School Social Work in Sweden—Who are the Children in Counselling, and What Support are They Offered? A Protocol Study About Individual Counselling in Elementary Schools

Abstract

AbstractThe overall aim of the present study is to describe and explore the characteristics and content of school social worker’s (SSWs) individual counselling with children as these are imprinted in session protocols collected at Swedish elementary schools. Specific focus is placed on the character of the children’s concerns, the content of the SSW’s helping strategies, and challenges related to the alliance between the SSW and the children as experienced by the SSW. The study was based on data from a survey protocol of 20 SSW’s daily practice regarding their experiences in counselling children and adolescents. The data consisted of 193 protocols from the same number of unique individual sessions. Data were analysed through quantitative descriptive statistics. The data also contained a large proportion of open-ended textual answers, which were analysed through a qualitative summative content analysis. The counselling strategies were primarily divided into three parts, namely coaching, processing, and assessing. The most common practice elements used included elements of empowerment, alliance and relationship, and hope and trust. In counselling children, SSWs identified a broad range of problems in children’s overall lives. Many children suffered from their home situations, which also impinged upon the SSWs, who were affected by the children’s life narrative. Our results can help inform SSW policy and practices as SSWs assist vulnerable children through individual counselling that corresponds to their help-seeking behaviour and by offering a space for alliances and relationships.