Fosterforeldre og kunnskap - Hvordan opplever fosterforeldre kompetanseutvikling i Trygg base grupper?
Abstract
I denne oppgaven vil jeg undersøke hvilke opplevelser fosterforeldre i to Trygg base grupper
(TBG) har av gruppeveiledningstilbudet som gis i Bufetats regi. Ettersom tilbudet kan anses
som økt kvalifisering av fosterforeldreskap gjennom opplæringsmodellen Trygg base
modellen (TBM), knyttes undersøkelsen til fosterforeldrenes opplevelse av
kompetanseutvikling. Problemstillingen er rettet mot hvilken kunnskap fosterforeldrene
opplever som nyttig i en TBG og hvilken betydning fosterforeldrene opplever at samspillet
mellom deltakerne i Trygg basegruppene har for kompetanseutvikling.
Oppgaven baserer seg på empiri som er innhentet gjennom to fokusgruppeintervju og
analysen er inspirert av Interpretative Phenomenological Analysis (IPA).
Fosterforeldrene opplevde at kunnskapsutvikling bør være er en forhandling mellom veiledere
og dem om forståelse av praksis og begrepsbruk. De beskrev nyttig kunnskap som «å feite
opp våre erfaringer». Evidensbasert kunnskap er nyttig for fosterforeldrene når den
gjenkjennes i deres praksiserfaring. Deling av erfaring, gjennom episoder fra fosterhjemmene,
tilførte fosterforeldrene nyttig praksiskunnskap.
Fosterforeldre vektla de relasjonelle forholdene i en TBG som fundamentale for
kompetanseutvikling. De opplevde at trygghet, anerkjennelse, deling av sårbarhet og
mestring som viktige faktorer i fellesskapsopplevelsen i en TBG. Relasjonserfaringer ble
oppfattet som å dele subjektive praksiserfaringer med hverandre. Dette skapte gjenkjenning
og en fellesskapsopplevelse. Deling av sårbarhet og mestring gjorde at fosterforeldrene
opplevde seg som mindre ensomme, og skapte en lettelse over å bli forstått og «sett» eller
anerkjent. This dissertation looks into the different experiences foster parents in the two “Secure base
groups” (TBG) have in terms of the services in group counselling offered by the “Bufetat” or
state services. The services can be viewed as a way of enhancing their knowledge base as
foster parents through the training model “Secure base model” (TBM). This paper is trying to
link the model to the foster parents experience and their knowledge enhancement.
The main question for this dissertation is directed towards “What knowledge are the foster
parents gaining from these group sessions (TBG) and how the experiences from the
interaction between the participants in “Secure base groups” have on their knowledge
development?
The findings in this dissertation are based on empirical data that has been collected through
focus group interviews. The data has been analysed with Interpretative Phenomenological
Analysis (IPA).
The foster parents described that their experience and their knowledge development should be
a negotiation between the professional advisors and themselves to discuss the understanding
of the practical – and academic terms. The foster parents described their experience of useful
knowledge «to expand their practical experiences». Evidence based knowledge is useful for
the foster parents when it is recognised in a practical term and experience. To share their
practical experiences, through episodes from the foster homes, provide the foster parents with
further useful practical knowledge.
The foster parents emphasised the relational conditions in the “TBG” as fundamental for the
development of their knowledge. They experienced that safety, recognition, to share
vulnerability and how they overcame this as the most important factors in the community
experience in the “TBG”.
The development of the experiences through relationships was viewed as wanting to share
their subjective practical experiences with each other. They could then relate to each other,
which created stronger united experiences. To share their vulnerable experiences and how
they overcame this made the foster parents less lonely and it created a feeling of relief that
others could understand them and understand what they were going through.
Description
Master i familiebehandling