DEPARTMENT OF APPLIED
IT FACULTY
“It shouldn’t be a knot in the
stomach for anyone to come
there”
A Case Study of Migrant Clients' Interactions with
Social Services in Borås
Claudia Agartsson
Lava Rauof
Essay/Thesis: 30 hp
Programme: Master in Communication
Level: Second Cycle
Year: 2024
Supervisor: Alice Srugies
Examiner: Oskar Lindwall & Pauline Gidget Estella
Word count: 16.382
Abstract
According to The Swedish Psychological Defense Agency (MPF), there are challenges of
mistrust among Swedish citizens arising from the disinformation campaign affecting the
image of the Care of Young Persons (Special Provisions) Act (LVU) aimed to protect children
who are at risk of harm. Integrating various theoretical approaches, including trust,
uncertainty, anxiety, cultural competence, cultural intelligence, and knowledge sharing, the
purpose of this qualitative study is to explore the perceptions of communication and
encountered challenges from the perspective of both Borås Stad’s social workers and clients
with migrant backgrounds.
The empirical data was collected through 20 semi-structured interviews that
underwent a thematic analysis, revealing three main themes: pre-interaction, interaction,
and post-interaction, explaining the individual’s process prior to, during, and after
interactions. The findings showed that the prevalent experiences of uncertainty and anxiety,
as well as the lack of cultural competence among social workers and clients, hamper
communication and knowledge sharing across the three distinct stages of communication.
Clients underscored the imperative of transparent and clear communication while
advocating for adaption in communication styles to validate their emotions during
interactions. Self-awareness to build long-lasting trust and overcome cultural barriers was
highlighted as a key to effective intercultural communication. Ultimately, this study aims to
provide practical recommendations for Borås Stads' Social Services to rebuild trust. Despite
the government and researchers accentuating the external LVU disinformation campaigns,
the findings revealed that clients' distrust is rooted in the word-of-mouth of their social
circles.
Keywords: social work, intercultural communication, trust, anxiety-uncertainty
management theory (AUM), knowledge sharing
Acknowledgments
I, Claudia Agartsson, extend my deepest gratitude to my husband, Rasmus, the love of
my life, who supported me throughout my academic journey. He took on additional child and
household responsibilities during my pregnancy, allowing me to focus on my studies. Even
after the baby's arrival, he was my unwavering support, stepping in seamlessly whenever I
felt overwhelmed. Words cannot express my appreciation for his love and belief in me. I love
you forever! Secondly, to our perfect children, Ludvig and Estelle, your love and laughter
have been a constant source of joy and inspiration throughout this journey. Thank you for
your patience and understanding during late nights and long work days. This thesis is as
much yours as it is mine. Finally, I thank my parents for their constant support. Your presence
provided a safety net that allowed me to dedicate myself to this thesis and program.
I, Lava Rauof, am immensely grateful to my mother for her unwavering support during
my studies. Her love and encouragement have been my source of strength through
overwhelming exams and endless days. The memory of her accompanying me from
Stockholm to Gothenburg to calm my nerves before an exam is one I will cherish forever.
Without you by my side, I would not be where I am today. Secondly, I wish to thank my
beloved partner, Jesper Levander, for his patience and support. I sincerely appreciate the
time and space he has given me to excel in my studies. Even when you were busy gaming and
I was immersed in my laptop, your mere presence was a comfort. I am truly blessed to have
you in my life, and I look forward to sharing many more accomplishments with you.
We are particularly grateful to our wonderful supervisor, whose mentorship and
insights shaped our academic growth. Her constant support, contagious enthusiasm, and
flexibility were invaluable to our success. Thank you, Dr. Alice Srugies!
Table of Contents
Introduction........................................................................................................................1
Literature Review................................................................................................................4
Trust in Intercultural Encounters..........................................................................................4
Anxiety and Uncertainty in Intercultural Encounters........................................................... 8
Responses to Anxiety and Uncertainty.............................................................................. 12
Cultural Intelligence and Knowledge Sharing in Intercultural Encounters......................... 15
Aim and Research Questions............................................................................................. 18
Methods........................................................................................................................... 21
Research Method...............................................................................................................21
Research Design................................................................................................................. 22
Sampling.............................................................................................................................23
Data Collection...................................................................................................................25
Limitations of the Data Collection................................................................................27
Data Analysis......................................................................................................................28
Ethical Considerations........................................................................................................30
Findings............................................................................................................................ 34
Pre-interactions..................................................................................................................34
Emotional Toll...............................................................................................................34
Prejudice and Preconceptions......................................................................................35
Accessible and Clear Communication.......................................................................... 36
Breaking Barriers..........................................................................................................38
Interactions........................................................................................................................ 39
Feeling Silenced............................................................................................................40
Building Bridges Through Positive Interactions............................................................42
Balancing Objectivity and Client Needs....................................................................... 44
Establishing a Trusting Relationship............................................................................. 46
Cultural Competence................................................................................................... 47
Post-interactions................................................................................................................ 50
Trust and Comfort........................................................................................................ 50
Coping with the Unknown........................................................................................... 51
Self-reflection and Collegial Support............................................................................52
Discussion.........................................................................................................................54
Conclusion........................................................................................................................ 62
Study Limitations and Future Research..............................................................................65
Practical Implications......................................................................................................... 66
References........................................................................................................................ 68
Appendix.......................................................................................................................... 92
Appendix 1: Interview guide draft, social workers.............................................................92
Appendix 2: Interview guide, social workers......................................................................96
Appendix 3: Interview guide draft, clients....................................................................... 100
Appendix 4: Interview guide, clients................................................................................104
Appendix 5: Consent form, Social services in Borås Stad.................................................108
Appendix 6: Consent form, Participants.......................................................................... 110
Appendix 7: Codebook.....................................................................................................112
Appendix 8: Transcript snippets.......................................................................................114
Introduction
In Sweden, the Care of Young Persons (Special Provisions) Act, known as LVU, aims to
safeguard children at risk of coming to harm (SFS 1990:52). Yet, since December 2021, a
disinformation campaign about social workers putting Muslim children in Christian foster
households as an assimilation strategy and children in custody being subjected to
psychological and physical abuse has circulated on social media and other platforms
worldwide (Ranstorp & Ahlerup, 2023; Regeringskansliet, 2023; SFS 1990:52; TRT World,
2022). A report by The Swedish Psychological Defense Agency (MPF) stated that there is no
evidence to support these claims and that it has created a lack of trust between public
authorities and some residents in Swedish society (Ranstorp & Ahlerup, 2023;
Regeringskansliet, 2023). The Social Services Act (SFS 2001:453) mandates that municipalities
prioritize security while respecting individuals' right to make their own decisions regarding
support. Nonetheless, clients with mistrust may avoid seeking help, which results in children
and parents not gaining the necessary support and complicating the social worker's ability to
conduct investigations (Nilsson & Landstedt, 2022; Regeringskansliet, 2023).
A mission on behalf of the Swedish National Board of Health and Welfare revealed that
social workers across different municipalities perceived specialized “cultural competence” as
necessary for working with migrants to avoid conflicts or oppressive behaviors. However, this
belief of social workers often resulted in fear and uncertainty, leading to unclear
communication and reluctance to address critical issues. Some social workers argue that the
cultural competence approach may lead to overgeneralization and homogenization,
overlooking clients’ uniqueness and hindering effective communication (Socialstyrelsen,
2010). In contrast, demographic changes lead to increasingly complex Western societies that
1
also affect the social work profession (Nadan, 2016). Nadan (2016) suggests adopting cultural
competence to reflect on power relations, oppression, and inequality to promote ethical and
anti-oppressive social work practices. Moreover, Gruber (2016) underscores the
inconsistency between the rhetoric and practice of cultural competence, suggesting research
into how cultural competence can be practiced without reinforcing social hierarchies in
Nordic social work and other welfare institutions. Matthies (2013) emphasizes that Swedish
social workers need to recognize the perspective of others for mutual understanding amid
societal changes while upholding the value of social justice but are also in need of resources
and autonomy to truly empower their clients. The profound challenge for the social service
system lies in bridging cultural competence to effectively navigate interactions with migrants
amidst anxiety and uncertainty, as well as to build or enhance trust. Thereby, this case study
aims to delve into how uncertainty, anxiety, and trust influence the intercultural
communication dynamics within the interactions between Borås Stad’s social workers and
clients with migrant backgrounds. By examining the perceptions and perspectives of both
parties, the study seeks to identify practical approaches and practices for Borås Stad’s social
service. Delving into the dynamics of intercultural communication, this case study seeks to
illustrate the complexities of multicultural interactions and provide tangible contributions to
societal advancement, advocating for meeting the diverse needs of professionals and
individuals to improve their experiences and foster inclusivity within the social service
system.
The case study first presents the state of research, reviewing relevant literature and
previous research to define central concepts. The concepts include cultural competence,
which often is interchangeably referred to as intercultural competence (Arasaratnam-Smith,
2017), intercultural communication effectiveness, cultural intelligence, uncertainty, anxiety,
2
trust and knowledge sharing. Thereafter, the methodology outlines the research design,
sampling criteria, data collection and analysis, and ethical considerations. The third section
presents the findings obtained through a thematic analysis, further explored in relation to
the literature review in the discussion. Lastly, the conclusions address the major findings of
the research questions, acknowledge the study's limitations, provide suggestions for future
research, and provide Borås social service with practical implications.
3
Literature Review
The following section offers a foundation for the theories and key concepts related to
the study. The section concludes by discussing the research aims and questions guiding the
case study.
Trust in Intercultural Encounters
Rogers and Steinfatt define intercultural communication as “the exchange of
information between individuals who are unalike culturally” (1999, p. 1), while Lustig and
Koester (2010) define intercultural communication as the “symbolic, interpretive,
transactional, contextual process in which people from different cultures create shared
meanings” (p. 46). Intercultural communication arises when significant cultural variations
lead to conflicting understandings and anticipations about how to communicate effectively
(Lustig & Koester, 2010). In the case of interactions with new people, one perceives the other
as a stranger and communicates accordingly (Gudykunst & Kim, 1997). Gudykunst and Kim
(1997) argue that when individuals socialize with others from different cultures, they often
encounter a high level of strangeness and a low level of familiarity. According to Jackson
(2020), the ability to familiarize and comprehend the communication partner's behavior,
style, values, and beliefs can enhance the individual's perception and reduce communication
anxiety. These observations are consistent with Chen and Nakazawa's understanding that
intercultural relationships are more challenging to initiate and sustain than intracultural
relationships (2010).
Yu et al. (2021) state that establishing trust is vital to successful intercultural
communication. Building upon this, Nilsson and Landstedt (2022) argue that trust is not
4
solely restricted to personal relationships but is a crucial aspect of Swedish society, including
public administration and social services. Furthermore, trust is described as the anticipation
that another person or an organization will uphold their verbal or written commitments and
assertions, refraining from inflicting harm despite the potential opportunities. The authors
argue that a lack of trust in public institutions can lead to difficulties for social workers, such
as lower uncertainty, lower self-esteem and team morale, and personal stigmatization
associated with the profession (Nilsson & Landstedt, 2022).
Researchers explain that the emergence and presence of trust depend on the situation
and context and are influenced by personal experiences (Bengtsson & Brommesson, 2022;
Wiencierz & Röttger, 2016). Moreover, researchers assert that an organization's
trustworthiness is evaluated through its ability, benevolence, and integrity, which are
independent of each other yet interconnected, influencing the overall trustworthiness
(Deljoo et al., 2018; Mohammed & Kamalanabhan, 2019; Poppo & Schepker, 2010;
Venkatesh et al., 2016; Wiencierz & Röttger, 2016). Competence-based trust (also referred to
as ability-based trust) relates to the skills, competencies, and characteristics that enable the
performance of a specific task in a given situation, whether private or organizational (Mayer
et al., 1995; Poppo & Schepker, 2010; Venkatesh et al., 2016; Wiencierz & Röttger, 2016).
Abrams et al. (2003) posit that competence-based trust assures that the individual sought
out possesses knowledge and expertise that merits attention and learning. Moreover, Mayer
et al. (1995) suggest that trust in the following context is domain-specific and exists if the
perceived ability of the party to be trusted is positive. Furthermore, competence-based trust
can increase the likelihood of sustained relationships, as individuals tend to prefer
competent individuals, particularly following a conflict (Malhotra & Lumineau, 2011). On the
other hand, Di Rosa (2017) underscores the inherent uncertainty in Italian social worker
5
professionals' struggle to balance adherence to policies and attentive listening, which
ultimately poses challenges to their ability to provide support and cultivate trust-based
relationships effectively.
Abidin and Salamat (2023) suggest that while the public sector focuses on public
interest, there is a neglected aspect, benevolence, which is the genuine concern for the
well-being of citizens. Benevolence-based trust pertains to whether an organization has a
benevolent disposition toward stakeholders and acts in their interests or pursues egocentric
motives (Mayer et al., 1995; Poppo & Schepker, 2010; Venkatesh et al., 2016; Wiencierz &
Röttger, 2016). Moreover, benevolence is characterized by genuine concern and prioritizing
others above oneself, even if it results in sacrifices and losses (Garbarino & Lee, 2003). Abidin
and Salamat (2023) highlight the importance of benevolent practices within the public
sector, accentuating their function in prioritizing the public welfare. In the context of seeking
guidance, if the individual has benevolence-based trust in the goodwill of the other, it
becomes easier to expose their lack of knowledge and show vulnerability without fear of
judgment or exploitation (Abrams et al., 2003). Once a relationship is established,
benevolence-based trust becomes significant in fostering an emotional connection.
However, during the initial stages, integrity-based trust predominates as it provides a
rational basis for trust (Colquitt et al., 2007; Mayer et al., 1995). Integrity-based trust
considers an organization's principles, values, and beliefs, as well as the consistency of its
actions and reliability (Mayer et al., 1995; Poppo & Schepker, 2010; Venkatesh et al., 2016;
Wiencierz & Röttger, 2016). Liu et al. (2020) characterize integrity-based trust as the degree
to which responsible actors are seen as honest and transparent in their actions,
demonstrating a genuine concern for the public interest. Nolan-Flecha (2017) emphasizes
the vital role of integrity in the public sector to reinforce trust, given that trust relies on the
6
presumption to act with integrity; thus, the interconnected relationship between these two
concepts is considered important to sustain the public interest.
Furthermore, Blöbaum (2016) emphasizes that trust is frequently associated with
positive performance expectations and the anticipation that desirable- and undesirable
events will not occur. Thus, trust is an intangible asset, particularly within organizations, as
the result of unmet expectations can lead to a crisis of trust that is difficult to rebuild once it
is lost (Bengtsson & Brommesson, 2022; Blöbaum, 2016; Poppo & Schepker, 2010; Wiencierz
& Röttger, 2016). Consequently, as Ting-Toomey and Dorjee (2019) underscored, it is
important to grasp and acknowledge each other's self-identities. This understanding assists
in inhibiting barriers that may hinder trust and willingness to share personal information in
intercultural interactions, underscoring the complexity of intercultural encounters (Jackson,
2020). Researchers further shed light on various internal and external barriers that
intercultural relationships encounter. These include unmet expectations (Allen, 2023),
differences in communication styles (o'g'li et al., 2023), differing values and perceptions (c;
o'g'li et al., 2023), stereotyping (Allen, 2023; o'g'li et al., 2023), prejudices (Allen, 2023),
discrimination (Hammoud, 2023), language barriers (Jackson, 2020; Jenifer & Raman, 2015),
and miscommunication (Jenifer & Raman, 2015). Additional intercultural barriers encompass
heightened levels of uncertainty and anxiety (Berger & Calabrese, 1975; Hammer et al.,
1998; Hendrickse & Davids, 2014; Gudykunst, 1998; Pertwee et al., 2022; Samochowiec &
Florack, 2010).
