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  • 1.
    Vainik, Anne-Lie
    Ersta Sköndal University College, Department of Social Work. Linnéuniversitetet i Växjö, Institutionen för socialt arbete.
    Children´s welfare and best interests in Swedish compulsory schools2013Conference paper (Other academic)
  • 2.
    Vainik, Anne-Lie
    Ersta Sköndal Bräcke University College, Department of Social Sciences. Linnéuniversitetet.
    Fostran till rättskänsla?2016In: Socialvetenskaplig tidskrift, ISSN 1104-1420, Vol. 23, no 2, p. 151-171Article in journal (Refereed)
    Abstract [en]

    Education to achieve a sense of justice?

    Unwanted actions in Swedish compulsory schools, such as violent and threatening behaviour, occur among children, and school-related reports to the police concerning children under the age of criminal responsibility have increased. There are no specific regulations stating that the police must be contacted when a child hits or threatens other children in school. However, school staff are obliged to report concerns about children’s well-being to social services. In Swedish compulsory schools, it is usually the school principal who decides whether an incident should be reported to the police. In this article seventeen interviews with principals about their attitudes to school-related reports to the police are analysed, focusing on children aged 7–14 who subject other children to violent and threatening acts in school. If children under the age of 15 are alleged to have committed crimes, they are diverted from the justice system to the welfare system, i.e. the social services. In most cases a report to the police of a child under 15 suspected of crime leads to a referral by the police to the social services with concern for a child at risk. Results demonstrate that principals differ considerably in assessing which acts are to be regarded as suspected crimes and at what minimum age a report should be made to the police. This suggests that the same unwanted action can be met with completely different reactions from the adult world in different schools. Some principals said that they report incidents among minors to highlight their concern about the welfare of the suspected child, having previously repeatedly expressed concerns to social services and sometimes to parents, without seeing any measures taken to prevent the child from continuing to commit unwanted actions in school.

  • 3.
    Vainik, Anne-Lie
    Ersta Sköndal University College, Department of Social Sciences. Linnéuniversitetet.
    Mobbning, kränkning eller brott?: Konstruktioner och hantering av barns oönskade handlingar i den svenska grundskolan2016In: Retfærd. Nordisk Juridisk Tidsskrift, ISSN 0105-1121, Vol. 39, no 152, p. 59-72Article in journal (Refereed)
    Abstract [sv]

    Skolrelaterade polisanmälningar avseende barn under 15 år som misstänks för misshandel, olaga hot, ofredanden och förolämpningar har ökat i svenska grundskolor. Vid sådana handlingar finns flera anmälningsförfaranden som kan aktualiseras. Grundregeln är att ansvaret för att åtgärda och/eller kompensera för sådana handlingar läggs på vuxna. Polisanmälningar utgör ett undantag eftersom barnets eget ansvar då står i fokus. Brottsmisstänkta barn är i första hand ett ansvar för socialtjänsten och inte för rättsväsendet. Inom barndomsforskning ses barn sedan 1980-talet som sociala och kompetenta aktörer med egna rättigheter. I individualiserat samhälle anses den utvecklingen kunna riskera att avkräva barn skyldigheter i samma omfattning som rättigheter. Författaren analyserar skolrelaterade polisanmälningar avseende barn 7-14 år för åren 2000-2010. Resultatet visar att anmälningarna används som ett medel för att disciplinera barn och för att kommunicera mellan de sociala systemen skola – familj – socialtjänst. Bruket av polisanmälningarna riskerar att försena möjligheten för socialtjänsten att fullgöra sitt ansvar.

  • 4.
    Vainik, Anne-Lie
    Linnéuniversitetet.
    Polisanmälningar i grundskolan2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis is about police reports concerning school violence in Sweden involving children below the age of criminal responsibility. Police reports about incidents caused by pupils in Swedish compulsory schools have increased since at least the 1980s. In research on violent, threatening and insulting acts among children in schools, incidence and causes are often studied in terms of bullying and degrading treatment. Criminological studies on children's violent acts, in schools, is mainly based on information on children aged 15 and over. Research on why police reports are filed about younger children in compulsory schools is limited. The aim of this thesis is to describe and analyse school-related police reports, in relation to children’s unwanted actions in compulsory schools with the goal of understanding the intentionality in every day practice. The empirical material consists of four studies of which three have been conducted using qualitative methods through analysing legal documents, using content analysis of texts in school-related police reports and interviews with Principals. The fourth study has been carried out with statistical analysis of school-related police reports. The results of the studies are presented in four papers. This thesis takes the approach from modern sociology which is used both as perspectives and theory. The perspectives concern modernity, social control and cultural sensitivity. The theoretical framework is based on theory of systems and lifeworld. The concluding analysis shows local differences in the assessments on which action will be reported to the police. It is mainly Principals who make reports to the police but also parents. Principals’ police reports are based on social commitment and early intervention and parents report concern about repeated school bullying of their children. Despite diverse local practices certain patterns appear. Boys in the 13-14 years age group are the ones most often seen as perpetrators in the police reports. Two particularly prominent patterns become visible at the school level. Most police reports are related to schools with low grades and to so-called resource schools. This indicates that the unwanted actions of disadvantaged children are more often reported to the police than the actions of other children. The filing of police reports can be understood as a result of difficulties among adults to reach common understanding on how children’s problems should be handled in school systems everyday practice.

