The process

How we have worked

The starting point for the project is the master's degree course; Innovation and social entrepreneurship in work with vulnerable children and young people. The students on the course are social workers or child welfare educators who have a position in practice, mainly as employees in municipal welfare services and preferably in the child welfare service. These social workers are the main actors who will initiate the innovation and make contacts in the field of practice. Each innovation therefore consists of a social worker on the course, a contact person in practice and in addition to employees at the university who have the main responsibility for guidance, learning and development in each innovation project.

In 2023, we developed 16 lab experiments in local child welfare services and child welfare institutions, specifically in Oslo, Trondheim and several different municipalities in Norway. The projects were created through close collaboration with the various agencies, and what the innovation should entail was based on the individual service's need for development and change.

In 2024, we continued to develop the Famwel lab in its entirety and made some changes which meant that we worked to a greater extent in teams of 2-4 social workers from the master's course and a contact person from practice. Trondheim municipality is the main collaboration partner where 4 innovation teams were established. In addition, individual innovation trials were initiated in several other municipalities in Norway. See map.

In each innovation project, an innovation plan is drawn up, which is a strategy document for the further work. Midway through the work, we have had a meeting where all the project participants meet and present their work. Each project must then describe how the process has been and what has so far been the result of the innovation.

Here comes three examples of different labs:

Innovation lab - Trondheim municipality - An inclusive "Tempesnakk"

Problem statement: How can we adapt Tempesnakk to ensure that people from different cultures have the opportunity to participate?

Several actors have been engaged in this project, including FROST-Eiendom, the volunteer centre, and the cultural unit. The cultural unit has previously supported area initiatives by assisting with the Tempe Festival, which has been held twice. Their expertise and experience in this type of work make them valuable partners. Collaborating with interpreters is especially important to ensure that Tempesnakk is communicated and marketed in a way that includes everyone. Local residents will also be crucial partners in identifying existing needs, as they are aware of what is required and can help shape Tempesnakk to suit all community members. We believe it would be beneficial to visit Tempe to talk directly with residents and gather their thoughts on what is necessary to encourage more participation in Tempesnakk.

To facilitate participation, we can engage with local residents through various outreach efforts. This could involve speaking to people on the streets or at local shops, or even knocking on doors. However, this approach may introduce bias regarding whom we connect with, particularly due to language barriers. Additionally, we can review how Tempesnakk has been executed in the past and analyze feedback from previous meetings. Consulting with a cultural guide can provide insights into the needs and desires of families from diverse backgrounds. The cultural guide can also assist us in connecting with relevant informants to ensure broader participation and input in the planning and implementation process.

Innovation lab 2 - Trondhem municpality - The Implementation of the Convention on the Rights of the Child in Practice

Problem statement: We aim for a positive change in how various municipal agencies work with the Convention on the Rights of the Child, ensuring it has a stronger presence in everyday practice. In particular, we want to see improvements for the most vulnerable children, especially those with physical or cognitive disabilities. 

The key actors in the innovation project are municipal services that work directly with children and are responsible for meeting their needs and safeguarding their rights. These include child welfare services, the educational and psychological service (PPT), schools, and health and care services. Organizations that specialize in supporting children with disabilities are also relevant, as they possess specific knowledge about this group and the challenges they face, offering valuable insights and advice. Examples of such organizations are the Norwegian Association of the Disabled, Dyslexia Norway, or ADHD Norway. Input can also be gathered from parents and family members with experience in navigating municipal services. Additionally, research institutions and educational bodies can contribute knowledge and analyses to support the project's theoretical foundation.

To ensure that relevant parties are heard, the open professional development day will include a panel discussion after the presentations, where representatives from various agencies can discuss the topic with the audience. Afterward, a workshop will be held where participants will be divided into groups across municipalities and services, allowing everyone to share their input. In preparation for the professional day, meetings have been held with various leaders to gather their insights and challenges on the topic. We are also considering including children in part of the day to share their experiences, though a final decision has not yet been made. 

Innovation lab 3- Trondheim municipality - Using the knowledge model “the Child at the centre” as a tool in Chil Welfare’s Decision-Making process

Problem statement: How can we implement the knowledge model as a tool for various discussion arenas?

There is an expectation that this will provide employees with a more holistic and clearer picture of the child's situational needs, making subsequent assessments more precise and comprehensive.

To facilitate participation in the planning and execution of the innovation project, effective communication with the staff at BFT Østbyen will be crucial. We want to create opportunities for them to share their experiences, needs, and wishes. The team leader has received feedback from the practice site that staff are positive about adopting the knowledge model, but they experience challenges in implementing it in the discussion arenas. This highlights both a need in the service and a desire from the staff that we want to consider. We also aim to involve caseworkers in the development process of the model so they feel ownership of the project. This way, we can receive feedback and make desired changes if needed. They already have the knowledge model at their workplace, and we want to find a way for them to use this model effectively. Thus, we are not introducing something entirely new but utilizing the model they already have available.