Department of Global Public Health and Primary Care, University of Bergen, Norway.
Department of Welfare and Participation, Western Norway University of Applied Sciences, Sogndal, Norway.
J Intellect Disabil. 2024 Jun;28(2):453-468. doi: 10.1177/17446295231154126. Epub 2023 Feb 1.
The article focuses on social educators' reflections on their own professional practice in encounters with people with intellectual disability receiving services. Drawing on Interpersonal Process Recall, a video-assisted method, together with a focus group interview, the study explores the experiences from in-situ encounters of five social educators employed in a Norwegian municipality. The key findings are that they view relationship-building as integral to their work, they grant primacy to the ideal of autonomy and they strive towards realizing this in their daily work. The study however displays how these emphases might lead to dilemmas, especially between the wish to support the service users' self-determination and the urge to protect them from harm. Of special note was how the service users' increasing use of social media was perceived as a particular challenge for social educators, who were left with an experience of being unable to protect.
本文聚焦于社会教育工作者在与接受服务的智障人士相遇时对自身专业实践的反思。本研究采用人际过程回忆（一种视频辅助方法），结合焦点小组访谈，探讨了挪威一个市的五名社会教育工作者在现场遭遇中的经历。主要发现是，他们将建立关系视为工作不可或缺的一部分，他们将自主的理想置于优先地位，并努力在日常工作中实现这一理想。然而，该研究显示了这些重点如何可能导致困境，特别是在支持服务使用者的自决权的愿望和保护他们免受伤害的冲动之间。特别值得注意的是，服务使用者越来越多地使用社交媒体，这被认为是社会教育工作者面临的一个特殊挑战，他们感到无法保护自己。
