Constructions of Vulnerability by Different Groups of Welfare Professionals
DOI:
https://doi.org/10.7577/pp.3838Abstract
This article has examined the various ways vulnerability among children is constructed by four groups of welfare professionals (teachers, daycare workers, social workers, and health care workers) within a Danish welfare context. Based on an empirical research project that featured a large number of interviews, the article has demonstrated how professionals construct vulnerability from a combination of their professional background and experiences in their working practice related to vulnerability among children. The research findings have revealed that professional employees in general tend to link vulnerability among children to either diagnoses and deviant behavior or a child’s family context. At the same time, professional employees tend to ignore the possibility that vulnerability might be produced inside an institutional context like a school or kindergarten. In linking vulnerability to the child’s family context, professional employees generally point to classic forms of risk and social problem factors related to children’s families.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Birgitte Theilmann, Erik Laursen
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).