7
Anxiety and Uncertainty in Intercultural Encounters
Gudykunst (1998) states that anxiety usually stems from negative expectations and
recommends approaching communication with an open and positive mindset to alleviate
parts of it. Furthermore, Samochowiec and Florack (2010) distinguish integral anxiety, felt
during interactions with people from different cultural groups, and incidental anxiety, caused
by unrelated factors to the aforementioned but present in an intercultural setting, such as
environmental triggers (Chang & Engelmann, 2024).
Specific individuals perceive uncertainty as an opportunity for exploration and growth,
while others find it unsettling and avoid contact (Samochowiec & Florack, 2010). Moreover,
Samochowiec and Florack (2010) emphasize that temporary anxiety significantly impacts
how willing individuals are to interact with others from different cultures. Recognizing
individual differences in managing uncertainty is crucial for fostering successful intercultural
interactions (Samochowiec & Florack, 2010).
As highlighted by Neuliep (2015), intercultural communicators may have elevated
anxiety levels due to unfamiliarity and uncertainty, potentially leading to their avoidance
behavior as a means of maintaining comfort and predictability. An example is illustrated in a
report on behalf of the Public Health Agency of Sweden that delves into how frustration and
anxiety among migrants concerning the relationship with authorities and parental rights in a
new country may lead to hesitation to engage and seek assistance from social services and
other authorities (Cox, 2011; Dumbrill, 2009; Lewig et al., 2010; Osman, 2016; cited in
Nordling et al., 2020, p. 8). This reluctance aligns with Neuliep’s (2015) proposition that
unfamiliarity can result in avoidance behavior, as the report underscores that the hesitance is
rooted in the migrants' unfamiliarity with the legal and social system (Nordling et al., 2020).
8
High anxiety levels can lead to simplified processing methods, e.g., stereotypes, while
low anxiety levels can demotivate communication, as individuals may be overconfident in
their abilities to predict behavior (Gudykunst & Nishida, 2001). Additionally, anxiety may be
evoked by cultural uncertainty in interactions with people from different cultural
backgrounds, which may result in avoidance of communication (Duronto et al., 2005).
Building upon this, a study on global public relations in the governmental sector in Bahrain
found that awareness of cultural diversity among Middle Easterners significantly influenced
their communication. This awareness shaped their decisions on what information to share or
withhold to ensure respectful and effective communication with individuals from other
cultures, thereby building stronger relationships (Saqer, 2019).
Effective communication relies on managing uncertainty and anxiety in interpersonal
and intergroup communication, as these factors shape communication outcomes with others
(Duronto et al., 2005). An effective intercultural communicator has strong self-awareness and
high self-esteem; a tolerance for ambiguity that makes them flexible and open-minded to
demonstrate empathy and respond appropriately in various situations; and skill in
categorization of others, where they recognize individuals' unique characteristics and avoid
stereotypes (Martin & Nakayama, 2022).
However, Hammer et al. (1998) emphasize that anxiety reduction stems from the initial
tension and uncertainty associated with experiences during interactions with strangers. After
the initial phase, perceived similarities between individuals and cultural knowledge sharing
become more significantly adapted through uncertainty reduction (Hammer et al., 1998).
The Uncertainty reduction theory (URT) was first introduced by Berger and Calabrese
(1975) to explain how individuals communicate, especially when unsure about their
environmental surroundings. They concluded that individuals behave differently during
9
interactions and attempt to predict the actions and reactions of the other person to decrease
uncertainty (Berger & Calabrese, 1975). In recent years, the Uncertainty Reduction Theory
(URT) has received increasing attention in various scientific research areas, including
environmental dynamism, social identity processes, organizational settings, health domains
and intercultural interactions (Brown et al., 2023; Deng et al., 2021; Gudykunst et al., 2011;
Gudykunst, 1985; Gudykunst, 1995; Hogg, 2000; Kramer, 1993, 2013; Smith, 1996; Yu &
Leung, 2023).
URT posits that the primary objective when strangers meet is to reduce uncertainty
and enhance their ability to predict each other's behavior during interactions (Berger &
Calabrese, 1975; Pertwee et al., 2022) before focusing on heightening self-disclosure (Li &
Lee, 2023). However, Sunnafrank (1986) contradicts that the following is the primary
objective in initial interactions and emphasizes that individuals rather seek to reduce
uncertainty to predict the relational outcomes. Furthermore, he also advocated that
communication motives evolve from simply reducing uncertainty to building meaningful
relationships (Sunnafrank, 1986). Several other studies likewise argue against Berger and
Calabrese from a psychological perspective, stating that under certain circumstances
characterized by high levels of uncertainty, people will avoid information-seeking
(Carcioppolo et al., 2016; Shen et al., 2024).
The complexities of everyday life stem from a lack of information or past
inconsistencies, which lead individuals to face uncertainty that often results in unpredictable
behaviors when interacting with strangers (Brashers, 2001). Kellermann and Reynolds (1990)
elaborate on how individuals seek information to reduce uncertainty when faced with a lack
of knowledge about the other and that attraction is postponed until sufficient knowledge is
acquired. Thereby, high uncertainty acts as a stimulus for information seeking and a
10
deterrent for attraction. Moreover, Kellermann and Reynolds (1990) acknowledge that
individuals are more inclined and motivated to reduce uncertainty as similarity to the other
increases, positive nonverbal feedback is received, and conversations are more sustained.
However, Hendrickse and Davids (2014) underscore that in the public sector, making
assumptions about similarities and overlooking cultural differences may lead to not
recognizing or misinterpreting cultural behaviors, becoming a barrier to intercultural
communication.
Individuals can adapt three approaches to gather information and minimize
uncertainty: passive, active, or interactive (Ko, 2023). The passive strategy involves
individuals relying on observations from various situations of their interaction partner
without attracting attention or having direct contact. Meanwhile, in an active strategy,
information is proactively gathered indirectly without engaging with the other person. Lastly,
in the interactive strategy, individuals communicate directly to gain and share information to
present themselves reciprocally (Ko, 2023).
Several researchers argue that there is a correlation between trust and uncertainty in
relationships (Cook & Gerbasi, 2011; Yamagishi & Yamagishi, 1994; Vaccari & Chadwick,
2020). Cook and Gerbasi (2020) emphasize that relying on others becomes more complicated
as uncertainty increases and the individual feels vulnerable or at risk of being taken
advantage of. Thus, trust plays a vital role in reducing uncertainty while assessing future
behavior and interpreting the actions and motives of others (Cook & Gerbasi, 2011).
Managing uncertainty in the context of increasing political trust in a population
includes strategies that optimize the level of uncertainty or enhance political trust.
Furthermore, depending on how well situations are handled, political trust can shift rapidly
in times of crisis, underscoring the relevance of maintaining trust in communication. Thus, a
11
nuanced approach is essential to tailoring strategies to the unique circumstances of
individuals and localities (Lalot et al., 2021).
Responses to Anxiety and Uncertainty
Deng et al. (2021) highlight that individuals with a low tolerance for uncertainty,
related to various reasons such as difficulties coping with a dynamic environment and
exaggeration of potential negative consequences, often feel anxious and have trouble
adapting to new situations. Their bodies react differently to uncertainty, perceiving it as a
stimulus or threat (Samochowiec & Florack, 2010).
Researchers claim that mindfulness is a crucial segment of the Anxiety-uncertainty
management theory (AUM) and a valuable strategy that enables individuals to manage
uncertainty and anxiety to improve communication effectiveness (Gudykunst, 1995, 1998;
Gul et al., 2023). The communication processes between individuals from different cultures
are similar to those between strangers from the same culture (Gudykunst & Nishida, 2001;
Nadeem & Koschmann, 2023). According to Huston et al. (2011), mindfulness is attaining a
deeper understanding of oneself and the surrounding world. By being mindful of thoughts
and emotions, individuals can detach from them and establish more meaningful connections,
thereby fostering better communication and reducing conflicts (Huston et al., 2011). Several
researchers highlight how individuals can regulate their levels of anxiety and uncertainty by
being attentive and mindful of attitudes, behaviors, and socio-cultural norms. Thereby
making informed judgments and embracing new information and perspectives, resulting in
intercultural communication effectiveness (Gudykunst, 1998; Gudykunst & Nishida, 2001;
Gul et al., 2023). Not being mindful hinders individuals’ awareness of their emotional
12
reactions and biases, leading to a negative appraisal of differences (Huston et al., 2011).
Mindfulness training can counteract emotional reactions by fostering awareness and positive
perspectives, leading to more effective communication (Huston et al., 2011).
The dynamic interplay of intellectual, emotional, and cultural backgrounds stemming
from living and working with people from different cultures underscores the importance of
communication. Developing cultural competence can enhance individuals' abilities as
listeners, speakers, team members, or leaders and facilitate intercultural interactions
(Halverson & Tirmizi, 2008). Intercultural communication effectiveness or intercultural
communication competence is defined as communicating effectively in an intercultural
setting. Effective intercultural communication goes beyond mere knowledge acquisition to
achieving set goals and establishing equitable connections in the intercultural environment
based on developing communication skills and personal awareness (Jackson, 2020; Jandt,
2020).
Martin and Nakayama (2022) posit that other-knowledge, the understanding of an
individual's cognitive and behavioral patterns in another culture, is linked to intercultural
communication. Acquiring other-knowledge can enhance cultural competence, and it is best
learned through relational experience rather than abstract terms, as the latter can lead to
stereotypes and prejudices (Martin & Nakayama, 2022). Moreover, prejudices are often a
primary approach to manifesting aggression and frustration or compensating for perceived
shortcomings of the individual concerned (Stier, 2019).
As individuals live and work with people from different places intellectually,
emotionally, and culturally, the challenge of communication across differences has
magnified, as highlighted by Halverson and Tirmizi (2008). However, developing competence
as an intercultural communicator is crucial to achieving the goal of clear, respectful
13
communication and expanding effectiveness and satisfaction. Moreover, Halverson and
Tirmizi (2008) discuss that by enhancing their understanding of intercultural communication,
individuals enhance their abilities as listeners, speakers, team members, or leaders.
Chen and Starosta (2007) present an intercultural communication competence model
consisting of three components: intercultural sensitivity, intercultural awareness, and
intercultural adroitness. Intercultural sensitivity is an affective perspective that focuses on
navigating interactions with positive emotions, leading to acknowledging and respecting
cultural differences (Chen & Starosta, 2007). The cognitive perspective of intercultural
awareness emphasizes self-awareness in distinguishing between one’s and other's cultural
identities to lessen the uncertainty in navigating differences in intercultural communication
effectively (Chen & Starosta, 2007). Uncertainty reduction is essential as the heightened
sensitivity in interaction with culturally diverse people can result in misinterpreting the other
person's behavior through the lens of their cultural identity and overlooking the individual’s
uniqueness (Gudykunst, 1995). The last component, intercultural adroitness, is a behavioral
perspective that focuses on employing message skills, knowledge of appropriate
self-disclosure, behavioral flexibility, interaction management, and social skills to achieve
communication goals (Chen & Starosta, 2007).
Given the interconnectedness of cultures, it is imperative to comprehend intercultural
sensitivity, awareness, and adroitness in approaches to enhance intercultural communication
competence (Chen & Starosta, 2007). From an organizational perspective, Lee et al. (2022)
recommend that institutions such as social services include cultural competence in their
work curriculum. Stier (2004) emphasizes that public employees in Sweden perceive
intercultural competencies as fundamental interpersonal skills to possess. This perception is
reflected in the high demand for training to improve their comprehension of cultural
14
diversity and differences (Stier, 2004). Social workers' cultural perspectives and the use of
words can influence the interaction and affect the clients' help-seeking actions and outcomes
(Leung & Ku, 2023; Tin, 2008). Thus, self-awareness is considered important in preventing
negative outcomes that unfold in the marginalization or stereotyping of individuals or
groups, commonly known as othering (Tin, 2008). On the other hand, including cultural
factors and adopting solutions to the needs of each unique individual that social workers
encounter while adhering to organizational guidelines and handbooks may present a
complex dilemma. In Stier’s (2004) opinion, there is yet more to learn in the area of
intercultural competencies in social work in Sweden, making the area a subject for further
exploration.
Cultural Intelligence and Knowledge Sharing in Intercultural
Encounters
Presbitero and Attar (2018) suggested broadening the AUM framework by integrating
cultural intelligence (CQ) and knowledge sharing to obtain more profound insights into
intercultural interactions and communication skills. However, no empirical study testing their
framework as a whole could be found (Nadeem et al., 2023; Pan et al., 2023 & Rai et al.,
2023).
Peterson (2004) describes the concept of CQ as complex and lacking a unified
definition. However, to grasp the concept, he provides one definition as “the ability to
engage in a set of behaviors that uses skills (i.e., language or interpersonal skills) and
qualities (e.g., tolerance for ambiguity, flexibility) that are tuned appropriately to the
culture-based values and attitudes of the people with whom one interacts” (Peterson, 2004,
15
p. 89). Earley and Ang (2003) describe CQ as cognitive, motivational, and physical
capabilities an individual adapts to new cultural settings. Li (2020) emphasizes that CQ and
cultural competence are two important constructs that are closely correlated and essential
for understanding why specific individuals are more effective in intercultural communication.
Additionally, CQ is emphasized as a concept that shifts from cultural differences and
instead focuses on adapting to the demands of needs in culturally diverse situations,
applying to both individuals and organizations in qualitative (Gregory et al., 2008; Thompson,
2018; Wengel, 2023) and quantitative research (Hu et al., 2021; Gonçalves et al., 2016;
Popescu, 2023). In public institutions, Edwards (2016) emphasizes incorporating cultural
intelligence in the work curriculum to support effective interactions.
The incorporation of CQ in Presbitero and Attar’s study (2018) is motivated by its
prominent ability to manage anxiety and uncertainty levels while leveraging cultural
knowledge skills and self-efficacy, which refers to an individual belief in their ability and
competencies to perform a task (Cambridge University Press, n.d.) Furthermore, CQ being
linked to these individual-level traits and tendencies enhances intercultural communication
effectiveness and knowledge sharing (Presbitero & Attar, 2018).
The concept of knowledge sharing has been discussed in several study fields, such as
communication technology (Deng et al., 2023; Omotayo & Babalola, 2016), organizational
communication (Chen et al., 2024; Enwereuzor et al., 2023; Santhose & Lawrence, 2023),
interpersonal communication (Abrams et al., 2003; van Houten, 2023), and intercultural
communication (Chmielecki, 2013; Lahti, 2015). Knowledge sharing is the process of
providing and disseminating information and knowledge to others, which involves imparting
and receiving knowledge from others (Presbitero & Attar, 2018).
16
Nordgren et al. (2022) investigated knowledge sharing among Swedish social workers
supporting individuals with disabilities. Their findings revealed a concerning barrier to
knowledge acquisition: social workers' dependence on their initiatives or colleagues as a
primary source of information dissemination, leading to inconsistency in knowledge
distribution and inability to acquire the essential information. The evident handling of
complex cases without proper training or education and the absence of managerial support
prompts Nordgren et al. (2022) to advocate for the implementation of structured knowledge
sharing processes in the form of organizational learning programs and courses within the
social work context.
The concept of knowledge sharing is multifaceted and can be linked to various
behavioral concepts, including attitude, intention, and actual behavior (Van Greunen, 2022).
In addition, active information-seeking enables individuals to acquire the specific knowledge
necessary to adapt and excel in new environments, a process facilitated by CQ that enhances
knowledge sharing behaviors. Individuals skilled in adapting to diverse cultures demonstrate
greater effectiveness in intercultural interactions, particularly in knowledge sharing, leading
to greater satisfaction and perception of contributions to the organizations’ success (Chen et
al., 2024).
