Table 1 Illustration of the thematic data analysis process
Raw data | Notes | Codes | Sub-themes | Main themes |
|---|---|---|---|---|
I4: […] Then it like also becomes an ethical conflict for me. Like, what do I do? Should I dedicate time to many… and not give enough to anyone, or should I dedicate enough time to a few and leave the rest without support? It was impossible and it tore at me terribly, this ethical conflict. […]. But now I have opted to support those that I see as much as I can | Not being able to support all is experienced as an ethical conflict among the practitioners | The supply–demand imbalance is influencing mental wellbeing at work | Resources in public services – challenging proactive and collaborative work approaches as well as professional wellbeing | Interacting within a complex system |
I13: […] But families may not really be aware of what support they can receive from us. Child protective services are often associated with a very negative connotation, it’s like “oh no, they’re coming to take our children”. They don’t consider us a part of this [promotion and early prevention work], that we want to help. Our aim is to help and support the family so they can manage on their own. But the negative connotation is still there. So they don’t want anything to do with child protective services or social services for families | The prejudices regarding child protection services influences families picture of child protection services and can function as a barrier for seeking support | Stigma associated with child protection services challenging reaching families early on | Social norms and stigma among families with young children – inhibiting timely support activities from reaching families | Connecting with diverse families |