Sissel Neverdal

• Neverdal, Sissel & Kane, Aina Aune (2020). Studentaktive læringsprosesser i sosialarbeiderutdanninger - et bidrag til økt forsvarlighet i barneverntjenester. Tidsskriftet Norges Barnevern. ISSN 0800-1014. 97(2), p. 108–125. doi: 10.18261/ISSN.1891-1838-2020-02-04.
• Kane, Aina Aune & Neverdal, Sissel (2018). Barnevern - et vern med eller uten et universelt forebyggingsansvar? Tidsskriftet Norges Barnevern. ISSN 0800-1014. 95(4), p. 246–264. doi: 10.18261/issn.1891-1838-2018-04-05. Full text in Research Archive
• Kane, Aina Aune; Neverdal, Sissel & Myrvang, Robert (2018). Barneverntjenestens medansvar for barnehagebarns rett til beskyttelse mot omsorgssvikt. In Schönfelder, Walter (Eds.), Handlingsrom i barnevernet. Muligheter og begrensninger for profesjonsutøveren. Fagbokforlaget. ISSN 978-82-450-2386-2. p. 253–274.
• Kane, Aina Aune; Neverdal, Sissel & Stenberg, Oddbjørn (2018). Barns rett til en forsvarlig levestandard - utøvelse av skjønn i Nav og barneverntjeneste. Fontene forskning. ISSN 1890-9868. Full text in Research Archive
• Myrvang, Robert & Neverdal, Sissel (2012). Bekymringsmeldinger fra skole og barnehage til barnevernet - hvorfor skjer det så sjelden? BUKS - Tidskrift for børne- & ungdomskultur. ISSN 0907-6581. 56, p. 183–204.

View all works in Cristin

• Neverdal, Sissel & Kane, Aina Aune (2019). Forming accountable and reflective child protection case workers through student active Learning processes.
• Kane, Aina Aune & Neverdal, Sissel (2018). Child protection - protection with or without universal preventative work?
• Øvernes, Siv; Banerji, Tanja Rita Nyman & Neverdal, Sissel (2018). Med hest på laget i barnevernsutdanninga? https://nordnorskdebatt.no/article/hest-pa-laget-i#main-menu . Nordlys. ISSN 0805-5440.
• Neverdal, Sissel & Halvorsen, Terje (2016). Barnevern, kompetanse og utdanning. Fontene forskning. ISSN 1890-9868. 9(1), p. 75–79.
• Neverdal, Sissel (2016). Barneverntjenesten i Norge, og undervisning med vekt på refleksjon og praktiske øvelser.
• Myrvang, Robert & Neverdal, Sissel (2016). Mandatory referral on child suffering from preschool to child protection services in Norway. Why does it not happen more often? Show summary

  Mandatory referral on child suffering from preschool to child protection services in Norway. Why does it not happen more often? Background and purpose: According to UN convention on the rights of children, and according to the Norwegian Children’s act social services is required to ensure that children who live under conditions that can harm their health and development have a legal right to achieve public aid in due time. The background for our study is a presumption that there is a potential to increase the number of referrals on children at risk from employees in nursery school to social child protection service (Myrvang & Neverdal 2012. The purpose of the study is to investigate the preconditions of giving referrals in situations that cause concern. According to the Norwegian Children’s act the preschool staff is obliged to refer concerns when they have reasonable cause to suspect that a child is suffering at home, and shall take action to safeguard the child´s welfare. One assumption is that an increased number of referrals will give better opportunities to early intervention. The study investigates discrepancies between an ideal situation for referring concerns to child protection services, and the different factors that influence a decision to carry out the act of referring or not. Methods: The study is based on depth interviews with a selected number of experienced peadagogic leaders in preschools in Norway. The informants are selected among employees in with solid experience handling demanding situations after a concern report is given to the child protection service. Results: The study shows that the inclination to refer a concern is based on how confident the person is regarding to her own competence. The study point at the importance of establishing multidisciplinary based work arenas as a support when a referral is delivered. It is crucial to support the referring party to work further with demanding cases on arenas based on multidisciplinary cooperation. Cooperative work must be carried out in a climate caracterized by non-competitive attitudes and mutual trust - in the sense of reciprocal recognition of other competences. Conclusions and implications: So far the results of the study indicates that the sociological concept of “trust” will be a central tool for analyzing data from interviews with preschool staff (Giddens 1991/Hardin 2006). The research project is under way reaching its final conclusions.

• Neverdal, Sissel (2015). Hvordan kan studentaktive metoder bidra til reflekterte studenter.
• Neverdal, Sissel & Borgerød, Grethe (2015). How can student-active learning processes contribute to reflections in learning?
• Myrvang, Robert & Neverdal, Sissel (2013). Reports from Schools and Preschool on Child Suffering in Norway - why does it not happen more often.
• Neverdal, Sissel & Tobiassen, Herdis Irene (2010). Selvmordsforebyggende kurs- Vivat.
• Clancy, Anne; Kvello, Øyvind; Neverdal, Sissel & Schjelde, Tor Jørgen (2015). Kunnskapsoversikt om og forebygging av seksuelle overgrep mot barn og unge. Høgskolen i Harstad. ISSN 978-82-453-0234-9.

View all works in Cristin