Organizational factors such as job design, performance appraisal, managerial style, and
individual factors such as motivation and anxiety are identified as influencers of knowledge
sharing (Presbitero & Attar, 2018). Moreover, Presbitero and Attar (2018) found that the
individual's traits of anxiety and uncertainty could have a significant negative impact on
knowledge sharing. High levels of anxiety and uncertainty are connected with low levels of
knowledge sharing, as individuals who feel uneasy and anxious are inclined to communicate
their thoughts and feelings effectively (Lund, 2021; Presbitero & Attar, 2018). Consequently,
17
the authors argue that effective intercultural communication is the key to facilitating
knowledge sharing in intercultural contexts (Presbitero & Attar, 2018).
According to Singh and Srivastava (2009), trust is nurtured through frequent
interactions, competence, consistency, and knowledge sharing. Kistyanto et al. (2022)
suggest that high levels of trust lead to better adaptation to different cultural norms and
practices and innovative behavior. Trust also promotes knowledge and information sharing,
reducing intercultural conflicts. Additionally, trust can also be viewed from the perspective of
cultural competence, whereupon Afsar et al. (2021) argue that stress experienced during
intercultural interactions may signify a low level of CQ and could potentially diminish trust.
Insufficient CQ may result in challenges in effectively navigating unfamiliar cultures due to
inadequate knowledge and cognitive abilities. Conversely, Afsar et al. (2021) propose that
individuals with high levels of trust tend to foster an environment of security, openness, and
community, recognized as critical elements for individual creativity and innovation.
Aim and Research Questions
Despite its growing popularity, intercultural communication is a research field that
requires further exploration of relational and contextual dynamics, such as interpersonal
relationships and communication frequency, power, and trust (Bueechl et al., 2023; Choi &
Kim, 2023; Hossain, 2023; Hsu et al., 2024 & Liu et al., 2018).
The case study aspires to gather perspectives on the intercultural communication
dynamics between social workers and clients with migrant backgrounds, focusing on the
perceptions of uncertainty and anxiety and how trust is established or hindered within this
context. Furthermore, it will draw on the impact of cultural competence and cultural
18
intelligence from the AUM theory proposed by Presbitero and Attar (2018) on these
perceptions to facilitate knowledge sharing and adapt communication to specific needs for
positive outcomes and enhanced communication effectiveness (See figure 1). Ultimately, the
study aims to expand our understanding of trust building in intercultural communication and
provide practical insights into ways of working in Borås Stads’ Social Services by addressing
the following research and sub-research questions:
RQ1: How do clients with migrant backgrounds perceive communication with the social
workers from Borås stad?
● To what extent does the perceived cultural competence influence this assessment?
RQ2: How do social workers perceive communication with clients with migrant backgrounds?
● To what extent does perceived cultural competence influence this assessment of social
workers?
● To what extent do social workers encounter communicative challenges?
RQ3: How do the communication approaches employed by social workers reduce uncertainty
and anxiety among clients with migrant backgrounds?
19
Figure 1
An illustrated model of the core concepts from the literature review and their interconnects,
demonstrating how they impact one another.
20
Methods
The following section discusses the study’s method, design, sampling, and data
collection. It also presents the method of analyzing the collected data and highlights the
study's ethical considerations.
Research Method
Qualitative research was considered suitable for the study as it aims to obtain a
contextualized understanding of trust building in intercultural communication. This study
focuses on exploring behaviors, beliefs, and motivations instead of quantifying data to
establish prevalence, averages, and patterns across a broader population, as commonly
pursued in quantitative research. The qualitative study undertakes an inductive approach,
drawing findings to broaden and deepen the social context's understanding (Clark et al.,
2021).
The ontological position guiding the study is constructionism, which contends that
social phenomena emerge not only through social interaction but also undergo constant
revision. It acknowledges that researchers themselves account for the construct of the social
world, emphasizing subjectivity and rejecting the objectivist notion of fixed knowledge (Clark
et al., 2021).
The epistemological position is interpretivism, primarily concerning subjective meaning
attributed to actions (Bell et al., 2019). The chosen paradigm aligns with the study’s objective
of comprehending social workers' experiences and cognitive processes in Borås and
individuals who have interacted with them across various contexts (Bryman & Bell, 2019;
Hennink et al., 2020).
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Research Design
This research utilizes a case study design to achieve an in-depth analysis of how Borås
Stad’s social services operate. Bryman and Bell (2019) underscore how case studies
encompass various research designs, which often blur the boundaries. However, the
distinctive feature of a case study lies in its pursuit to uncover and present the unique
attributes inherent to the specific case (Bryman & Bell, 2019).
Borås Stad, governed by a local government structure, comprises a city council,
committees, and various public departments (Byström, 2024). Among these departments,
the Individual and Family Care Administration, with approximately 300 employees, is the
central focus of this study. This social service administration supports vulnerable individuals
and families by providing various programs. Their interventions address children, adults, and
families' unique needs, including financial aid, emotional support, and protective measures
(Byström, 2024). Encounters with clients occur through various channels, including in-person
meetings, phone calls, mail, and emails. The case study's objective is to provide Borås Stad
with practical insights and recommendations to cultivate trust within the social services’
operational framework, primarily focusing on in-person meetings (Byström, 2023).
The qualitative data collected within the context of Borås Stad exhibits idiographic
characteristics, marked by its contextual specificity. Borås is located in the Västra Götaland
region of Sweden. At the end of the year 2023, the city had 114,592 residents, whereas
approximately 24,6 percent were foreign-born (Statistikmyndigheten SCB, n.d.-a, n.d.-b). The
findings primarily apply to the unique geographical, cultural, and socio-economic
characteristics of Borås. Therefore, while the findings might provide valuable insights into
22
trust-building and intercultural communication competence processes, generalizing these
conclusions to other settings should be exercised cautiously, as highlighted by Clark et al.
(2021).
Sampling
The sample selected for interviews for the case study was recruited using a snowball
and purposive sampling strategy, both of which are non-probability sampling methods (Clark
et al., 2021). Specific criteria were established for clients and social workers to ensure
relevance to the research. For clients, these criteria include demonstrating a sufficient
proficiency in Swedish or English to comprehend and respond to questions, being a parent
with a migrant background, having prior interaction with Social Services in Borås Stad, and
expressing willingness to participate in audio-recorded semi-structured interviews. For social
workers, the criteria involved possessing experience in working with families with migrant
backgrounds and a desire to participate in audio-recorded semi-structured interviews (See
Table 1).
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Table 1
The following table presents this study sampling.
Snowball sampling, a convenience sampling, was utilized to establish initial contacts
with relevant individuals. The recruitment involved spreading information about the study
through Facebook groups, non-profit associations, and adult education premises to reach
clients with migrant backgrounds. Through this process, the researchers asked the
participants to provide referrals to other potentially relevant acquaintances, thus expanding
the sample. Additionally, the snowball sampling procedure was implemented within Borås
Stad, where unit managers contacted working groups via email to spark their interest in
participating in the study (Bell et al., 2019).
An acknowledged disadvantage of the following sampling approach is its potential lack
of representativeness, which may result in recruiting individuals who share similar
perspectives (Clark et al., 2021). However, compliance with the General Data Protection
(GDPR) prevented assistance from Borås Stad in locating participants, as processing personal
data for study purposes was not permissible (Integritetsskyddsmyndigheten, 2024.). Thus,
snowball sampling offered the researchers the advantage of accessing a hidden and
inaccessible population (Clark et al., 2021; Treadwell & Davis, 2020).
24
The purposive sampling aimed to recruit clients who possess appropriate experiences
and social workers with expertise within the fields of family care management or
investigation and assessment of children and young adults, thereby enabling the
identification of both similarities and differences in the analysis across the sample (Clark et
al., 2021; Hennink et al., 2020). While purposive sampling does not facilitate generalization
to a larger population, it aligns with the research's goal and objective to enhance the
external validity of finding participants relevant to addressing the research questions (Clark
et al., 2021; Hennink et al., 2020).
Data Collection
The empirical data will adopt a qualitative approach based on semi-structured
interviews with social service workers and clients who have been in contact with them. The
decision to employ semi-structured interviews over other qualitative data collection
methods, such as focus groups, participant observation, ethnography, and content analysis,
stems from the need to capture nuanced individual perspectives. The semi-structured
interviews present strength in offering a personalized approach to understanding individual
viewpoints, emotions, and experiences, unlike focus groups, where collective opinions are
sought on specific issues, and participant observations or ethnography, which primarily
explore participant behavior in social settings (Hennink et al., 2020). Moreover, participant
observation and ethnography require observational techniques and present numerous
disadvantages, including difficulties taking notes, anxiety about being discovered, and ethical
dilemmas surrounding the participants' informed consent. Additionally, the requirement for
25
time in the field for participant observation and ethnography was deemed inefficient in
terms of time allocation (Clark et al., 2021).
A content analysis was considered for its clear and transparent coding and sampling
procedures, which facilitate replication and follow-up studies. However, the concern
regarding the reliance and representativeness on existing documents and data to provide
sufficient depth for a comprehensive analysis and delve into “why” the observed patterns
and perspectives exist led to its exclusion (Clark et al., 2021). Although transcription of the
interviews is time-consuming, a second strength lies in its opportunities to ask probing
questions to gain rich contextual information (Clark et al., 2021; Hennink et al., 2020).
The interview guide's thematic structure consists of main and probing questions
derived from key concepts in the literature, including uncertainty, anxiety, cultural
competence, cultural intelligence, knowledge sharing, and trust. Furthermore, cultural
competence was subdivided into intercultural sensitivity, awareness, and adroitness,
following the cultural competence model proposed by Chen and Starosta (2007). Similarly,
trust was divided into ability, benevolence, and integrity (See headlines and subheadings in
Appendix 2 and 4).
A weakness of semi-structured interviews is that the researchers can influence the
answers in a certain direction; thus, to create a unidirectional dynamic without the
researchers' impressions, the researchers asked open ended and probing questions with a
neutral stance prompting for elaboration and clarification (Hennink et al., 2020; Treadwell &
Davis, 2020). Maintaining neutrality was particularly significant in the interviews with clients;
despite the case study being made in collaboration with Borås Stad, efforts were made to
obtain objectivity and prevent influencing the researchers' responses in favor of the
organization. The efforts included refraining from defending the negative experiences or
26
opinions towards the organizations, upholding unbiased explorations, and contributing to
the reliability of the participants' perspectives and experiences.
Prior to conducting the semi-structured interviews, pilot tests of the interview guide
were undertaken with one social worker and client, exhibiting the characteristics of the
intended participants (Hennink et al., 2020). The initial pilot test was carried out to assess if
the questions were clear and understandable or if they required rephrasing. In addition, the
flow of the questions was tested to assert whether it was logical or needed to be rearranged
(Clark et al., 2021; Hennink et al., 2020). The first round indicated that the client encountered
challenges in understanding questions incorporating academic terminology, for example,
cultural intelligence, due to the lack of familiarity with the terms and definitions. As a result,
these particular questions were given extra attention to either be rephrased or approached
in a different way to convey the concept in simpler language without using specialized
terminologies. Subsequently, a second pilot test was conducted with a social worker to
identify any remaining problems to refine the interview guide one final time before data
collection (Clark et al., 2021; Hennink et al., 2020). The result revealed that certain questions
continued to be hard for the respondent to understand, necessitating the researcher to
provide examples during the interviews or further simplify the language to enhance
comprehension and clarity (See Appendix 1, 2, 3, and 4 for revisions implemented).
Limitations of the Data Collection
One limitation of the data collection is that the interviewee lacks interaction with other
participants, restricting the scope of perspectives. To address this, the researchers adopted a
flexible approach, actively listening to the interviewees and asking follow-up and probing
questions to motivate detailed responses (Hennink et al., 2020).
27
Another limitation was that a few clients delved into emotionally charged topics
related to their experiences with social services. The pilot interviews conducted were
insufficient in preparing the researchers for the cut-short questioning that delved into other
topics that could be ethically sensitive and irrelevant to the research objective. This
challenge was addressed by ensuring the interviewees were not left emotionally vulnerable
at the end of the interview by closing with broader questions related to the organization
instead of their communication experiences (Hennink et al., 2020).
A third limitation stems from the external validity due to the small sample size
employed in the case study. The interviews included a limited segment of the population,
which indicates that the study's findings may not fully depict the perceptions and
experiences of all individuals, including clients and employees within the social services of
Borås Stad. While the findings may not broadly apply to other people, situations, and
settings, they can offer valuable insight and contextual understanding for broader
perspectives (Clark et al., 2021).
Data Analysis
The study's empirical data was analyzed by applying a thematic analysis (Bryman,
2016). Braun and Clarke (2006) suggest that thematic analysis is a fundamental method for
conducting qualitative analysis, as it is known for its adaptability and versatility. A thematic
analysis is a technique that helps recognize, examine, and report patterns or themes within a
given empirical data set. Employing this method ensures the data is organized and described
in detail, thereby providing valuable findings (Braun & Clarke, 2006; Bryman, 2016). Nowell
et al. (2017) note that qualitative research methods have specific ways of analyzing and
28
documenting data, but it is the researcher's responsibility to ensure the process is reliable
and credible.
Several scholars emphasize that there are several steps to proceed with data analysis.
To conduct the data analysis, researchers need to follow several stages, such as
familiarization, coding, developing themes, evaluating themes, defining themes, and naming
themes, as highlighted by Bryman (2016) and Kirger and Varpio (2020).
The technological developments facilitate the time-consuming nature of transcriptions
(Clark et al., 2021). Therefore, the researchers carried out the initial transcribing using the
tool Descript, which preserved the participants’ responses, including rephrasing, repetitions,
speech fillers, and pauses. Subsequently, the researchers reviewed the output, manually
listening and correcting technical errors. The process aimed to enhance internal reliability
while ensuring the accuracy and coherence between the audio and transcriptions (Clark et
al., 2021). During transcriptions, the familiarization process was initiated, during which the
researchers developed a comprehensive understanding of the data by reviewing it
repeatedly and gathering general ideas of what would be coded (Braun & Clarke, 2006).
Thereafter, followed the coding process using the software NVivo, which entailed
recognizing, emphasizing, and categorizing specific phrases within the information that
exhibit significant patterns to be assigned different codes (Braun & Clarke, 2006; Bryman,
2016; Kiger & Varpio, 2020). As the data was assigned codes, such as rumors and negative
narratives, clarity, and coping mechanisms (See Appendix 7 for the codebook), several
themes and subthemes began to emerge, focusing on specific aspects of communication at
different stages (See Figure 2).
The final part of the data analysis was to ensure the presence of adequacy in the
themes while comparing them with the raw empirical data to ensure the validity of these to
29
represent the themes or potentially identify themes that could be split (Braun & Clarke,
2006; Bryman, 2016; Kiger & Varpio, 2020). Lastly, after finalizing the established themes, the
study’s findings proceeded to be interpreted and discussed (Bryman, 2016; Kiger & Varpio,
2020).
Figure 2
Themes and sub-themes identified in the data analysis.
Ethical Considerations
The ethical principles of respect for persons and free and informed consent were
obtained by providing an information sheet accompanying the consent form. These outlined
30
the purpose and the procedures of the study, confidentiality guarantees, secure data
handling, and plans for publication (All European Academies, 2023; Bryman & Bell, 2019;
Hennink et al., 2020).
Additionally, the principle of minimizing harm to participants, for instance, physical
harm and stress, was addressed prior to participants giving their consent. The researchers
clarified that the interview would not touch on personal matters related to families or
children, and they also assured the participants of their right not to answer questions
(Bryman & Bell, 2019; Hennink et al., 2020).
Furthermore, the principle of justice in social research was emphasized in the consent
form, with participants being informed that their participation was voluntary and they had
the right to withdraw from the study at any point in time without facing the consequences.
Participants were also assured that identifiers, including professional roles or ethnicity,
would be removed from their data to ensure confidentiality and help them make an
informed decision about their voluntary participation (Bryman & Bell, 2019; Hennink et al.,
2020). On the other hand, the decision to disclose the demographic location in the case
study was deemed advantageous because it allows the reader to recall previous information
and research on Borås Stad (Yin, 2018). This aids in understanding and interpreting the
findings of the current case study by enabling comparison to previous reports, research, and
other sources of information (Yin, 2018).
