Collegial file analysis in child welfare: a systemic and relational approach for reflective practice

This article examines collegial file analysis (CFA) as a structured, practice-based method for reflective learning in child welfare. Conducted in a collaborative practice-based project with social workers, managers, and researchers in a Swedish city, the study explored how CFA enabled practitioner-led reflection, what insights it generated, and which organisational conditions supported or constrained its use. Data consisted of file analysis templates, seminar notes, and a cross-district synthesis, which were analysed through a collaborative thematic analysis of practitioners’ reflections. Analysis showed that CFA functioned not only as a tool for examining practice but also as a reflective outcome. It helped professionals articulate tacit knowledge, question assumptions, and link case experience to broader systemic and ethical considerations. Reported benefits included enhanced reflection, greater attention to children’s voices and socio-economic context, and stronger shared responsibility across roles. The findings suggest that CFA can foster a learning culture when embedded in everyday practice. