Cecilie Revheim

• Turyomurugyendo, Florence; Walakira, Eddy J.; Revheim, Cecilie & Twikirize, Janestic M. (2025). ‘I am a victim without symptoms’: Perceived attributes of resilience for female survivors of child sexual abuse in rural Uganda. Southern african journal of Social work and social development. ISSN 2520-0097. 15(1), p. 11–22. doi: 10.4314/ajsw.v15i1.2. Full text in Research Archive
• Revheim, Cecilie; Jørgensen, Tone & Heggdalsvik, Inger Kristin (2025). The best interests of the child in professional assessments of contact rights when children are taken into care – An analysis. Children and Youth Services Review. ISSN 0190-7409. 171, p. 1–10. doi: 10.1016/j.childyouth.2025.108194. Full text in Research Archive Show summary

  The Norwegian Child Welfare Services have faced criticism from the European Court of Human Rights (ECtHR) concerning restrictions on contact rights between parent(s) and children in care order proceedings. This has attracted attention in policymaking, which in turn has caused a shift in practice. This article explores how social workers weigh a child’s best interests when regulating contact rights since this shift. It is based on empirical data derived from a vignette study in which Norwegian social workers in eight focus groups assessed contact rights. The results show that an awareness of the child’s best interests is high on the social workers’ agenda. Nevertheless, they face a choice when the child’s best interests stand in contrast with other key principles. We identified the following considerations as influencing such assessments: 1) the child’s own voice, 2) parental visitation rights, and 3) extended family and network. The ethical challenges and complexities involved in such decision-making cannot be standardised. Social workers must navigate competing principles and weigh various aspects of a case, and the child’s perspective is only one theme to address. The tipping point appears to involve identifying the threshold at which additional contact imposes undue hardship on a child.

• Turyomurugyendo, Florence; Walakira, Eddy J.; Twikirize, Janestic Mwende & Revheim, Cecilie (2025). Experiences of child sexual abuse survivors with formal child protection systems: An indigenist perspective. Journal of Comparative Social Work. 20(1), p. 110–136. doi: 10.31265/jcsw.v20i1.711. Full text in Research Archive Show summary

  Preventing abuse in childhood and providing services to the victims requires a comprehensive child protection framework. Even when the government of Uganda has made deliberate efforts to facilitate protection of children, research shows that their efforts have largely been inadequate. Adopting an indigenous perspective that centers the structural inequalities that inform social relationships in families, communities and the society rather than the individual is paramount. Thus, this study examined how indigenous child protection systems can be integrated to complement formal approaches in responding to child sexual abuse. This article presents experiences of five adult women from Luuka district, Uganda who experienced rape during their childhood. Narrative inquiry was used to explore survivors’ experiences. This information was complemented by information from social workers who were purposively selected and interviewed using a semi-structured interview guide. Thematic analysis was used to analyse the findings and four major themes relating to survivors’ experiences emerged from this study. Survivors reported challenges with investigations, access to justice, lack of protective shelter and challenges in accessing medical services. In addition to formal child protection systems, survivors utilised services from indigenous child protection systems which included; Local Council 1, community volunteers, social groups and savings groups. Indigenous practices based on mutual aid and community organising addressed broader welfare needs of survivors, including enabling them to access education, linkage to services and access to shelter. The social support provided through indigenous models involved multiple social welfare functions, and addressed different child protection needs. However, poverty at the household and community level limits the scalability of such approaches. Accessing formal child protection services was found to be costly for the survivors. The Informal Child Protection System is more accessible, offerscomprehensive services and demonstrates to buffer the formal systems

• Turyomurugyendo, Florence; Twikirize, Janestic Mwende; Walakira, Eddy J. & Revheim, Cecilie (2024). Negative reactions of Uganda’s parents towards the disclosure of child sexual abuse and perceived psychosocial consequences on survivors. Journal of Social Work in Developing Societies (JSWDS). doi: 10.4314/jswds.v6i3.1. Full text in Research Archive Show summary