Hofisi et al. (2014) acknowledge that interviews may encounter reliability and validity
challenges if respondents tailor their answers to align with the researchers' expectations.
Moreover, the participants may interpret the same experiences differently due to various
factors, including emotions and cultural backgrounds (Mwita, 2022). In the context of the
case study, the researchers interpret sensory data obtained from participants regarding their
31
perceptions of effective or ineffective communication, recognizing that these perceptions are
inherently unique to each individual. Consequently, the findings become subjective and
challenging to generalize beyond the participants involved in the study (Mwita, 2022).
Nonetheless, the study is committed to the principle of justice by reporting positive and
negative findings of the participants’ diverse perspectives without bias or alterations
intended to portray Borås Stads professionals or social work practices in a favorable light
(Hennink et al., 2020).  
The ethical principle of justice was further considered in handling the data during the
back-translation in terms of not showcasing subjective biases, such as adding information or
tampering with quotations to change the meanings or correct the language (Hennink et al.,
2020). The translations were initially made using a translator and then reviewed to refrain
the researchers' backgrounds and cultural contexts from influencing the interpretation
(Helmich et al., 2017). For instance, where there was a grammatical error, it was marked by
“[sic],” and a correction was provided at the end of the quotation in parentheses.
Additionally, parentheses were utilized to provide explanatory comments in mid-text.
However, as argued by Temple and Young, there is “no single correct translation possible”
(2004, p. 165), hence for the reader to preserve the integrity of the original quotations, the
snippets used from the transcriptions are included in the appendix to enhance the reliability
and validity of the findings (See appendix 8). Additionally, uploading the data to a
cloud-based transcription service such as Descript was ethically justified owing to multiple
security and privacy measures (Descript, n.d.). Primarily, Descript ensures that all uploaded
data is encrypted in its databases and during transmission over the internet utilizing HTTPS,
the standard encryption for internet transactions. Encryption mitigates the risk of
unauthorized access. Furthermore, Descript’s cloud storage of Amazon Web Services (AWS)
32
and Google Cloud are prominent for security protocols and are trusted among organizations
committed to maintaining data security and privacy (Descript, n.d.). The AWS and Google
Cloud platform processes align with General Data Protection Regulation (GDPR) compliance
(Amazon Web Services, n.d.; Google Cloud, 2021). Lastly, the projects containing voice
recordings were deleted immediately after the transcriptions were completed and
permanently deleted from the Descript servers within 30 days, ensuring the researchers’
control of managing and storing the data (Descript, n.d.).
33
Findings
The following section presents findings from the thematic analysis. The interviews
revealed three central phases in interactions to comprehend the participants’ thoughts and
experiences: pre-interaction involving the preparation stage before the interaction,
interaction referring to the actual dialogues and exchanges that took place in the social
services premises, and post-interaction gathering the insights once the interaction or case
was ended. Within each phase, referred to as themes, several subthemes were identified to
comprehend the nuances of the interaction process.
Pre-interactions
The sub-themes explore both parties before interactions include: Emotional Toll,
referring to the emotional experiences and coping strategies for managing uncertainty and
anxiety; Prejudice and Preconceptions explores potential biases and preconceived notions;
Accessible and Clear Communication; examines the clarity and accessibility of
communication provided by the social service; and Breaking Barriers, investigates the causes
of mistrust and rumors surrounding the social services.
Emotional Toll
One client (Participant I) described her and her husband's shock in response to the
social services’ report of concern, which was revealed to be the result of an anonymous
report. They experienced mixed emotions, including confusion, uncertainty, and anxiety, as
illustrated in their initial reaction: “[...]' oh my god' [...] we didn't know what it was. [...]”.
34
A similar feeling emerged in the face of various encounters with two other clients
(Participants B and C), who conveyed a strong reluctance and heightened anxiety in
connection with the visits to the social services premises. Participant C explicitly mentioned
the term anxiety and described, “I hated it, I had anxiety every time I went there.” to
emphasize the profound impact on her daily life, which extended even to her children. On
the contrary, participant B did not refer to his experiences as anxiety but vividly portrays
different coping mechanisms employed to handle the distress and feelings of anxiety, both
physically and emotionally. From the moment he entered the waiting room, he described
feeling stomach discomfort and chest pain. He mentioned practicing breathing exercises,
visiting the restroom, and drinking water to calm his body’s reactions. However, the
transition from physical to emotional anxiety is evident during the interaction, as participant
B questioned the appropriateness of his approach and whether to introduce humor to lose
the tension in the room.
The reliance on individuals to cope with their distress was also largely evident for social
workers. Participant 5 described receiving nothing in terms of emotional support from the
organization. She declared, “[...] the only support one has received is perhaps from [...]
colleagues that if it's the case that you need someone, then they step up or they arrange it so
that at the slightest opportunity you can call [...]”.
Prejudice and Preconceptions
Several participants expressed how prejudice and preconceptions affect initial
interactions with strangers and contribute to experiences of anxiety. Participant J describes
how allegations of violence from the other parent and being a “rather big dark man” created
a concern that social workers would negatively perceive him. However, there was a sense of
35
relief later on when he interacted with the social workers and was contradicted. On the other
hand, several social workers acknowledged that prejudice and preconceptions are inevitable
(Participants 1, 2 & 9). Participant 2 explicitly highlights the tendency to make assumptions
based on stereotypes, for example, about “[...] who appear to belong to gang crime [...]” to
get an idea of whom she will encounter and adapt her behavior accordingly. Both
participants 2 and 9 underscored the importance of being self-aware and open to challenge
one’s prejudices during interactions. Participant 9 highlighted the ease of placing individuals
within the Swedish norm, noting that the following approach often hinders successful
outcomes and limits us more than we acknowledge during interactions. Instead, she
suggested fostering understanding by asking reflecting questions such as “[...] 'why do they
do things differently? [...] do I feel this way about this person because I wouldn’t have done it
that way? Or is it really bad?' [...]” to truly appreciate the richness of cultural diversity.
Accessible and Clear Communication
Clarity in communication is identified as one factor in building trust. Participant D
suggests a critical reevaluation of the term notification of concern, highlighting its potential
to evoke fear and misunderstanding by drawing associations with police reports. Instead, she
proposes a clarification towards a more transparent refinement, suggesting “[...] we call it a
report of concern because there is a concern.” This sentiment is echoed by a social worker
(Participant 8) as well, who accentuated rejecting the term, declaring, “I usually never use
the term reports of concern because I think it’s so stigmatized.” and suggesting a more
neutral term to facilitate parental acceptance and help-seeking behaviors.
Additionally, two other social workers (Participants 2 & 6) stressed avoiding vague
terminology. Participant 2 exemplified family treatment as another term that is difficult to
36
understand, and participant 6 noted, “[...] there is still a certain standard in many of our
investigations that is considerably more advanced language than many can grasp, even those
with Swedish as their mother tongue”. Participant 6, confident in her ability to adapt due to
extensive experience with diverse backgrounds, highlighted the importance of clear
communication for Swedish-proficient parents. She acknowledged the need for flexibility,
stating she “[...] bring in an interpreter if needed [...]” to ensure all parents understand the
process, regardless of their language skills.
Several participants identified a lack of information as a trust barrier. Participant B, for
example, described initial panic due to confusion about social services: “[...] like why...
socially, 'what does socially [sic] mean', I didn’t know what that meant socially [...]” Friends'
warning “[...] well, they can take your child [...]” fueled his fear. Participant A echoed that
many immigrants lack prior experience with social services in their home countries. However,
a social worker (Participant 1) offered a more hopeful view, finding many clients with “[...] a
great curiosity [...]” and a desire to learn.
Nevertheless, participant B underscores the necessity for authorities to be honest and
transparent at every step of handling the reports of concern. A social worker also shares the
following sentiment: honesty and transparency are fundamental to educating and fostering
trust among parents (Participant 8).
Participant F highlighted the lack of information about social services in places
frequented by parents, questioning, “[...] They advertise so many different things. Why not
for social services?”. This sentiment is shared by others (Participants F, H, & 7), who pointed
out the difficulty for those who need social services the most to access information.
Participant 7, a social worker, acknowledged efforts to improve communication but believed
37
the reliance on written formats is not adapted or accessible for the target group. He
suggested information is not sought proactively but obtained “[...] from other places [...]”.
Moreover, participant H, who described himself as “[...] knowledgeable and technical
[...]”, acknowledged the challenges of navigating information on the website and
characterized it as traversing a “[...] jungle.” He recounted that his mother, who belongs to an
older demographic, relies on simple interfaces where information is readily accessible
through the homepage.
Breaking Barriers
Mistrust in social services manifests through various lenses. Participant A expressed
uncertainty stemming from the social service representatives being, as she described them,
“[...] very cold [...] … impersonal.” She noted that they “[...] don’t introduce themselves, they
don’t smile even once.” in situations where several representatives have been present, she
perceived them asking every other question as tactical.
Participant 6 built on cultural preconceptions, highlighting Somali culture's view of
social services as external. She described how many rely on their “[...] fellow countrymen
[...]” for information and prefer to “[...] solve things within [...] the clan or the family [...]”
before seeking help. The social worker's questions, “Can we believe that they will seek help
from us? What are their thoughts about social services?” emphasize the need for a culturally
sensitive approach.
Furthermore, rumors and negative narratives create hurdles in intercultural
interactions. A client (Participant A) described her fear of social services as rooted in her
upbringing. Her parents' worst fear, as she stated, was “[...] to come into contact with social
services” due to warnings that “[...] social services can take children.” However, she admitted
38
she didn't understand their role until she personally interacted with them. Similarly,
participant I, reflected on the negative reputation of Swedish social services, fearing their
“[...] drastic measures [...]” and that any mistake could lead to major consequences.
Participant 4 highlighted a lack of information as a key issue. She also admitted to
having limited knowledge about the units before working for social services and mentioned a
client who fears social workers have “keys to all apartments.” This example underlines the
need for clear explanations beyond the scope of LVU.
Cultural differences create an essential need to break barriers, especially to establish
trust. One of the social workers (Participant 9) stated that many individuals lack trust in social
services and discussed how it might partly be due to the spread of rumors within social
networks, for example, that “[...] someone’s friend has experienced something, one’s pastor
has experienced something”. She further elaborates, stating that the practice of talking and
sharing information is more prevalent in other cultures compared to the Swedish culture,
which creates a challenge as it “[...] creating some kind of... 'Well, it’s us against them' feeling
[...]” and thoughts on “That happens to you, it could happen to me too.” Therefore,
overcoming this cultural and social barrier is perceived as crucial to establishing trust
between social services and individuals who need their support.
Interactions
The sub-themes explore both parties during interactions, include: Feeling Silenced
refers to challenges in communication and the sense of not being heard or acknowledged;
Building Bridges Through Positive Interactions explores experiences characterized by active
listening and genuine concern; Balancing Objectivity and Client Needs investigates the
39
interplay between bureaucracy process and the social workers approaches to clients;
Establishing a Trusting Relationship explores the factors that contribute to building trust
between social services and clients; and Cultural Competence investigates respecting
difference while adapting cultural understanding and sensitivity.
Feeling Silenced
The participants shed light on the negative experiences with social workers in Borås.
Participant A felt “[...] excluded and unwelcome [...]” and likened the atmosphere to being
treated like a criminal. She highlighted that social workers' behavior discouraged open
communication, leading clients to reflect on similar behavior and ultimately withhold
information. Participant A also stated that social workers need to not solely focus on
obtaining information to get the “[...] raw truth [...]” but also build trust and safe
environments for families to feel safe to express their feelings and thoughts. Similarly,
participant D recounted a social worker mocking their word choice, saying, “[...] I didn’t
myself think I used the word incorrectly.” This mocking and an attempt to include another
social worker silenced her expression.
The experience of being silenced was also reinforced in the interaction with participant
E, who has a child with a disability. The parent felt silenced by social workers when explaining
her child's communication difficulties in certain settings. Moreover, her Swedish proficiency
was questioned instead, making her feel mocked. She questioned, “What language do you
want the interpreter for?” They also made assumptions based on her background, stating,
“You have a foreign background, you’re afraid of social services, you don’t have to be afraid,
we want to help.” Her request for specific support (The Swedish Act concerning Support and
Service for Persons with Certain Functional Impairments, also known as LSS) was dismissed,
40
with a social worker claiming knowledge of the child’s diagnosis. Participant E felt
marginalized, believing “[...] they thought [...] we as foreigners [...] don’t want to cooperate
[...]”. Her suggestion of non-verbal communication was disregarded, misinterpreting that she
was only trying to limit the child's ability to communicate with social services. This
interaction exemplifies how a lack of understanding can silence parents and hinder effective
communication and support.
Nevertheless, participant 4 highlighted the significance of feeling respected and
listened to during interactions. She elaborated that social workers should make clients feel
like “[...] there are people who... really care about this and want it to be the best for oneself
[...]” and emphasizes adapting support “[...] whether it’s about language, or if one has some
disability [...]”.
Conversely, participant F described feeling pressured by social workers. Despite
expressing discomfort with a joint meeting with a mentally and physically abusive partner,
she was coerced. Confused about why only one person remained in the joint meeting, she
felt strange: “[...] if we are going to have a joint meeting, I assume that both he and I should
sit there [...] the whole time [...]” Ultimately, she felt pressured to conform, fearing “[...] they
had said that if I continue like this I will lose custody myself and a lot of other things [...]”.
Ultimately, participant F felt dismissed by social workers who shut down her emotional
reactions, such as raising her voice and crying, instead of addressing the underlying trauma.
Interruptions and threats of removal left her unheard. Another parent (Participant G), with
similar trauma, echoed this, highlighting the difficulty of cooperating with past abusers. Both
participants called for more empathy and humanity, with participant G suggesting a less
formal approach to build trust: “I could tell even more that is sensitive for me... that maybe
41
explain and describe more about me as a person... that maybe could help them even more to
understand why [...]”.
Participant A also expressed frustration with the formal and impersonal ways of social
services and elaborated, “[...] it would have been... nice if they [...] meet [...] the parent [...] or
the child with a smile and explain a bit about how they work [...]”. This aligns with the need
for trust-building through genuine dialogue instead of feeling “[...] like being with a reporter
[...]”. Her mistrust stems partly from fear of judgment based on ethnical background, with
social workers sensed to assume she comes from a “primitive [...] society”.
Several participants illustrate the profound effects on their emotional well-being and
self-perception. Participant C expresses feeling overwhelmed and unable to think clearly due
to the shock of the situation and the pressure to communicate effectively, telling the social
workers, “[...] I’m not myself, because this is the shock.” Despite expressing her confusion and
concern, she felt helpless, frustrated, and unheard when the social worker responded, “Do
you still not understand? You’ve been there a few times, do you still not understand?”
In addition, participant I mentions feeling discomfort about the interactions as she
recalls feeling “[...] questioned as parents in our... parental role.” A social worker (Participant
1) addressed this particularly challenging interaction and how attempts to offer support are
“[...] perceived terribly as criticism that you’re not a good parent.”
Building Bridges Through Positive Interactions
Several participants shared positive interactions and emotions with social workers.
Participant A reflected on what characterized a helpful social worker who was friendly,
experienced, and prepared, highlighting that she “[...] read [...] previous letters [...]”. This
social worker also showed genuine concern by suggesting home visits to avoid bothering her
42
daughter. This active listening and care contrasted with past social workers who distanced
themselves, as participant A remembers them all saying during the meetings: “We are not
your best friends [...]”.
Similarly, participant J linked positive interactions with a focus on the child's well-being.
He stated, “It wasn’t about what’s best for me or my daughter’s mom [...]” but the child's.
This clear objective made it “[...] easier to be open and honest [...]” and allowed him to “[...]
speak from the heart.” as the understanding social workers clarified his statements.
