1. Children’s and social worker’s narratives about children becoming summoned to and visiting Barnahus including what happens afterwards NFBO 2016. Stockholm 22-25 May Are we making a difference for abused children? Doctor Ann-Margreth E. Olsson, Senior Lecturer in Social Work with working life orientation Research Platform for Collaboration Health, Children’s and Young People’s Health in Social Context (CYPHiSCO), Kristianstad University, Sweden

2. Research Aims Among the aims: to listen to the voices of the children exploring their view of Barnahus before, during and after Barnahus to contribute in developing professional approaches and methods increasing children’s involvement both as victims and actors/subjects Ann-Margreth E. Olsson © 2016

3. “Children in Barnahus – an interdisciplinary study into child perspectives” An on-going study PhD candidate Maria Kläfverud Interviews children, parents and safety persons 3

4. Voices of the participating Social Workers - from the perspective of social work -56 social workers and managers in 5 municipalities -32 interviews with social workers (2012 and 2014/15) 9 delta-reflecting teams All social investigations of child and family in context of Barnahus in two years 4

5. Voices of the participating children From children’s perspectives 8 children 6 - 15years old Barnahus? Stina, 6 years old: – A place with chocolate milk, no. lemonade and biscuits and dollhouse and video, Pippi Longstocking. 5

6. The voice of children: Barnahus A house where children talk to the police a ‘House of Police’ – meet police without other visitors in the waiting room A welcoming and cozy place where you can be a child, say and do what you whatever you want Emerging feelings of being taken care of – safety Barnahus Entrance Girl’s drawing, 8 years old

7. The voice of children: Barnahus Hard work in an “interrogation” with a police who doesn’t look like a police Feelings of relief – now it is delivered, handed over, and it will end … Barnahus Entrance Girl’s drawing, 8 years old

8. Children, summoned to Barnahus, at school or kindergarten without parents’ knowing or consent Not being prepared Taken by surprise Supposed to trust a teacher or other safety person accompanying them to and at Barnahus Have experienced a scary journey not knowing what is going on or why Who is going to be at Barnahus? What will happen? Why don’t they tell me or answer my questions? Have I done something wrong? Has something happen with my mum or dad? 8 Ann-Margreth E. Olsson © 2016

9. When a parent, or somebody close to the parent, is under suspicion The child is summoned and brought from the school or day care to Barnahus without parental knowledge or consent In the custodian’s place (court decision) a special representative for the child decides For example a teacher is asked to summon and follow the child to Barnahus – becomes the child’s safety person The social worker is waiting and watching in the co-hearing room The child is not always informed about who is in the co-hearing room 9 Ann-Margreth E. Olsson © 2016

10. In Barnahus – voices of social workers Priority of policing. The legal dimension dominates. A dominating agreement: too many adults – the child needs protection – the social worker backs out “hiding” in the co-hearing room The social workers become positioned/position themselves as outsiders assessing the child’s need of protection watching the child in the interrogation The social workers experience difficulties in approaching the children without disturbing the police proceedings (priority 1 in Barnahus) Ann-Margreth E. Olsson © 2016

11. Social workers in an outsider position – We sat in the co-hearing room and the children were not allowed to meet us […] we became locked up […] they were so strict in this, the children should not even see or know we were there – we were not at all allowed to meet or watch the children besides by means of camera or television. In my point of view this was not optimal, not at all … (Social worker 11) Ann-Margreth E. Olsson © 2016

12. Social workers not approaching the child at Barnahus Social workers talk about themselves as becoming disorientated, not sure about what is permitted in relation to the criminal legal proceedings finding no convenient moment for approaching the child or concluding that there is already too many different new persons for the child in Barnahus 12 Ann-Margreth E. Olsson 2016

13. The whys Enough for today for the child… – I will not be this child’s social worker – a colleague will take over … – First we always meet the parents.… – Later we will invite the child … – Tomorrow we will check if the child has arrived to school, about reactions and questions … (in participating observations) 13

14. The child, summoned without parents’ knowledge and consent, when assessed there is no immediate need of protection leaves Barnahus together with the safety person returns to school without any further special support in the school not knowing the parents’ responses and reactions when informed. later goes home to the parents without further support or information about what is going on, not given opportunities in relieving of feelings after being summoned and brought to police “interrogation” at Barnahus 14

15. “not the best for the child” – … most often the child is brought back to school or kindergarten – the child day care. We have found this is not the best for the child. The child returns and does not know what attitude to take in this, what to tell or not … (Social worker 6) Ann-Margreth E. Olsson © 2015

16. Homecoming - afterwards – Probably the most difficult experience for the children is when they arrive home. […] It depends on how the parents can deal with the experience that somebody has been to the school or day care centre, and brought their child to the police, listened to the child and then brought them back to school. (Social worker 5) 16 Ann-Margreth E. Olsson © 2016

17. The social workers involving children firm and successful in the negotiation and power game between criminal/legal domain & social/legal domain at Barnahus living the idea of involving the child improving assessment and support exploring the child’s point of view here and now, needs, resources and future contacts giving the child the social worker’s visiting card - telephone number, e-mail - how to come in contact consulting the child afterwards – same day or next day 17 Ann-Margreth E. Olsson 2016

18. Conclusions and suggestions Introduce professional considerations about the involvement of the child Inform the child about what is going on and why when summoned to Barnahus Develop joint actions in inviting the child into a dialogue with the social worker assessing and investigation the child’s needs Introduce and develop special support to children returning to school or day care, or create an alternative solution supporting the child in the reunion with the parents. 18 Ann-Margreth E. Olsson 2016

19. Thank you Welcome to contact: ann-margreth.olsson@hkr.se 19