Table 1
Participant characteristics at the focus group level.
| LSS residence | Male/Female | Average professional years | Formal vocational education, yes/no |
|---|---|---|---|
| A | 5/4 | 11 | 5/4 |
| B | 3/5 | 7 | 4/4 |
| C | 3/3 | 16 | 2/4 |
| D | 2/4 | 16 | 3/3 |
Table 2
The main themes of the interview guide.
| Meaning of collaboration with children and adolescents |
| Cooperation based on children’s and adolescents’ needs and wishes |
| Examples of collaboration in everyday life |
| Collaboration to increase the children’s and adolescents’ participation in everyday situations |
Table 3
Generic categories, subcategories, and codes.
| Generic categories | Subcategories | Codes |
|---|---|---|
| Establishment of a structured context | A supportive daily process | Adapted environment Rhythm |
| Staff restrictions | Upbringing Children/adolescents do not know their best | |
| Continuous individual support development | Individual adaptations | Individualized support Test and evaluate Identify adaptions |
| Organization for support development | Prepare and plan Work management Staff meetings Collaborations | |
| Equipping for the future | Training Community participation Promoting meaningful activities | |
| Influencing factors for co-production | Enable influence | Communication tools Opportunity to choose Children/adolescents show the way |
| Establish reciprocity | Relation building Respect and empathy Sincere interest in the children/adolescents | |
| Adjust support at the time of implementation | Staff expectations Sensitive to signals Sensitive to contextual influencers Flexibility |