Similar to participant A, participant B linked respectful treatment from social workers
to trust, describing, “[...] they didn’t criticize me, they didn't look at me strangely.”
Participants A, B, and 3 stressed feeling validated is salient in fostering a sense of trust.
Whereupon, participant 3, a social worker, highlighted the importance of open
communication, “To always let them talk and tell how they feel and what they worry about
[...]”. Moreover, she and two other colleagues (Participants 1, 7, and 9) noted that they are
cautious about leading the conversation and assuming they have all the answers, which can
prevent an open dialogue.
Participant 9 argued that parents know their families best and encouraged them to
open up, asking questions like “[...] what do you think, why are you here?”. She
acknowledged some parents' fear of judgment, contrasting participant F's experience with
probing questions that gave a feeling of being judged.
Furthermore, participant 9 emphasized adapting her approach, initially planning “ten
questions” but having to be flexible if the conversation takes a different turning point and
adjust her questions “[...] to be much more open and much broader instead of these more
targeted questions.”
43
Balancing Objectivity and Client Needs
Two clients, participants B and F, felt a lack of genuine connection and understanding
during interactions. The social worker (participant 9) expressed concern about becoming too
compliant if they acted overly friendly with clients. This implies she felt a need to maintain a
professional distance to avoid subjectivity, potentially hinting at a lack of trust in the
established process.
In contrast, participant F explicitly stated feeling scared and offended in her
interactions with social services in Borås. She believed social workers stereotyped her and
prioritized others with a Swedish background. She found their approach too impersonal,
stating: “They open their book, ask the three questions [...] and don’t listen to the actual
problem.”
Participant B felt discriminated against by Borås social services. According to him, his
partner’s unsubstantiated accusations led to “[...] chaos and investigations [...]”. He claimed
his attempts to disprove them were ignored, “Here is the evidence and you don’t want to
look at it. Why?” fueling distrust and confusion about the rationality behind it.
Effective communication is fundamental in social work, as evidenced by the contrasting
experiences of participants J, I, A, and D. Participant J valued social workers' meeting
orientation and questioned the worker's intent, stating, “I don’t know if it was that they
spoke from the heart or that they followed their routine book” but he acknowledged that the
smooth process was a result of these questions. However, in different intense interactions
with another social worker, signing paternity papers left him a negative mark. Upon arriving
to sign paternity papers, the client revealed a tense interaction and felt judged by a social
worker who reminded him, “Now you can’t change your mind [...]”. The client perceived this
statement as unnecessary and condescending. Although the matters were settled, the
44
following scenario indicates that first impressions and communication style can impact
interactions.
Additionally, participant I describes a social worker who listened attentively before “[...]
he started talking about the law [...] so it wasn’t like going straight into this is something you
shouldn’t do [...]” fostering a more respectful and collaborative environment. This example
aligns with the positive impact reported in the findings, where listening takes precedence
over imposing solutions.
While some clients value transparency and open communication, participant 6
highlighted that when a report of concern is received, social workers should “[...] work a lot
with transparency [...]” and address parents' worries by allowing them to ask questions at
the beginning of their first interaction. However, participant A felt disconnected, describing
social workers as “impersonal” and following a strict protocol, which showed a lack of
engagement in her case. Similarly, participant H criticized the feeling of being “[...] inferior
[...]” when two social workers were present. Both participants A’s and H’s experiences
highlighted a potential disconnect between how social workers view their professional
approach and how some clients perceive it.
Additionally, participants C, D, and E all stressed the importance of flexible
communication tailored to each client. Participant C argued that using templates does not
work for everyone, especially migrants, and called for open-mindedness in individual
situations. Participant E reinforced this idea by describing how she felt ignored, with social
workers relying on “[...] handbook solutions [...]” instead of her specific needs. Moreover,
participant D added another layer, highlighting the importance of connection and noting that
social workers may have good intentions, but “[...] they’ve never been where one is.” putting
an accent to the existing lack of a personal touch, creating a barrier to understanding.
45
Participant 9 statement built on this by urging critical self-reflection among her and
other social workers. She suggests asking critical questions within the team, like “[...] is it
really like that? Or why do you think that?”. According to participant 9, this ensures decisions
are based on understanding the client's situation, aligning with the need for individualized
communication.
Establishing a Trusting Relationship
Several participants highlighted critical strategies for fostering trust and
communication when working with diverse populations. Participants 10 and 6 stressed the
importance of respectful and open communication. Participant 10 emphasized treating
clients as “[...] experts on their own life [...]” implying active listening and avoiding judgment.
Moreover, participant 6 accentuated the importance of being “[...] straightforward and
transparent” about Swedish rules and procedures and creating a safe space for expressing
concerns freely.
Participant 2 exemplified yet another importance of client-safe spaces, highlighting
that unlike social workers with authority, social counselors offer anonymity, which according
to her allows people to “[...] let their guard down a a bit [...]”. This aligns with participant 6's
focus on creating a safe environment for open communication. However, one client,
participant I, emphasized appreciation for clarity and a calm environment with a social
worker. Additionally, she appreciated encountering only one social worker, and the
opportunity to “[...] sit calmly and talk, until we were done” highlighted a positive
experience.
Finally, both participants 1 and 2 saw self-disclosure as valuable, but with caution.
Participant 1 used personal stories such as family anecdotes to build trust and encourage
46
clients to share. On the other hand, participant 2 built upon valuing discretion; she
highlighted her focus on reading clients and strategically using anecdotes to build trust.
Building on these points, participant 5 emphasized the importance of addressing client
distrust. Social workers should not pressure clients but rather demonstrate fairness and
respect. They should strive to understand the roots of distrust. This aligns with participant 3's
focus on open-mindedness and building rapport, as she stated that she is “[...] very open [...]
to get to know them and understand how I can talk and be [...]”.
While participant 3 highlighted genuine client interest, participant 8 emphasized her
curiosity by asking questions. Both approaches share a core value of learning from the client
to establish the most effective communication style. However, participant 8 preferred a more
structured approach from the start, which is potentially helpful for clients from cultures with
different communication norms she stated, “[...] I ask a billion questions [...]” to show
genuine interest and discussing with the client any cultural nuances that should be
considered in the communication.
Cultural Competence
Finding the right balance between respecting cultural differences and fully
understanding a client’s needs can be difficult. For instance, participant 10 described herself
as “[...] cowardly [...]” in intercultural interactions as she became reluctant to ask about her
client’s cultural background directly. Rather than initiating the discussion, she chose to wait
for the client to raise the issue to avoid coming across as insensitive or prejudiced. However,
she admitted it led to missing important information as specific questions remained unasked.
According to a client (Participant A) the absence of questions about her cultural
background was perceived as a negative connotation, thinking she was being judged right
47
away. On the contrary, participant E also shared her experience as an immigrant who has
faced assumptions and stereotypes from social services. Despite being from a well-educated
country, her social worker assumed illiteracy, asking, “[...] but do you maybe have a university
there in the country?”. Participant E appreciated the intent to be helpful but criticized such
broad generalizations, highlighting her country's high literacy rates.
Conversely, participant B felt that cultural background was less relevant to integration.
While maintaining core aspects like religion is essential, participant B emphasized adapting
to Swedish routines and norms. The client even felt acculturated: “[...] I live like a Swede
[...]”. For participant B, the initial barrier is not cultural background itself, but rather that the
social worker explicitly highlighted his heritage by mentioning “[...] X Forname, Y Aftername,
Z citizen [...]” at the beginning of their meeting. He believes the detail seemed unnecessary
in the context of their social service needs.
On the other hand, both participants F and G emphasized the importance of social
workers recognizing cultural cues that might be misinterpreted. Participant F highlighted that
social workers unfamiliar with seemingly minor cultural differences, such as greetings,
volume, or humor, might misinterpret clients with migrant backgrounds. Participant G
described this further, stating that social workers need to actively learn about cultures to
understand why people behave in certain ways and comprehend their experience of “[...]
cultural clashes when they come to Sweden.”
To bridge this gap, a social worker (Participant 9) reflected on how important cultural
understanding is and how it is addressed at her workplace. Moreover, she highlighted that
balancing objectivity with empathy is a challenge, as they are “[...] supposed to be so
objective [...] yet empathetic and knowledgeable [...]”. Therefore, participant 9 suggested
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social workers imagine being misunderstood culturally, asking: “[...] How would we then be?
How would we be treated?”.
However, participant 6 argues that parents often share similar problems despite
cultural differences. Upbringing also matters, explaining how our “[...] parenthood is shaped
as we grow up [...]”. Participant 6 even uses her own experiences, acknowledging that
everyone has “[...] incredibly different experiences” that shape parenting, even within the
same ethnicity.
This cultural influence is further highlighted by participant E's experience with child
custody. Participant E describes a strong contrast between her home country and Sweden.
She mentioned that there are cultural differences, noting that in her home country, it is
common to have ex-wives and ex-children, a contrast to the Swedish view where “[...]
parents fight for children.” This cultural clash, she explained, led to “misunderstanding and
distrust” towards participant E's perspective in her interaction with the social workers,
highlighting that “It didn’t fit into their world [...]”.
However, participants 6 and I emphasized the importance of open communication and
cultural awareness for successful interactions. Participant 6 highlighted that social workers
“[...] should have pre-understanding [...]” yet be free from prejudices to ensure effective
communication. Participant I builds on this by stressing the importance of understanding not
solely the laws and “[...] unwritten rules [...]” but also the cultural norms of a new society,
which is crucial for integration. This combined perspective suggests that approaching
interactions with an open mind and understanding the cultural context are essential for
successful communication and integration.
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Post-interactions
The sub-themes explore both parties after interactions, include: Trust and comfort,
referring to the feelings of trust to perceived lack of help and breaches; and Coping with the
Unknown focuses on the fear of misunderstandings and alleviated stress. The third
sub-theme Self-reflection and Collegial Support delves into social workers’ critical reflection
and advice-seeking from colleagues.
Trust and Comfort
Some participants share positive experiences following interactions. Participant B
describes feeling secure in not being treated differently based on factors such as gender or
nationality. Unlike previous experiences, he felt listened to and respected during the last
investigation process, explaining, “[...] they show that they understand” and “they write
everything that I tell them”. He describes the sympathetic and objective approach to his
narrative and how it is reflected in the documentation that follows the investigation, creating
a sense of comfort and trust.
In contrast, participant I focuses on the emotional experience of the meeting. She
describes shifting toward a more relaxed and open atmosphere, recalling, “[...] we felt safe…
in the end.” Despite the uncertainty of the report of concern, she tries to recall if they shared
laughter at the end of the meeting, suggesting an overall feeling of increased trust and
comfort that emerged during the interaction.
Other participants reveal their experience with social services as profoundly negative.
Participant F shared that she sought assistance from social services due to mistreatment and
abuse in a relationship and feared for herself and her child. However, she left with the
50
perception that “[...] there was no help... it was worse because it was better not to contact
them at all, because then I was close to losing custody instead.” The following led to an
aversion to future interactions. She preferred solving problems independently, concluding,
“[...] I managed to have a calmer life now and feel safer [...]” with the help “[...] from my
family and all that and not from social services”.
Participant C stated, “I have no trust in Borås City's social services”, and participant A,
who firmly declared that she would never seek assistance from social services, also shared
this lack of trust and confidence. Instead, she emphasizes seeking legal counsel, stating,
“First I would [...] ask a lawyer.”
Several participants expressed concerns about integrity and highlighted potential
drawbacks of interpreters. Participant B highlighted a confidentiality breach, stating, “It
wasn´t okay” as the interpreter shared personal information with his homeland association.
This statement aligns with participant 6's observations about her clients fearing
incompetence among interpreters or knowing the interpreter, leading to shame. However,
she notes that in such cases, the social services can arrange for interpreters who are not
residents of Borås, provided that the client specifies their preferences and declares that they
“[...] want an interpreter from another part of Sweden”.
Coping with the Unknown
The uncertainty and anxiety that arise after interactions indicate a need for clear
communication and language adaptation to cope with the unknown and avoid
misunderstandings. Participant 2 expressed feelings of uncertainty following her meetings
with clients. She reflects and contemplates whether the purpose of the meeting was
communicated effectively and questions herself: “[...] could I convey what I wanted to convey
51
[...] and what feeling do they leave with?”. In contrast, participant B openly expressed anxiety
about social services in Borås, fearing they are “[...] looking for the wrong person [...]” and
finding flaws. This fear persisted for two years, causing him stress at the thought of
investigations or losing custody. He vividly described fearing public altercations that could be
misconstrued as aggressive, as the other guardian claimed. This fear was so intense that he
would rather “[...] sit and get beat [...]” than risk being seen as the aggressor.
Additionally, participant G described the uncertainty in communicating clearly due to
the language barrier. She emphasized the need to “[...] translate and choose the right words
[...]” to avoid misunderstandings. Yet, despite carefully selecting the spoken words, she
sometimes found herself puzzled after interactions, wondering, “[...] Oh, what did I say, what
the... what do they mean then? What are they going to do and why?” to highlight her
uncertainty.
Self-reflection and Collegial Support
Social workers highlight the importance of advice from colleagues to debrief after
interactions and share insightful perspectives. Participant 4 emphasized the value of
bouncing thoughts like “[...] I perceived it like this [...] did you also do that [...]” with
colleagues to collectively identify areas requiring further investigation and decide on future
steps. On the contrary, participant 2 highlights the uncertainty during interactions and
reflects on the challenges of navigating sensitive topics and questions such as “[...] How is it
at home? Do you have conflicts sometimes?” in intercultural interactions. She emphasized
that to develop a deeper understanding of the underlying issues of clients, she consulted
colleagues to explore “[...] where the feelings come from you know and why? What do I need
to do something about? Or can it just be a feeling for a while longer?”.
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Additionally, challenging prejudices and stereotypes in social work is widely regarded
as necessary. Participant 9 underscored the importance of questioning conclusions, even
when working under time constraints. She prompts her colleagues to critically reflect on the
cases by posing questions such as “Well, is it really like that? Or why do you think that?”. She
describes her intention for colleagues to speak out their reasoning to assess whether the
conclusions are based on factual evidence and emotional judgments. Furthermore, she
illustrated instances where her colleagues generalized children from vulnerable areas, to
which she responded, “[...] how do you know that this particular child is exactly like all the
other children in this vulnerable area?” Her approach aimed to hinder reliance on
stereotypes and encourage her colleagues to delve deeper into each individual's unique
circumstances.
Similarly, participant 7 emphasized confronting personal biases. He stated, “[...] we
have prejudices [...]” but stressed the importance of questioning them, highlighting that
people's brains are “[...] built in such way [...]”. Participant 7 further focused on
self-awareness to ensure conclusions are based on reality, not stereotypes.
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Discussion
The following section aims to discuss the study results in relation to the theoretical
frameworks, key concepts, and previous studies to answer the research questions.
The findings revealed that uncertainty due to the unfamiliar social service environment
leads to anxiety prior to interactions. How individuals respond to anxiety differs, as
Samochowiec and Florack (2010) underscore. While some take upon a flight response,
wanting to flee from the situation, other clients use a coping mechanism to stay put
(Samochewiec & Florack, 2010). His response to anxiety and difficulties in adapting to new
situations can be explained as a low tolerance for uncertainty (Deng et al., 2021).
Samochowiec and Florack (2010) argue that it is not uncommon for uncertainty to manifest
into bodily reactions due to the threat perceived with unfamiliar situations and meeting
strangers.
For the majority of clients, the perception of communication is marked by incidental
anxiety due to mistrust and distressing emotions (Samochowiec & Florack, 2010). In contrast,
one social worker described the challenges of integral anxiety for intercultural
communication as a lack of proper organizational support, although she describes this as an
impulse for exploration.
Jackson (2020) outlines that an individual’s own perceptions, including prejudices and
preconceptions, can act as an internal barrier to intercultural communication. Furthermore,
Martin and Nakayama (2022) suggest that these challenges can be resolved by enhancing
cultural competence by acquiring other-knowledge, which is best learned through relational
experiences. A client with preconceptions about how he would be perceived negatively
54
before the meeting demonstrates how these were discarded once a relationship was
established, which is consistent with the above.
