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Tvær málstofur um velferð barna og fjölskyldna

Rannsóknasetur í barna- og fjölskylduvernd (RBF) og félagsráðgjafarskor Háskóla Íslands kynna tvær málstofur með þekktum fræðimönnum sem starfa að rannsóknum er snúa að velferð barna og fjölskyldna.

Miðvikudaginn 14. maí kl. 12-13 í Odda stofu 101:
Heiti málstofu er: Kynslóðatengsl "Intergenerational solidarity and social structures in Sweden. Class, ethnicity and gender in private support patterns".

Dr. Ulla Björnberg prófessor í félagsfræði við Göteborgar háskóla mun fjalla um rannsóknir sínar á kynslóðatengslum, þær lúta  m.a. að því að hvaða marki uppkomin börn aðstoða foreldra sína og að hvaða marki foreldrar styðja börnin á fyrstu árum fullorðinsáranna. Rannsóknir hennar hafa m.a. beinst að hlutverkum fjölskyldunnar og velferð barna, menntun, atvinnu og fjölskyldumótun, einstaklingshyggju og jafnrétti.

Útdráttur á ensku:
Politicians and researchers have the last decade devoted increasing interest in the isssue on solidarity between generations. Questions are asked about to which extent the grown up children help their elederly parents and to which extent parents support their young adult children financially. The interest in these questions can be understood against a background where more and more depencies on financial and practical resources cannot be met by the welfare state. Reversely it has also been assumed that the modern welfare state has eroded family support. In my presentation I draw on a survey to 2444 individuals from 18 years questioning them about their experiences of giving and recieving financial and practical support from close family memebers as well as attitudes to such support . In the data we can control for gender, class and ethnicity and also of having recieved financial support from the welfare state with a longitudinal perspective.
Sjá nánar: http://www.sociology.gu.se/english/about/staff/bjornberg_ulla/

Fimmtudaginn 15. maí kl. 12-13.00 í Odda stofu 101.
Heiti málstofu: Að rækta þrautseigju barna og ungmenna sem eiga við hegðunarvanda að stríða í skólum. “Nurturing the hidden resilience of children and youth with problem behaviours in school settings.”

Dr. Michel Ungar prófessor við The School of Social Work í Dalhouse University í Kanada mun fjalla um hvernig hlúa má að þrauseigjum börnum og ungmennum sem eiga við erfiðleika að stríða í skólakerfinu. Dr. Michel Ungar er alþjóðlega þekktur rannsakandi sem stjórnar rannsóknastarfi á þrautseigu skólabarna í  11 löndum í 5 heimsálfum. Hann er höfundur yfir 60 ritrýndra greina,  bókakafla og bóka ætluðum foreldrum, kennurum og fagfólki. Samhliða rannsóknarstarfinu rekur dr. Ungar stofu í fjölskylduráðgjöf þar sem hann veitir ungmennum og fjölskyldum þeirra ráðgjöf og aðstoð. Hann hefur gefið út sex bækur þ.á.m. Strengths-based Counseling with At-risk Youth og  Too Safe for their Own Good: How Risk and Responsibility Help Teens Thrive.

Sjá nánar á http://www.michaelungar.com/
Heimasíða verkefnisins er: http://www.resilienceproject.org/

Útdráttur á ensku:
This workshop demonstrates a culturally sensitive strengths-based model for working with ‘problem’ children in school settings. This model nurtures the ‘hidden resilience’ of youth and families presenting with behaviors labelled dangerous, deviant, delinquent and disordered. The workshops begins with an overview of the theory of resilience and positive development as it relates to the protective mechanisms that operate in the lives of diverse populations of young people and their families. Using interactive exercises and case recordings, a model of practice based on the concept of ‘hidden resilience’ will be shared. This model helps educators explore the pathways children and families use to survive and thrive in different cultures and contexts.

Agenda:
1) The hidden resilience of ‘problem’ children
Unconventional patterns of coping
Cultural considerations of children’s adaptation and coping
2) A strengths-based model of intervention
Reflecting on children’s identity stories
Challenging problem stories with socially acceptable and powerful stories
Defining the child through action
3) Getting the school on board
A community approach to ensuring change continues

Sjá nánar á www.rbf.is