  • 5.
    Vainik, Anne-Lie
    Ersta Sköndal University College, Department of Social Work.
    Socialtjänsten och unga lagöverträdare: i gränslandet mellan socialrätt och straffrät2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 6. Vainik, Anne-Lie
    Ungdomar och brott: I juridiken och praktiken2008Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hur reagerar samhället när ungdomar begår brott? Vilken hjälp kan ungdomar få när de blir utsatta för brott? Socionomen Anne-Lie Vainik går igenom de viktigaste lagarna och reglerna som man bör känna till om man arbetar professionellt med ungdomar eller är engagerad i deras liv på annat sätt.Ungdomar och brott - i juridiken och praktiken passar alla som vill bättra på sina kunskaper om rättsväsendet och socialtjänsten och få en bild av hur vårt samhälle fungerar i praktiken när ungdomar begår eller blir utsatta för brott.

  • 7.
    Vainik, Anne-Lie
    Ersta Sköndal University College, Department of Social Sciences. Linnéuniversitetet i Växjö, Institutionen för socialt arbete.
    Use of School Related Police Reports Involving Minors in Sweden: In Accordance with the Best Interests of the Child?2013In: International Family Law, Policy and Practice, ISSN 2055-6802, Vol. 1, no 1, p. 113-120Article in journal (Refereed)
  • 8. Vainik, Anne-Lie
    Utsatt för brott2009 (ed. 2)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det här häftet är skrivet till dig som är ung och som har haft oturen att bli utsatt för brott. Oro och frågor kan snurra runt i huvudet efter en sådan händelse. Det är till exempel vanligt att gå och fundera på om man ska göra en polisanmälan och vad som kan hända då. Blir du sedan kallad till polisförhör kan du få frågor som gör dig förvirrad. Hur var det? Slog gärningsmannen med höger eller vänster hand? Detaljer som du kanske tycker är ganska oviktiga men som för polisen, åklagaren och domstolen är mycket viktiga. I den bästa av världar slipper vi att bli utsatta för något brott, men om olyckan varit framme kan det vara bra att veta något om vad du har att vänta dig av alla inblandade myndigheter, varför dom gör som dom gör och i vilken ordning allt sker. Efter att du läst det här häftet kommer du att känna dig säkrare inför ett förhör hos polisen eller en huvudförhandling i domstol.

  • 9.
    Vainik, Anne-Lie
    et al.
    Linnéuniversitetet.
    Kassman, Anders
    Ersta Sköndal Bräcke University College, Department of Social Sciences.
    Police-reported school violence among childrenbelow the age of criminal responsibility in Sweden – signs of increased sensitivity and segregation?2017In: Journal of Scandinavian Studies in Criminology and Crime Prevention, ISSN 1404-3858, E-ISSN 1651-2340Article in journal (Refereed)
    Abstract [en]

    Since the 1980s in Sweden, children’s violent actions in schools have been reported to the police as criminal offences more frequently than before. This increasing trend is analysed against the background of a general increased cultural sensitivity to violence and slowly developing social changes that affect the propensity to report every form of violent incident to the police. This project analyses 1,239 police reports of assault, unlawful threat, molestation and insulting behaviour committed in schools by 7- to 14-year olds in ten municipalities in the Stockholm area. The time period studied is from 2000 to 2010. Regression analysis shows systematic differences among schools in different areas and social contexts. Average merit ratings, which are a measure of the educational quality of schools, explain most of the variance and correlate negatively with reported incidents. There are also significant differences among municipalities and school forms in terms of police reports. So-called resource schools, which are designed to serve children with special needs, report extremely high numbers of incidents per child. Reporting seems to have been routinised in many schools, including resource schools. Our results can be interpreted as suggesting that increased cultural sensitivity generates a bias against children in less affluent contexts.

  • 10.
    Vainik, Anne-Lie
    et al.
    Ersta Sköndal University College, Department of Social Sciences.
    Robyn, Malin
    Wollter, Filip
    Ersta Sköndal University College, Department of Social Sciences.
    Kassman, Anders
    Ersta Sköndal University College, Department of Social Sciences.
    Skarpnäckslyftet: Områdesbaserat socialt arbete för ökad trygghet2016Report (Other academic)
  • 11.
    Vainik, Anne-Lie
    et al.
    Ersta Sköndal University College, Department of Social Sciences.
    Wollter, Filip
    Ersta Sköndal University College, Department of Social Sciences.
    Robyn, Malin
    Ersta Sköndal University College, Department of Social Sciences.
    Skarpnäckslyftet: ”Såna här levnadsgrejer, jobb, boende… bra grejer”2014Report (Other academic)
    Abstract [sv]

    Den här rapporten innehåller en studie av projektet Skarpnäckslyftet som handlar om samverkan mellan socialtjänts, polis, skola, bostadsföretag och frivillligorganisationer med fokus på barn och unga i stadsdelen.  Rapporten genomförts på uppdrag av Skarpnäcks stadsdelsförvaltning och och Stockholms stads Utvecklingsenhet vilka även finansierat studien.  Den är genomförd av doktorand Anne-Lie Vainik, forskningsassistenten Filip Wollter och forskningsassistent Malin Robyn.  Docent Magnus Karlsson har varit vetenskaplig handledare.

1 - 11 of 11
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  • ieee
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • sv-SE
  • Other locale
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  • text
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