The findings supported that the communication process for social workers with
individuals from another culture is similar to other individuals from the same culture
(Gudykunst & Nishida, 2001; Nadeem & Koschmann, 2023). However, the idea that prejudice
can create anxiety in initial interactions with strangers as a response to social workers’
self-acknowledged cultural shortcomings was evident (Stier, 2019). On the other hand, the
social workers showed a tendency to be effective intercultural communicators, given that
they were self-aware of these prejudices and open-minded to challenge and recognize the
uniqueness of the individual during interactions aiming for positive outcomes (Martin &
Nakayama, 2022; Tin, 2008). One social worker illustrated her tactic of posing reflective
questions to understand the cognitive and behavioral patterns of the other individuals she
encounters in intercultural interactions in order not to place them in the Swedish norms. Her
high self-esteem and flexibility in different situations indicate that she is an efficient
intercultural communicator, as she does not let anxiety lead to simplified processing
methods in her categorization of others (Gudykunst & Nishida, 2001; Martin & Nakayama,
2022). The approach is further reinforced by applying the reflective questioning tactic to
herself and her colleagues, aligning with the claim that individuals proficient in adapting to
different cultures show greater effectiveness in intercultural interactions and knowledge
sharing (Chen et al., 2024).
Presbitero and Attar (2018) argue that effective intercultural communication is
essential for knowledge sharing. However, clients and social workers highlight that the
language standard is advanced and that certain terms, such as report of concern and family
treatment, create scope for unjustified uncertainty, misunderstandings, and fear. The lack of
55
clarity induces low mindfulness, hindering parents from being aware of their biases and
negative perceptions about social services (Huston et al., 2011). The low mindfulness,
uncertainty, and frequently experienced anxiety among clients become a salient barrier to
intercultural encounters (Gudykunst, 1995). Moreover, a social worker also demonstrated an
innovative approach to building trust, using other terms instead of the report of concern to
ease some tension and create a more welcoming environment to promote help-seeking
behaviors (Singh & Srivastava, 2009).
Furthermore, the findings indicate that high levels of anxiety and uncertainty among
the clients before interaction affect self-disclosure and, thereby, knowledge sharing, as
argued by Lund (2021) as well as Presbitero and Attar (2018). Several clients expressed a lack
of integrity-based trust in the relationship's initial stages and feared disclosing information
from rumors and negative narratives about social services (Colquitt et al., 2007; Mayer et al.,
1995). The low integrity-based trust arises from uncertainty regarding whether the social
service will uphold its reliability, transparency, and commitment to its principles and values,
potentially leading to outcomes mirroring the experiences of others (Liu et al., 2020; Mayer
et al., 1995; Poppo & Schepker, 2010; Venkatesh et al., 2016; Wiencierz & Röttger, 2016).
Another possible factor affecting the clients' withholding information is the reactions
it might provoke in social workers and their subsequent handling. Most clients expressed
how they felt unwelcomed, unheard, and misunderstood; some even felt mocked when
using certain words and were accused of illiteracy. These insights demonstrate that clients'
knowledge sharing could linked to the attitudes and intentions of social workers, as claimed
by Van Greunen (2022). In addition, these findings indicated a low intercultural sensitivity as
the culturally different perceptions and emotions were not respected (Chen & Starosta,
2007). The case of the client being questioned about her Swedish proficiency can imply a low
56
intercultural awareness as she was overlooked because of her cultural background (Chen &
Starosta, 2007; Gudykunst, 1995). As uncertainty increases following these occurrences, trust
decreases as the clients feel more vulnerable, which has been shown to hamper the
interactive strategy in which clients engage in information sharing (Cook & Gerbasi, 2011; Ko,
2023). Most clients indicated that their future trust has been affected due to their
interpreted motives of the social workers’ approaches (Cook & Gerbasi, 2011). In contrast,
there are several cases where the clients strongly reflect the good intentions and motives of
the social workers. Several clients exemplified instances where the uncertainty was
decreased due to objectivity and genuine concern for the children's best interests. The
majority highlighting the positive motives describe a benevolence-based trust stemming
from perceived genuine care and trust in the goodwill of the social workers, leading them to
be vulnerable to self-disclose and share knowledge and shortcomings without fear of being
judged (Abrams et al., 2003; Garbarino & Lee, 2003; Li & Lee, 2023). The client who
mentioned objectivity in assessment describes competence-based trust as a result of his
assurance of the social workers' expertise to meet the child's needs (Mayer et al., 1995). The
common feature of these assessments of trust is that the clients can anticipate the social
worker's objective, thereby enhancing their similarity. This is suggested by several
researchers as a rationale for reducing uncertainty (Berger & Calabrese, 1975; Hammer et al.,
1998; Kellermann & Reynolds, 1990).
However, there are cases where dissimilarities are evident. A large number of clients
describe a lack of intercultural adroitness, which is reflected in the absence of message and
social skills, behavior flexibility, and interaction management (Chen & Starosta, 2007). Two of
the clients interviewed described having to attend joint meetings with former partners who
have been abusive despite their discomfort, and another client described the lack of
57
adaption for her child with a disability. The social workers in the following examples did not
adapt their communication to individual needs, ultimately hindering trust-building due to
undesirable events occurring during the meeting, as stated by Blöbaum (2016). In these
special circumstances, social workers need to acknowledge and hinder barriers that prevent
personal information sharing in intercultural interactions (Ting-Toomey & Dorjee, 2019). The
clients involved indicated that there was no trust in the social service as a result of these
encounters, which, according to several researchers, is hard to rebuild once lost, thereby
resulting in the loss of one of the most valuable assets for the social service in Borås
(Bengtsson & Brommesson, 2022; Blöbaum, 2016; Poppo & Schepker, 2010; Wiencierz &
Röttger, 2016).
The findings show that social workers struggle to find the right balance between
respecting cultural differences and fully understanding clients' needs. One social worker who
stood out in the interviews stated she is hesitant to ask direct questions out of fear of being
perceived as culturally insensitive, knowing that it may lead to missing crucial information.
Gudykunst and Kim (1997) suggest that individuals often encounter a high level of
strangeness and a low level of familiarity in intercultural encounters with strangers. In this
case, the lack of cultural familiarity can be interpreted as a source of uncertainty that results
in unpredictable behavior in the interaction with a stranger (Brashers, 2001). Furthermore,
the avoid seeking information under circumstances characterized by high uncertainty is
similarly evident (Carcioppolo et al., 2016; Shen et al., 2024). The uncertainty can be
decreased as similarity to others increases or conversations are prolonged, as argued by
Kellermann and Reynolds (1990). However, interpreting the stress experienced during
intercultural interaction from a different perspective can be viewed as a low level of CQ.
According to Afsar et al. (2021), it is not uncommon that low CQ presents challenges in
58
communicating effectively due to insufficient knowledge and cognitive abilities.
Furthermore, the opinion on whether cultural background is relevant in interactions with
social services varies. The majority claimed that it was irrelevant as it could introduce
stereotypes, while some wanted to share information about the cultural background partly
so that the social workers could recognize their cultural cues and not misinterpret their
individual uniqueness (Gudykunst, 1995).
Several clients reported negative experiences marked by distrust due to intercultural
barriers such as unmet expectations, language difficulties, and differences in communication
styles (Allen, 2023; Blöbaum, 2016; Jenifer & Raman, 2015; o'g'li et al., 2023). One client who
had a positive interaction felt listened to when his narratives were accurately reflected in
documentation following the assessments. The documentation fostered a sense of security
and trust, which aligns with Blöbaum's (2016) that trust is partly based on positive
performance expectations and the anticipation that desirable events will occur. In contrast,
another client who perceived the communication as unhelpful and nearly lost custody of her
child stated mistrust stemming from the potential harm that could have been caused.
According to Nilsson and Landstedt (2022), the following contradicts the definition of trust,
who emphasize the anticipation that organizations will refrain from causing harm despite
potential opportunities. There are several clients who indicate a mistrust that is hard to
rebuild due to previously unmet expectations (Blöbaum, 2016). In addition, a complex aspect
of the clients' feelings of anxiety and uncertainty due to negative experiences and lack of
trust is that intercultural communication and knowledge sharing suffer as a result (Lund,
2021; Presbitero & Attar, 2018). Furthermore, knowledge sharing is one of the ways to
nurture trust (Singh & Srivastava, 2009). However, a highlighted challenge that emerged for
59
some clients engaging in the passive strategy was the lack of easily available information, as
evidenced when browsing Borås Stad’s website (Ko, 2023).
Moreover, for the few clients who experienced difficulties as a result of the language
barrier during interactions, in the post-interaction phase, one felt confused about whether
they had used their words correctly, while the other had anxiety about appearing aggressive.
This illustrates how external barriers in intercultural communication introduce challenges
that arise when cultural and linguistic understanding is limited (Jackson, 2020). The lack of
intercultural communication competence due to the language barrier results in confusion
mirroring the concept of integral anxiety; a state of unease caused by difficulty expressing
oneself and understanding others in intercultural encounters (Jackson, 2020; Jandt, 2020;
Samochowiec & Florack, 2010). Overall, their fears of being misunderstood and misconstrued
as aggressive stems from a lack of understanding of the social service system and cultural
norms in Borås. In line with Jackson (2020), familiarity with the communication partner’s
behavior, style, values, and beliefs could have helped to reduce their anxiety.
In terms of the objectives of URT from the perspective of social workers, one
individual distinguished herself by suggesting that the ultimate goal is to reduce uncertainty
while cultivating relationship-building. She illustrated this by contemplating how the
individual she encountered would perceive her while assessing her own intercultural
communication effectiveness (Sunnafrank, 1986).
Additionally, several social workers noted debriefing with colleagues, an active
strategy to gather further insights without engaging directly with the clients (Ko, 2023), to
reduce uncertainty, which Hammer et al. (1998) suggest is a barrier to intercultural
communication. This initiative aligns with AUM, which states that low anxiety levels are
60
equivalent to individuals being more likely to engage in knowledge sharing (Lund, 2021;
Presbitero & Attar, 2018).
61
Conclusion
The findings revealed that clients, in this instance parents, perception of
communication is strongly influenced by uncertainty and anxiety triggered by unfamiliarity
with the social services system. Managing these emotions leads to varying responses
characterized by low uncertainty that hamper adaptation to the situation and affect
communication. Clients facing language barriers perceived communication as ineffective due
to their cultural incompetence, leading to confusion and misunderstandings. Their anxiety,
uncertainty, and lack of ability to adapt to a differing cultural environment characterized all
three phases of communication, stemming from their unfamiliarity with the Swedish social
system and challenges in embarking on knowledge sharing, both from the organization and
their own initiatives in information seeking.
In contrast, the lack of trust proved to be the crucial factor hindering open
communication and relationship-building for the remaining clients due to social workers’
exhibited intercultural insensitivity and inability to engage with positive emotions.
Furthermore, the clients rejected the notion of LVU and emphasized a more substantial
underlying cause for their uncertainty and mistrust towards Borås social services, which was
the word-of-mouth communication within their close environment.
However, knowledge sharing is evident to be motivated by benevolence- and
competence-based trust in social workers that demonstrate their commitment to the child’s
best interest and expertise to make the right judgments. In other situations, the lack of
knowledge sharing and mistrust can be interpreted as a result of intercultural barriers due to
the communication not being tailored to the client’s needs. This perceived lack of social skills
and behavior flexibility from certain clients' perspectives causes them to feel mocked,
62
unheard, misunderstood, and questioned in their parental role, contributing to their distrust
and future orientation. Although distrust among most clients is considered a contributing
factor in perceiving communication as ineffective and insecure, the interconnectedness to
cultural competence cannot be dismissed based on this study's findings.
Furthermore, social workers acknowledged commonalities in all their communication
processes, the potential for anxiety was most prevalent in initial interactions with migrant
clients. This anxiety led to some relying on prejudices and preconceptions. However, several
social workers demonstrated self-awareness of potential prejudices and expressed a
willingness to learn about clients' unique backgrounds, manifested in proactive strategies like
reflective questions and challenging assumptions to avoid Swedish norms on clients.
On the contrary, one social worker’s anxiety over cultural differences led to deviant
and hesitant questioning, arising from the fear of being perceived as insensitive by the client,
despite recognizing that it hinders vital information gathering. Ultimately, the findings
indicated a difference between highly interculturally competent social workers and those
with lower levels. The former exhibited qualities such as flexibility, self-awareness, and
understanding of each individual client, whereas the latter tended to lean on stereotypes.
The findings highlighted the lack of proper organizational support, yet a number of
social workers found it an incentive for professional growth in developing their intercultural
skills. Several strategies were sought, such as debriefing with colleagues to broaden their
cultural understanding, reduce anxieties, and foster more effective communication. Despite
the awareness of potential challenges posed by cultural differences and their prejudices,
social workers stress the importance of critical thinking and approaching interactions with an
open mind to prevent these from fully affecting the interaction and outcomes.
63
Social workers can employ several communicative approaches to reduce uncertainty
and anxiety among clients with migrant backgrounds. First and foremost, they must address
the inherent uncertainties and anxieties these clients may experience that hamper
communication effectiveness. This can be achieved through a multi-faceted approach
emphasizing intercultural communication competence and emotional intelligence, validating
the clients’ feelings, and adapting the communication style accordingly. Secondly,
transparency and clear communication are central to intercultural communication
characterized by uncertainty. Thus, using clear and non-bureaucratic language, explaining the
processes and the social workers' roles, and actively listening to the client's concerns in the
initial interactions can increase familiarity about what to expect, reducing ambiguity and
initial anxiety. Furthermore, social workers should also be mindful of cultural nuances and
norms in communication styles and greetings. This includes understanding the cultural
significance of hand gestures, how vocal tone is an emphasis rather than aggression in some
cultures, and when to avoid physical contact in greetings. Additionally, mindfulness
techniques can encourage social workers to view situations from multiple perspectives and
promote a more positive appraisal of cultural differences (Huston et al., 2011). An existing
approach implemented according to the findings showcasing mindfulness techniques and
should continue to be pursued is reflective questioning to challenge oneself and colleagues
to actively reduce unconscious biases. Following these aforementioned approaches, social
workers can enhance their intercultural communication competence, thereby better
facilitating knowledge sharing and increasing client self-disclosure.
64
Study Limitations and Future Research
Prior to the interviews, participants were assured that sensitive information would be
excluded from the study to protect their integrity. However, certain discussions delved into
claims about specific cases or the involvement of third parties, not part of the sample, such
as interpreters, schools, police, and other administrations in the municipality. These
statements prompted the researchers to remove certain data from the findings to maintain
anonymity and the research objectives while ensuring external validity of the truth based on
the evidence offered (Clark et al., 2021).
Another limitation is the narrowed scope of generalizing the findings to a broader
population. The majority of the participants reported experience of unfair treatment or
dissatisfaction with final decisions, potentially influencing more critical or jaded perceptions.
A suggestion for future research is to include a sample with diverse experiences to obtain a
mix of positive and negative encounters of comparable size to provide a more nuanced
understanding of social service interactions. (Clark et al., 2021).
A third limitation encountered was the recruitment process of the social workers,
potentially introducing non-response bias in the findings. Limited time and resource
constraints hindered the efforts to secure a larger sample size encompassing a wider range of
social service units as social workers themselves often exhibited limited interest in
participating in the interview, despite multiple emails and an attempt to personally visit the
head office over the span of over two months. An ideal study would have secured
participation from a more diverse selection of units for a broader representation and to
increase the applicability of the results to the social service sector as a whole (Clark et al.,
2021).
65
This study sheds light on communication dynamics between social workers and clients
with migrant backgrounds. However, to grasp the complexities of interactions within social
services, comparative studies exploring how social workers interact with ethnic Swedish
clients in contrast to those with migrant backgrounds could reveal potential differences in
approaches, levels of cultural competency, and communication strategies that could result in
valuable insights. An alternative suggestion for future research is to investigate social worker
demographics to understand how factors such as age, gender, and work experience influence
their cultural competence and interaction style. Additionally, conducting a comparative study
by replicating this study in a different municipality in Sweden would be a practical next step
to broaden the generalizability of the current findings and shed light on the impact of social
worker demographics on intercultural communication.
Practical Implications
There are several practical implications for recommending the organization based on
the insights to improve ways of working and information sharing. One measure to prevent
the client’s stress, anxiety, and fear associated with reports of concerns is to introduce a term
that is not negatively associated with police reports. The term should be less intimidating
and positively associated with children's safety and care. Furthermore, internally, the
organization can enhance cultural competence by organizing courses and workshops. One
suggestion for a workshop is to highlight cases where social workers analyze and discuss
different situations to share and learn from each other's perspectives and experiences.
To detect and address the need for information to a wider audience, the organization
can distribute information in locations where Swedish citizens with migrant backgrounds
66
often find themselves at different stages of their lives, such as tax offices, when they
supposedly obtain an ID card and maternity centers. The information material should be
provided in multiple languages and contain simple key information about social services and
the support they have to offer. Another alternative communication measure could be to
publish videos beyond the organization's website. These videos clearly describe the
processes of several types of cases to increase understanding and expectations before a
meeting.
By implementing these measures, the organization can promote a more critical work
environment characterized by mentorship, peer discussion, and self-reflection while
increasing the accessibility to factual information for all citizens, regardless of their language
skills or cultural background. However, the shift lies where information meets empathy,
enabling the potential for trust to thrive alongside social service support. Embracing these
approaches, Borås Stad can build a path to a safer and more supportive future for all
families.
67
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Appendix
Appendix 1: Interview guide draft, social workers
Opening Questions:
1. Kan du berätta lite om din yrkesroll på Borås Stad?
2. Hur länge har du varit anställd på Borås Stad?
Intercultural Communication Experience:
1. Hur ofta kommunicerar du med klienter från annan etnisk bakgrund, är det veckovis,
flera gånger i månaden eller årligen?
- Vilka ämnen har du märkt tenderar att vara mer framträdande i dessa
samtal?
- Finns det några specifika ämnen som är mer förekommande i
kommunikationen med klienter med annan etnisk bakgrund?
2. Hur upplever du interaktionen med klienter med annan etnisk bakgrund?
- Vilka aspekter fungerar bra?
- Hur bekväm känner du dig med att dela med dig av din kulturella bakgrund
med klienter med annan etnisk bakgrund för att överbrygga eventuella
kulturskillnader?
- I vilken utsträckning stöter du på utmaningar?
Trust:
1. Enligt din erfarenhet, vilka är de mest viktiga faktorerna för att skapa ökat förtroende
mellan föräldrar och socialtjänsten i Borås?
2. Kan du beskriva en specifik situation där det var särskilt utmanande att bygga
förtroende med en klient med annan etnisk bakgrund?
- Enligt din åsikt, vilka är de viktigaste aspekterna för att du ska få förtroende
från klienter med annan etnisk bakgrund?
3. Kan du komma ihåg ett tillfälle där det var enkelt och framgångsrikt att skapa
förtroende hos en klient med annan etnisk bakgrund?
92
4. Hur hanterar du situationer där en klient med annan etnisk bakgrund uttrycker
misstro mot socialtjänsten på grund av LVU desinformationskampanjen?
5. Enligt din åsikt, vilka är några strategier och hjälpmedel som socialtjänsten i Borås
Stad kan implementera för att bygga förtroende och relationer med familjer med
annan etnisk bakgrund?
Ability:
1. Hur säker känner du dig när det gäller dina kunskaper och färdigheter att
kommunicera med klienter från olika kulturella bakgrunder för att möta deras behov?
- [Om nej] Vilka resurser eller utbildningsmöjligheter skulle vara till nytta för att
förbättra din förmåga att kommunicera med klienter med annan etnisk
bakgrund?
2. Har du stött på situationer där du kände bristande förståelse från klienter med annan
etnisk bakgrund på grund av kulturella skillnader?
- [Om ja] Kan du beskriva en situation mer ingående?
Benevolence:
- Hur visar du att du verkligen bryr dig om dina klienter med annan etnisk bakgrund och
deras familjer? Detta kan handla om att erbjuda känslomässigt stöd och bekräftelse,
ge dem kontakt med relevanta resurser och nätverk samt hjälpa dem i deras
integrationsprocess.
Integrity:
1. Kan du berätta om en situation där du var tvungen att fatta ett svårt beslut som
uppfattades på ett annat sätt än tänkt av klienter med annan etnisk bakgrund?
2. Vad kännetecknar bra kommunikation med klienter med annan etnisk bakgrund?
- Kan du förklara vad ärlighet i kommunikationen med klienter med annan
etnisk betyder för dig?
- Hur prioriterar du transparens i din interaktion med klienter med annan etnisk
bakgrund?
- Hur viktigt är det för dig att vara konsekvent i kommunikationen med klienter
med annan etnisk bakgrund?
Uncertainty and Anxiety:
1. Kan du berätta om ett specifikt tillfälle då du kände dig osäker eller orolig under en
interaktion med en klient med annan etnisk bakgrund? Det kan handla om osäkerhet
när man diskuterar känsliga ämnen eller tolkar klientens kroppsspråk eller
icke-verbala signaler, samt ångest som kan bero på språkbarriärer eller bristande
kulturell kunskap.
93
- Leder osäkerhet till några förändringar i dina sätt att kommunicera eller ditt
förhållningssätt när du arbetar med klienter med invandrarbakgrund?
- Vilka strategier eller resurser tycker du är mest användbara för att hantera
dessa känslor när du interagerar med kunder med invandrarbakgrund?
- Har du fått någon särskild utbildning eller stöd för att hantera osäkerhet och
ångest i interkulturella kommunikationssituationer från din organisation?
Impact and Learning:
1. Har du några ytterligare tankar eller observationer du vill dela angående interkulturell
kommunikation och socialtjänsten i Borås?
Cultural competence:
Intercultural sensitivity:
1. Kommer du att tänka på en situation där du visade kulturell förståelse och lyhördhet
när du interagerade med föräldrar med annan etnisk bakgrund?
- Om så är fallet, kan du dela med dig av ett exempel?
2. Kan du beskriva en situation där du var tvungen att anpassa din kommunikationsstil
eller ditt tillvägagångssätt för att bättre förstå någon med annan etnisk bakgrund?
3. Hur håller du dig informerad om olika kulturella normer och värderingar?
4. Hur identifierar och övervinner du dina egna kulturella fördomar när du arbetar med
olika befolkningsgrupper?
Intercultural awareness:
1. Hur visar du att du är medveten om de specifika utmaningar som svenska
medborgare med annan etniska bakgrund möter när de vänder sig till socialtjänsten i
Borås Stad?
2. Kan du beskriva några av de kulturella traditioner eller övertygelser som kan påverka
hur klienter med annan etnisk baakgrund närmar sig interaktioner med
socialtjänsten?
Intercultural adroitness:
- Hur säker känner du dig på att du kan hantera problem och behov hos klienter med
annan etnisk bakgrund?
94
Cultural intelligence:
1. Vad tror du är viktigt för socialarbetare i Borås Stad att förstå om olika kulturer?
2. Vad gör du för att öka din förståelse för andra kulturer?
3. Hur uppmuntrar och hjälper du dina kollegor att utveckla sina förståelsen för andra
kulturer samt sina färdigheter i interkulturell kommunikation?
Knowledge sharing
Knowledge Sharing Practices:
1. Vilka resurser eller plattformar används för att underlätta informationspridningen om
socialtjänstens metoder för klienter med annan etnisk bakgrund?
2. Har du någonsin känt att bristen på kunskap om din kultur har påverkat din
interaktion med klienter med annan etnisk bakgrund i Borås?
3. Har att dela kunskap om din bakgrund bidragit till att skapa förtroende med föräldrar
från Borås?
95
Appendix 2: Interview guide, social workers
Opening Questions:
1. Kan du berätta lite om din yrkesroll på Borås Stad?
2. Hur länge har du varit anställd på Borås Stad?
Intercultural Communication Experience:
1. Hur ofta kommunicerar du med klienter från annan etnisk bakgrund, är det veckovis,
flera gånger i månaden eller årligen?
- Vilka ämnen har du märkt tenderar att vara mer framträdande i dessa
samtal?
2. Hur upplever du interaktionen med klienter med annan etnisk bakgrund?
- Vilka aspekter fungerar bra?
- Hur bekväm känner du dig med att dela med dig av din kulturella bakgrund
med klienter med annan etnisk bakgrund för att överbrygga eventuella
kulturskillnader? spara till senare
- I vilken utsträckning stöter du på utmaningar?
Trust:
1. Vad är viktigast för att bygga förtroende mellan föräldrar och socialtjänsten i Borås,
enligt din erfarenhet?
2. Kan du beskriva en specifik situation där det var särskilt utmanande att bygga
förtroende med en klient med annan etnisk bakgrund?
- Vilka är de viktigaste aspekterna för att du ska vinna förtroende från klienter
med annan etnisk bakgrund?
3. Kan du komma ihåg ett tillfälle där det var enkelt och framgångsrikt att skapa
förtroende hos en klient med annan etnisk bakgrund?
- Kan du komma ihåg om en gång då du enkelt och framgångsrikt skapade
förtroende hos en klient med annan etnisk bakgrund?
- Kan du minnas en situation då du på ett smidigt sätt lyckades skapa
förtroende hos en klient med annan etnisk bakgrund?
- Vilka faktorer tror du bidrog till denna framgång?
4. Hur hanterar du situationer där en klient med annan etnisk bakgrund uttrycker
misstro mot socialtjänsten på grund av LVU desinformationskampanjen?
5. Enligt din åsikt, vilka är några strategier och hjälpmedel som socialtjänsten i Borås
Stad kan implementera för att bygga förtroende och relationer med familjer med
annan etnisk bakgrund?
96
Ability:
1. Hur säker känner du dig när det gäller dina kunskaper och färdigheter att
kommunicera med klienter från olika kulturella bakgrunder för att möta deras behov?
- [Om nej] Vilka resurser eller utbildningsmöjligheter skulle vara till nytta för att
förbättra din förmåga att kommunicera med klienter med annan etnisk
bakgrund?
- Har du stött på situationer där du kände bristande förståelse från klienter med
annan etnisk bakgrund på grund av kulturella skillnader?
- [Om ja] Kan du beskriva en situation mer ingående?
Benevolence:
- Hur visar du att du verkligen bryr dig om dina klienter med annan etnisk bakgrund och
deras familjer? Detta kan handla om att erbjuda känslomässigt stöd och bekräftelse,
ge dem kontakt med relevanta resurser och nätverk samt hjälpa dem i deras
integrationsprocess.
Integrity:
1. Kan du berätta om en situation där du var tvungen att fatta ett svårt beslut som
uppfattades på ett annat sätt än tänkt av klienter med annan etnisk bakgrund?
2. Vad kännetecknar bra kommunikation med klienter med annan etnisk bakgrund?
- Kan du förklara vad ärlighet i kommunikationen med klienter med annan
etnisk betyder för dig?
- Hur prioriterar du transparens i din interaktion med klienter med annan etnisk
bakgrund? svarat
- Hur viktigt är det för dig att vara konsekvent i kommunikationen med klienter
med annan etnisk bakgrund?
Uncertainty and Anxiety:
1. Kan du berätta om ett specifikt tillfälle då du kände dig osäker eller orolig under en
interaktion med en klient med annan etnisk bakgrund? Det kan handla om osäkerhet
när man diskuterar känsliga ämnen eller tolkar klientens kroppsspråk eller
icke-verbala signaler, samt ångest som kan bero på språkbarriärer eller bristande
kulturell kunskap.
- Leder osäkerhet till några förändringar i dina sätt att kommunicera eller ditt
förhållningssätt när du arbetar med klienter med invandrarbakgrund?
- Vilka strategier eller resurser tycker du är mest användbara för att hantera
dessa känslor när du interagerar med kunder med invandrarbakgrund?
97
- Har du fått någon särskild utbildning eller stöd för att hantera osäkerhet och
ångest i interkulturella kommunikationssituationer från din organisation?
Impact and Learning
- Har du några ytterligare tankar eller observationer du vill dela angående interkulturell
kommunikation och socialtjänsten i Borås?
Cultural competence:
Intercultural sensitivity:
1. Kommer du att tänka på en situation där du visade kulturell förståelse och lyhördhet
när du interagerade med föräldrar med annan etnisk bakgrund?
- Om så är fallet, kan du dela med dig av ett exempel?
2. Kan du beskriva en situation där du var tvungen att anpassa din kommunikationsstil
eller ditt tillvägagångssätt för att bättre förstå någon med annan etnisk bakgrund?
3. Hur håller du dig informerad om olika kulturella normer och värderingar?
4. Hur identifierar och övervinner du dina egna kulturella fördomar när du arbetar med
olika befolkningsgrupper?
Intercultural awareness:
1. Hur visar du att du är medveten om de specifika utmaningar som svenska
medborgare med annan etniska bakgrund möter när de vänder sig till socialtjänsten i
Borås Stad?
2. Kan du beskriva några av de kulturella traditioner eller övertygelser som kan påverka
hur klienter med annan etnisk bakgrund närmar sig interaktioner med socialtjänsten?
Intercultural adroitness:
- Hur säker känner du dig på att du kan hantera problem och behov hos klienter med
annan etnisk bakgrund?
Cultural intelligence:
1. Vad tror du är viktigt för socialarbetare i Borås Stad att förstå om olika kulturer?
2. Vad gör du för att öka din förståelse för andra kulturer?
98
3. Hur uppmuntrar och hjälper du dina kollegor att utveckla sina förståelsen för andra
kulturer samt sina färdigheter i interkulturell kommunikation?
Knowledge sharing
Knowledge Sharing Practices:
1. Vilka resurser eller plattformar används för att underlätta informationspridningen om
socialtjänstens metoder för klienter med annan etnisk bakgrund?
2. Har du någonsin känt att bristen på kunskap om din kultur har påverkat din
interaktion med klienter med annan etnisk bakgrund i Borås?
3. Har att dela kunskap om din bakgrund bidragit till att skapa förtroende med föräldrar
från Borås?
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Appendix 3: Interview guide draft, clients
Opening Questions:
1. Kan du berätta lite om dig själv och din familjebakgrund? (t.ex., vilket land du kommer
ifrån, hur länge du har bott i Sverige).
2. Hur skulle du beskriva socialtjänsten i Borås Stad med några få ord?
3. Enligt din erfarenhet, hur skulle du beskriva kommunikationen mellan dig och
socialtjänsten?
Intercultural Communication Experience:
1. Hur ofta kommunicerar du med Borås Stad?
2. Kan du kort beskriva de huvudsakliga ämnena i kommunikationen med Borås Stad?
3. Finns det några utmaningar du möter när du kommunicerar med socialtjänsten i
Borås Stad?
- Hur bekväm känner du dig med att dela din kulturella bakgrund med
socialtjänsten i Borås för att överbrygga eventuella kulturskillnader?
4. Har du upplevt några språkliga eller kulturella svårigheter som har hindrat
kommunikationen med socialtjänsten i Borås?
- I vilken utsträckning uttrycker du dina bekymmer och behov tydligt under
interaktioner med socialtjänsten i Borås?
5. Vilka egenskaper eller tillvägagångssätt anser du är nödvändiga för socialarbetare i
Borås Stad att ha när de interagerar med familjer från migrantbakgrund?
Trust:
1. Enligt din erfarenhet, vilka är de mest kritiska faktorerna som bidrar till förtroende
mellan föräldrar och socialtjänsten i Borås?
