelse. Analyserne udleder nogle radikale modsætninger i afdelingernes diskursive praksisser og ift. problemidentifikation og løsning af sociale problemer, som er problematisk i lyset af et kontinuitetsideal. Samtidig identificeres nogle paradoksale forhold omkring hjælpesystemernes egen eksklusion af udsatte unge fra de hjælpesystemer som netop er til for afhjælpe unges disintegration. Men alle tre sagsbehandlergrupper italesætter også flere af de samme diskurser om sagsbehandling, og der identificeres også flere ligheder i afdelingernes iagttagelser af, hvordan sociale problemer identificeres og løses, hvilket kan fremhæves som gode forudsætninger for kontinuitet i overgangen mellem afdelingerne. Analyserne tegner et billede af, at afdelingerne kompletterer hinanden funktionelt, i den nuværende opdelte organisationsstruktur, så hvis der arbejdes i retning af mere lig indsatser, opstår dilemmaet, om afdelingerne bliver hinanden overflødige. Hvis ungeindsatsen skal være uddifferentieret i afdelinger, må det kontinuitetsfremmende bestå i en udvikling af lighed i problemløsningsmetoder, med en fortsat forskellighed ift. hvilke problemer afdelingerne hver især skal afhjælpe. Undersøgelsen svarer ikke på, hvordan man kan fremme kontinuitet, men derimod bidrager den med viden om kontinuitetsudfordringerne, i et mere praksisnært perspektiv på sagsbehandling end andre undersøgelser af forskelle mellem børne- og voksensystemer tilbyder. Undersøgelsen bidrager i øvrigt med et litteraturstudie af eksisterende videnstendenser om organisatoriske aspekter af socialt arbejde med udsatte unge.

A large group of young people in the Danish society is living an insecure life with complex social problems. At the same time the support that is targeted to integrate them in society is incoherent and indistinct, leaving both the young people and the social workers at a loss in their attempts to ensure appropriate support and a smooth transition to adulthood. Existing knowledge points to continuity in support efforts as a factor that promotes the development of independence in young people with social problems, which has inspired this study to explore similarities and differences in the aid and support offered to 15-25 year old youths in a municipality in greater Copenhagen. The study aims to identify how the communication and actions of social workers differ in the adult system and the children’s system, in order to identify which conditions complicate respectively support the continuity ideal. Comparison is central in the study, including analysis which identifices and unfolds differences in discourses in casework involving youth. Subsequently the study identifies how children’s and adult systems differ in their observation of themselves as functional systems designed to relieve individual and community social disorder. In the analysis of functional similarities and differences the study will identify specific points of comparison from the empirical communication that differentiate (the functionality of) the systems. The study's primary empirical data consist of transcriptions of three focus group interviews with social workers from three separate Social Services departments, and secondarily it uses internal working papers from the case municipality which recounts the youth casework in the departments. The approach is social constructivism based on Norman Fairclough's three-dimensional model of critical discourse analysis, which is complemented by Niklas Luhmann's theory on systems functional differentiation. The analytical focus is on language and perceptions. The systems-theoretical social practice analysis expands the discursive practice analysis in relation to a functional context, and an integration perspective is applied to observe what kind of problems the various systems of society - for example family, labor, economy, etc. – produce that present a threat to young people's participation in society. The analyses derive a number of radical differences in the discursive practices of the departments as well as in relation to problem identification and solutions to social problems, which is problematic in light of the continuity ideal. Subsequently a number of paradoxical aspects are identified concerning the exclusion of vulnerable young people from the very support systems that exist to relieve their disintegration. However, all of the three groups of social workers also articulate several similar discourses in their social work, and the analysis identifies several similarities in the groups’ perceptions of how social problems are identified and resolved, which can be highlighted as good preconditions for continuity in the transition between the departments. The analyses indicate that the departments complement each other functionally in their current separate organizational structure, and if they should strive to implement more similar discourses the dilemma arises – will they make themselves redundant? If the youth efforts must be separated in departments, the efforts promoting continuity will have to consist of the harmonization of problem-solving methods, with a continued diversity in relation to which types of problems each department is responsible for. The study does not present methods to promote continuity, it contributes with knowledge of the continuity challenges with a more practice-oriented perspective of casework than other studies of the differences between children's and adult systems offer. The study furthermore contributes with a literature study of trends within existing knowledge concerning organizational aspects of social work with young people with social problems.

Unge ; System ; Kommunikation ; Luhmann ; Fairclough ; Socialforvaltning ; Diskurs

Download
Vis denne rapport i AAU Studenterprojekter