  Disclosure of child sexual abuse is the first step toward receiving social and systemic support. While parents are important recipients of disclosure, there is limited evidence regarding their reactions and how survivors perceive them. This study describes parents’ reactions that survivors consider as negative and the psychosocial consequences associated. A case study utilizing qualitative research methods was adopted. Narrative inquiry was used to collect data from 14 purposively-selected participants. Six in-depth interviews were held with key informants and 2 focus group discussions with community members. Data was analysed using themes and quotes. Survivors reported that their parents verbally abused them, sent them away from home, forced them to keep the abuse a secret, and denied them education after learning about the abuse. Participants associated the reactions with accumulation of anger, feelings of rejection and loss of self-esteem. Parents' reactions are influenced by a complex web of factors including the struggle to manage their pain, frustration and disappointment as a result of their child’s abuse. In this regard, service providers particularly social workers ought to provide knowledge to young people on where to seek professional help and engage in awareness creation at the family and community level to support parents to provide constructive support to children exposed to abuse.

• Nilsen, Ann Christin Eklund; Kalinganireb, Charles; Mabeyoc, Zena Mnasi; Manyamac, William; Ochend, Eric Awich & Revheim, Cecilie [Show all 7 contributors for this article] (2023). Re-imagining social work education in East Africa. Social Work Education. ISSN 0261-5479. 42(2), p. 169–184. doi: 10.1080/02615479.2022.2161503. Full text in Research Archive Show summary

  To an increasing extent, scholars of social work have called for social work education and practice to be more responsive to local norms, customs and needs. Commonly referred to as indigenization, these scholars argue that social work curricula should incorporate practices, theories and understandings that are developed locally, eschewing the ‘professional imperialism’ that have come to dominate the discipline. This is also the case at universities in East Africa. Over the last decades, research emerging from local knowledge has developed substantially in the region. In this article we ask to what extent this is reflected in the social work curricula at three universities in Rwanda, Tanzania and Uganda, including a Norwegian comparative case. The article relies on a review of the curricula, addressing the characteristics of the teaching materials, the nationality and gender of the authors of the teaching materials, and the local relevance of the teaching materials, questioning whether they build on empirical data from a local or African context and to what extent they address issues of local or regional relevance. Our findings reveal that the presence of national or African authors and publications with a local empirical content is still marginal at the three East African universities.

• Revheim, Cecilie (2018). Fosterforeldrenes egne barn. De glemte barna. In Ask, Torunn Alise & Eide, Solveig Botnen (Ed.), Barnevernets begreper - i bevegelse. Gyldendal Akademisk. ISSN 9788205503915. p. 179–195. Full text in Research Archive

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• Revheim, Cecilie (2023). Hva med oss andre som bor her? Om fosterforeldres barn og deres erfaringer. Universitetsforlaget. ISBN 9788215055916. 287 p. doi: 10.18261/9788215055916-2023. Full text in Research Archive Show summary

  This book sheds light on the foster carers’ own children and their perspectives on growing up with foster siblings. The complex and multifaceted relationship between foster children and biological children in foster families creates many paradoxes and dilemmas. I discuss how challenges in foster care placement may impact on children in foster families, and the moral responsibility of the social workers for the well-being of these children. Recognition, from both parents and professionals, is crucial for how they cope with the difficulties.

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• Bozic, Aleksandar; Revheim, Cecilie; Eriksen, Heidi Lie; Handulle, Ayan Abdi Mohamoud & Tembo-Pankuku, Memory Jayne (2026). Internasjonalt sosialt arbeid - hvorfor angår det Norge? Fontene. ISSN 0805-5432. doi: https:/fontene.no/debatt/internasjonalt-sosialt-arbeid--hvorfor-angar-det-norge-6.47.1193386.163967be8f. Full text in Research Archive Show summary

  Samarbeid i internasjonalt sosialt arbeid gir rom for kritisk refleksjon over egne og andres velferdsmodeller og gjør oss i stand til å problematisere nyliberale og individorienterte tendenser i det globale nord.