2. Kan du beskriva en specifik situation där det var särskilt utmanande att bygga
förtroende med socialtjänsten i Borås?
- Enligt din åsikt, vilka är de viktigaste aspekterna för att du ska få förtroende
för socialtjänsten i Borås?
3. Har du hört talas om LVU-desinformationskampanjen?
- Vad är dina tankar om LVU-desinformationskampanjen?
- Har du några förslag för att bygga förtroende och förståelse mellan föräldrar
från migrantbakgrund och socialtjänsten?
4. Har du någonsin känt dig tveksam att kontakta socialtjänsten på tillitsskäl?
- I så fall, kan du utveckla dessa bekymmer?
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5. Vilka är några sätt som socialtjänsten i Borås kan bygga förtroende och relationer
med migrantgrupper?
- Enligt din åsikt, hur kan anställda inom socialtjänsten i Borås förbättra
samarbetet och samverkan med migrantfamiljer för att uppnå positiva
resultat?
Ability:
1. Tycker du att socialarbetare har kunskap och färdigheter att förstå din kulturella
bakgrund och dina behov?
2. Har du stött på situationer där du kände bristande förståelse från socialarbetare i
Borås Stad på grund av kulturella skillnader?
Benevolence:
- Känner du att socialarbetare i Borås Stad verkligen bryr sig om din familjs och dina
barns välbefinnande?
Integrity:
1. Har du någonsin upplevt en situation där du känner att du har behandlats annorlunda
av socialtjänsten i Borås jämfört med personer med etniskt svensk bakgrund?
2. Vilka rutiner kan socialtjänsten i Borås implementera för att säkerställa klar och ärlig
kommunikation med alla familjer de hjälper?
- Har du någonsin känt dig vilseledd eller felinformerad av socialtjänsten i
Borås?
- I så fall, kan du dela den erfarenheten?
Uncertainty and Anxiety:
1. Har du någonsin känt dig ängslig eller osäker över något under tidigare interaktioner
med socialtjänsten i Borås?
- I så fall, kan du dela vad som specifikt orsakade dessa känslor?
- Fanns det något som hjälpte dig att känna dig mer bekväm eller
självsäker under dessa interaktioner?
- Fanns det specifika situationer eller kommunikationsstilar som bidrog
till din ångest eller osäkerhet?
2. Enligt din erfarenhet, hur påverkar känslor av osäkerhet eller ångest
kommunikationen med socialtjänsten i Borås?
3. Vilka strategier eller resurser finner du mest användbara för att hantera dessa känslor
och främja effektiv kommunikation med socialtjänsten i Borås?
101
Impact of Uncertainty on Communication:
1. Leder osäkerhet till några förändringar i din kommunikationsstil eller ditt
förhållningssätt till socialtjänsten i Borås?
2. Hur påverkar hanteringen av dina egna känslor av osäkerhet ditt förtroende för
socialtjänsten i Borås?
Impact and Learning:
1. Har du några ytterligare tankar eller observationer du vill dela angående interkulturell
kommunikation och socialtjänsten i Borås?
Cultural competence:
Intercultural sensitivity:
1. Tycker du att socialtjänsten i Borås visar respekt och förståelse för olika kulturer?
- I så fall, kan du dela ett exempel?
2. Kan du beskriva en situation där du var tvungen att anpassa din kommunikationsstil
eller tillvägagångssätt för att socialtjänsten i Borås skulle förstå din synvinkel bättre?
3. I vilken utsträckning har du kulturella fördomar gentemot socialtjänsten i Borås?
- Hur identifierar och övervinner du dina egna kulturella fördomar när du
interagerar med socialtjänsten i Borås?
Intercultural adroitness:
- Hur bekväm känner du dig med att uttrycka dina bekymmer och behov för
socialarbetare i Borås Stad med migrantbakgrund?
- Hur bekväm känner du dig med att uttrycka dina bekymmer och behov för
socialarbetare från Borås Stad med en etniskt svensk bakgrund?
- Hur bekväm känner du dig med att dela information om din familjs kulturella
bakgrund och traditioner med socialtjänsten i Borås?
Cultural intelligence:
1. Vilka tror du är viktiga faktorer för socialarbetare i Borås Stad att förstå om olika
kulturer?
2. Hur avgör du om en person är bra på att förstå olika kulturer?
- Vilka steg kan en individ ta för att förbättra sin förståelse för olika kulturer?
102
Knowledge sharing
Knowledge Sharing Practices:
1. Tycker du att det finns möjligheter för socialtjänsten i Borås att förbättra
kunskapsdelning och samarbete med migrantgrupper för att främja bättre förståelse
och förtroende?
- Om så är fallet, vilken typ av initiativ eller program skulle kunna genomföras
för att uppmuntra kunskapsdelning och samarbete mellan socialtjänsten i
Borås och föräldrar från migrantbakgrund?
2. Har du fått information från socialtjänsten i Borås om svenska sedvänjor och
procedurer?
- Vilka kommunikationsmetoder finner du mest användbara för att förstå
information från socialtjänsten (t.ex., tolkar, översatta material, fysiska
möten)?
3. Har delandet av kunskap om dina kulturella traditioner hjälpt dig att bygga
förtroende med socialtjänstens arbetare i Borås Stad?
- Har du någonsin känt att bristen på kunskap om din kultur påverkat dina
interaktioner med socialtjänsten i Borås?
103
Appendix 4: Interview guide, clients
Opening Questions:
1. Kan du berätta lite om dig själv och din familjebakgrund? (t.ex., vilket land du kommer
ifrån, hur länge du har bott i Sverige).
2. Hur skulle du beskriva socialtjänsten i Borås Stad med några få ord?
3. Enligt din erfarenhet, hur skulle du beskriva kommunikationen mellan dig och
socialtjänsten?
Intercultural Communication Experience:
1. Hur ofta kommunicerar du med Borås Stads socialtänst, är det veckovis, flera gånger i
månaden eller årligen?
- Kan du kort beskriva de ämnena ni pratar om mest, utan att gå in djupgående
i detalj?
2. Hur många socialrabetare har du träffat under ett och samma
situation/ämne/ärende?
- Hur hade du viljat bli bemött av “nästa” socialarbetare?
3. Finns det några utmaningar du möter när du kommunicerar med socialtjänsten i
Borås Stad?
- Hur bekväm känner du dig med att dela din kulturella bakgrund med
socialtjänsten i Borås för att överbrygga eventuella kulturskillnader?
4. Har du upplevt några språkliga eller kulturella svårigheter som har hindrat
kommunikationen med socialtjänsten i Borås?
- I vilken utsträckning uttrycker du dina bekymmer och behov tydligt under
interaktioner med socialtjänsten i Borås?
5. Hur kan socialarbetare i Borås Stad anpassa sitt sätt att prata med familjer med
annan etnisk bakgrund?
Trust:
1. Enligt din erfarenhet, vilka är de viktigaste sakerna för att skapa ökat förtroende
mellan föräldrar och socialtjänsten i Borås?
2. Kan du beskriva en specifik situation där det var särskilt utmanande att bygga
förtroende med socialtjänsten i Borås?
- Enligt din åsikt, vilka är de viktigaste aspekterna för att du ska få förtroende
för socialtjänsten i Borås?
3. Har du hört talas om LVU-desinformationskampanjen?
104
- Vad är dina tankar om LVU-desinformationskampanjen?
- Har du några förslag för att bygga förtroende och förståelse mellan föräldrar
med annan etnisk bakgrund och socialtjänsten?
4. Har du någonsin känt dig tveksam att kontakta socialtjänsten på tillitsskäl?
- I så fall, kan du utveckla dessa bekymmer?
5. Vilka är några sätt som socialtjänsten i Borås kan bygga förtroende och relationer
med individer med andra etniska bakgrunder?
- Enligt din åsikt, hur kan anställda inom socialtjänsten i Borås jobba bättre
tillsammans med familjer med annan etnisk bakgrund för att uppnå positiva
resultat?
Ability:
1. Tycker du att socialarbetare har kunskap och färdigheter att förstå din kulturella
bakgrund och dina behov?
2. Har du stött på situationer där du kände bristande förståelse från socialarbetare i
Borås Stad på grund av kulturella skillnader?
Benevolence:
- Känner du att socialarbetare i Borås Stad verkligen bryr sig om din familjs och dina
barns välbefinnande?
Integrity:
1. Har du någonsin upplevt en situation där du känner att du har behandlats annorlunda
av socialtjänsten i Borås jämfört med personer med etniskt svensk bakgrund?
2. Vilka rutiner kan socialtjänsten i Borås implementera för att säkerställa klar och ärlig
kommunikation med alla familjer de hjälper?
- Har du någonsin känt dig vilseledd eller felinformerad av socialtjänsten i
Borås?
- I så fall, kan du dela den erfarenheten?
Uncertainty and Anxiety:
1. Har du någonsin känt dig ängslig eller osäker över något under tidigare interaktioner
med socialtjänsten i Borås?
- I så fall, kan du dela vad som specifikt orsakade dessa känslor?
- Fanns det något som hjälpte dig att känna dig mer bekväm eller
självsäker under dessa interaktioner?
- Fanns det specifika situationer eller sätt att kommunicera som bidrog
till din ångest eller osäkerhet?
105
- Enligt din erfarenhet, hur påverkar känslor av osäkerhet eller ångest
kommunikationen med socialtjänsten i Borås?
- Vad är de bästa sätten för dig att hantera dessa känslor för att det inte
ska påverka kommunikationen med socialtjänsten i Borås?
Impact of Uncertainty on Communication:
1. Leder osäkerhet till några förändringar i dina sätt att kommunicera eller ditt
förhållningssätt till socialtjänsten i Borås?
2. Hur påverkar känslor av osäkerhet ditt förtroende för socialtjänsten i Borås?
Cultural competence:
Intercultural sensitivity:
1. Tycker du att socialtjänsten i Borås visar respekt och förståelse för olika kulturer?
- I så fall, kan du dela ett exempel?
2. Kan du beskriva en situation där du var tvungen att anpassa ditt beteende eller ditt
sätt att kommunicera på för att socialtjänsten i Borås skulle förstå din synvinkel
bättre?
3. I vilken utsträckning har du kulturella fördomar gentemot socialtjänsten i Borås?
- Hur kan du känna igen och bli av med dina egna kulturella fördomar när du
interagerar med socialtjänsten i Borås?
Intercultural adroitness:
- Har du interagerat med en socialarbetare i Borås Stad med annan etnisk bakgrund?
- Om ja, finns det några skillnader i hur bekväm du dig med att uttrycka dina
bekymmer och behov jämfört med socialarbetare med en etnisk svenska
bakgrund?
- Hur bekväm är du att dela information om din familjs kultur och traditioner
med Borås socialtjänst, oberoende av socialarbetarens bakgrund? Jämför
gärna detta med att dela samma information med familj, vänner eller andra
bekanta.
Cultural intelligence:
1. Vad tror du är viktigt för socialarbetare i Borås Stad att förstå om olika kulturer?
2. Hur vet du om en person är bra på att förstå olika kulturer?
106
- Vilka steg kan en individ ta för att förbättra sin förståelse för olika kulturer?
Knowledge sharing
Knowledge Sharing Practices:
1. Tycker du att det finns möjligheter för socialtjänsten i Borås att göra mer för att
förbättra informationsspridning och öka förståelsen och förtroendet?
- Om så fallet, vilka initiativ eller projekt kan Borås Stads socialtjänst använda
för att öka informationsspridning med föräldrar med annan etnisk bakgrund?
2. Har du fått information från socialtjänsten i Borås om svenska sedvänjor och
procedurer?
- Vilka kommunikationsmetoder finner du mest användbara för att förstå
information från socialtjänsten (t.ex., tolkar, översatta material, fysiska
möten)?
3. Har det hjälpt dig att bygga förtroende med socialarbetare i Borås Stad genom att
prata om dina kulturella traditioner?
- Har du någonsin känt att bristen på kunskap om din kultur påverkat dina
interaktioner med socialtjänsten i Borås?
107
Appendix 5: Consent form, Social services in Borås Stad
Organizational Participation Form 
You have been invited to participate in a case study as a part of the final thesis within
the Master in Communication Programme at the University of Gothenburg, led by Claudia
Agartsson and Lava Rauof.
Research purpose
The following case study investigates how uncertainty, anxiety, and cultural
competence influence the communication between Borås Stad's social workers and parents
with migrant backgrounds. The aim is to provide valuable insights and practical
recommendations to improve ways of working for Borås Stad.
Data Collection Procedures
As part of our qualitative research design investigating how uncertainty, anxiety, and
cultural competence influence intercultural communication styles, we request the participation
of 10-12 selected personnel from your organization in structured interviews. These interviews,
expected to last approximately 30-45 minutes each, will be conducted via Zoom for
convenience and accessibility. The interviews will be audio-recorded for study purposes only
to ensure accuracy and comprehensive analysis.
Confidentiality
To ensure your privacy and confidentiality, the identities of the interviewed social
workers will remain anonymous in the study report, replaced by pseudonyms. These
pseudonyms, as well as audio recordings, will be securely stored in a password-protected
format on a password-protected computer. Access to these files will be restricted to
supervisors and academic personnel involved in thesis assessment solely for academic
purposes.
Voluntary Participation
108
The organization is free to withdraw at any point without giving a reason by
contacting Claudia Agartsson or Lava Rauof. In the event of withdrawal, the organization's
identity will be exclusively utilized in an anonymized form.
If you have any questions or concerns, contact:
gusagacl@student.gu.se and/or gusrauola@student.gu.se
Please print a copy of the following organizational participation form for your reference.
Date (Day/Month/Year) Signature of the Organizational Representative
109
Appendix 6: Consent form, Participants
Consent to Participate in Research 
You have been invited to participate in a case study as a part of the final thesis within
the Master in Communication Programme at the University of Gothenburg, led by Claudia
Agartsson and Lava Rauof.
Study Purpose
The case study investigates how uncertainty, anxiety, and cultural competence influence the
communication between social workers and parents with migrant backgrounds. The following
aims to provide valuable insights and practical recommendations to improve ways of working
for social workers in Borås Stad.
Voluntary Participation
Your participation in this study is entirely voluntary. You have the right to withdraw from the
study at any time and without penalty. You have the option of refusing to answer any of the
inquiries.
Procedures
You will be interviewed in a semi-structured manner. The interview will last approximately
30-45 minutes and will be conducted via Zoom. For the purpose of the study, the interviews
will be audio recorded.
Confidentiality
Your identity will be kept private to the extent possible. Your name will be assigned a
pseudonym instead of any personally revealing information. The list of pseudonyms linked to
your real identity, along with the audio recordings, will be preserved in a secured file that only
the researchers have access to.
110
The supervisors and academic personnel appointed to control the quality of the project will be
the only individuals who can gain access to the aforementioned file for academic research
purposes only.
If you have any questions, please contact:
gusagacl@student.gu.se and/or gusrauola@student.gu.se
Consent to participate in the research project:
I have read and understood the information about the study. I have been given the
opportunity to ask questions and have them addressed. I have the option of keeping the
written information.
I consent to participate in the study as stated in the document.
I consent to the processing of my personal data for the study as indicated in the
document.
I consent to my samples being saved in a secured file that only the researchers and the
academic personnel have access to, as mentioned in the document.
I understand that I have the option to withdraw from the study at any point in time.
Date (Day/Month/Year) Signature of the Participant
111
Appendix 7: Codebook
112
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Appendix 8: Transcript snippets
Quotations from the transcripts
QUOTATIONS_MA24_Agartsson_Rauof
https://docs.google.com/document/d/1TQ_S2NXpm2LR6aHglWZDZfUlNN06US6HHwgg1XsU
Ezs/edit?usp=sharing
114
Statement of division of work
Hereby we, Claudia Agartsson and Lava Rauof, confirm that we have jointly worked on
the master thesis. We have both been involved in all stages of the thesis writing process
relating to the case study. Overall, the workload has been evenly divided between us.
115