Jan Storø

Practical social pedagogy : theories, values and tools for working with children and young people

Preface to the original Norwegian edition Preface to the English edition Introduction - why social pedagogy? Theoretical perspectives on social pedagogy From theory to practice Who is the social pedagogue? What does the social pedagogue do? What are the tools of the social pedagogues trade? Conclusion.

Exit from care – developing a perspective

Working with young people leaving care, we need to develop a new understanding of what their transition to independent life requires from child welfare workers. We can contribute to this by reflecting on the concepts used in the field: such reflections will be helpful when comparing leaving care issues across the world. Traditionally, child welfare work is based upon what could be called an “entrance” perspective. An alternative perspective is based upon young peoples exit from care. This perspective gives us new possibilities for developing our work.

Kindergarten — a Universal Right for Children in Norway

The article is divided into three parts. In part 1 the Norwegian kindergarten is introduced. We present some facts and the purpose of the kindergarten as it appears in state documents. We also describe a historical backdrop. In part 2 we present some issues crucial to understanding how the relationship between kindergartens and the Norwegian state. Drawing on research, we discuss a number of key concepts. In part 3 we discuss debates in Norway about the content of the kindergarten, how it is to be staffed and related issues about the quality of kindergarten education and care.

Which transition concept is useful for describing the process of young people leaving state care? A reflection on research and language

ABSTRACT The transition of adolescents from state care to independent living is receiving increased research attention in many countries. Despite this interest, the concept of ‘transition’, though central, still remains relatively undeveloped. One main issue in comparative work is how we use language to define concepts as well as use them to analyse our findings and shape practice. ‘Transition’ over the last decade has become a key concept in the research and practice field of social work with adolescents, therefore we need to reflect on its use, its possibilities and its limitations. This paper examines selected research literature on the transition from state care to adulthood. The paper suggests that more theorisation needs to be done within the field.

From Superintendence to Transition and Self-determination. Historic View on Policies and Practice towards Norwegian Care-leavers

Leaving care services have been a feature of Norwegian child welfare legislation for more than a 100 years. This article traces the legislation and presents a discussion of these services. Three distinct periods can be identified, each with a dominant debate and policy orientation: the State’s need for control over the young people; the modern welfare state’s view that each child should be provided with services designed in the child’s best interest; and the more recent pressure for the promotion of the young people’s legal rights. Thus, ‘care versus control’ is a central theme. The article concludes by proposing both more international research, and locally developed practice.