• Lydersen, Gina; Árnadóttir, Hervör Alma; Eriksen, Heidi Lie; Revheim, Cecilie; Lund, Janne & Kiik, Riina (2025). "Education and Training for a Sustainable Future: Aligning with UN Sustainability Goals no. 4, 8 and 9". Full text in Research Archive Show summary

  Overview of symposium theme: We understand eco social work not as a new type of social work that undermines everything we know from before, but rather as a new perspective through which one can understand and target social problems. It sets the premise that solutions should not only serve the individuals who receive services, but solutions should also serve long-term sustainable development for society as such in terms of social equality. Moreover, it should serve the environmentally sustainable development for our planet. The rapidly growing welfare in the West anticipates a capitalistic consumption and growth that according to the sociologist Hartmut Rosa contributes to alienation and discomfort. With an eco-social understanding there is a shared agreement that the well-being of individuals, a development for social equality and environmentally sustainable practices is all part of the same system. This holistic approach should also be recognizable in our educational institutions and in the way we give education and training. How can this be practiced?

• Bozic, Aleksandar; Tembo-Pankuku, Memory Jayne; Handulle, Ayan Abdi Mohamoud; Revheim, Cecilie; Eriksen, Heidi Lie & Oltedal, Siv (2025). Strengthening Global North-Global South Education and Research Partnerships in International Social Work. Full text in Research Archive Show summary

  This symposium brings together social work scholars from three Norwegian universities to discuss collaborations, knowledge production and capacity building in the Global North-South social work education and research. The session will present four Norwegian academic projects implementing in Somaliland, Rwanda, Tanzania, Uganda, Cuba, Malawi and South Africa. Additionally, the role of the Journal of Comparative Social Work as an open-access platform to strength the Global North-South research will be discussed. Symposium Chair: • Aleksandar Bozic assoc.prof. Presenters and discussants: • Ayan Handulle2 assoc.prof. • Cecilie Revheim3 assoc.prof. • Heidi Lie Eriksen4 assoc.prof. • Memory Jayne Tembo5 assoc.prof. • Siv Oldetal6 prof. 2 4 6 The University of Stavanger. NO 3 The University of Agder, NO 5 VID Specialized University, NO Presentations: 1. Promoting Social Change in Somaliland The presentation of Erasmus Global Mobility project discusses strengthens social work education in resource-limited Somaliland contexts through collaboration between the University of Stavanger and universities in Hargeisa, and challenges Western-centric knowledge systems. 2. Building Resilient Communities in East Africa The RESILIENT project (2021-2026) of the University of Agder focuses on integrating indigenous knowledge into social work education and building research capacity in Rwanda, Tanzania, and Uganda through Eastern African universities. 3. Cuban and Nordic Welfare This project (2019-2024) fosters academic exchange between the University of Stavanger and the University of Havana. The presentation explores internationalizing social work and sociology education through student and staff mobility programs. 4. Malawi, South Africa, and Norway Mobility Programme This five-year project establishes a sustainable educational network between VID Specialized University, the University of Malawi, and the University of the Western Cape in order to enhance community development and eco-social change studies.

• Turyomurugyendo, Florence & Revheim, Cecilie (2025). Developing and Sustaining Resilience by Selected Survivors of Child Sexual Abuse in Luuka District, Uganda. Full text in Research Archive
• Hugdal, Gunhild Maria; Lund, Janne & Revheim, Cecilie (2024). Skal barndommen alltid kunne brukes mot en? Full text in Research Archive
• Herlofsen, Camilla; Dalehefte, Inger Marie; Lie, Janaina Hartveit; Revheim, Cecilie & Hals-Lydersen, Aleksander (2024). Fostering knowledge and skills about violence against children (VAC) and child sexual abuse (CSA) in higher education in Norway and its relevance for future work and professional role and responsibility Preliminary findings from the PROFUND Project. Full text in Research Archive
• Heggdalsvik, Inger Kristin; Jørgensen, Tone & Revheim, Cecilie (2023). The undue hardship for the child. Child perspective in professional assessments of contact rights when children are taken into care - an analysis. Full text in Research Archive
• Herlofsen, Camilla; Lie, Janaina Hartveit; Hals-Lydersen, Aleksander; Revheim, Cecilie & Dalehefte, Inger Marie (2023). Studenters læringsutbytte etter tverrprofesjonell undervisning om vold og seksuelle overgrep mot barn og unge. Full text in Research Archive
• Nilsen, Ann Christin Eklund; Haaland, Hanne; Leer-Helgesen, Arnhild; Revheim, Cecilie & Reichert, Frank (2023). En verden av muligheter? Full text in Research Archive
• Nilsen, Ann Christin Eklund; Revheim, Cecilie & Rustad, Eirik (2022). Globalt partnerskap for å utvikle kunnskap i sosialt arbeid. Full text in Research Archive
• Revheim, Cecilie (2022). Foster carers' own children left behind. The convention on the rights of the child as a legal fremework for foster care. Full text in Research Archive
• Nilsen, Ann Christin Eklund & Revheim, Cecilie (2021). Re-imagining social work education in East Africa. Full text in Research Archive
• Revheim, Cecilie (2020). Fosterhjemmets egne barn. Gleder og utfordringer. Full text in Research Archive
• Revheim, Cecilie (2018). Sett, men tilsidesatt. Hvordan er fosterforeldrenes egne barn ivaretatt i fosterhjemsomsorgen? Full text in Research Archive
• Revheim, Cecilie (2016). "Fosterhjemsomsorgens blindsone - Når velferdstjenester får utilsiktede konsekvenser.". Full text in Research Archive
• Revheim, Cecilie (2016). "Sosialarbeiderens etiske blikk - Profesjonsetiske utfordringer i møte med fosterforeldres egne barn.". Full text in Research Archive
• Revheim, Cecilie (2016). "Quiet voices - isn't Foster Carers' own Children part of Foster Care?". Full text in Research Archive
• Revheim, Cecilie (2013). "Fosterfamiliens tabu". Fosterhjemskontakt : tidsskrift om fosterhjemsarbeid. ISSN 0800-143X. 32(6), p. 7–15. Full text in Research Archive
• Revheim, Cecilie (2019). Hva med oss andre som bor her? Profesjonsetiske utfordringer i møte med fosterforeldres egne barn. Universitetet i Agder. ISSN 9788271179502. Full text in Research Archive Show summary

  My thesis is both an empirical and ethical study, which means that I do an ethical analysis of the empirical material. The empirical part of the study is a qualitative analysis of how challenges in foster care placement may impact on foster carers’ own children. This is followed by an ethical analysis of professional ethical challenges raised by the circumstances of foster carers’ children. To identify such challenges, knowledge about the foster sibling relationship, first and foremost through the life experiences of children of foster parents, is crucial. In Norway, limited research attention is given to how the foster parents’ own children make meaning of their role and participation in foster care. International studies on experiences of biological children in foster care abroad, have found potential tensions and risk of loss and difficulties growing up with foster siblings and conclude that more research is needed. The lacuna of this research is professional discussions on how ethical dilemmas and challenges are embedded in foster care, and the moral responsibility of the social workers for the wellbeing of these children. In this way, the study can be said to focus on ethical issues in social work practice, more specifically on how professionals encounter ethical difficulties in their professional relationship with biological children in foster families. The main issue in my research project is: what professional ethical challenges can foster care placement represent regarding foster carers’ own children as an affected third party? The overall aim of the study is guided by four research questions: 1. How do children of foster carers reflect upon their own experiences with growing up with foster siblings? 2. How do foster parents reflect on how foster care placement impact on their own children? 3. How can my results in research question 1 and 2 bring up professional ethical challenges? 4. In what ways do guidelines, legislation and social politics governing Foster Care take foster carers’ own children into consideration?

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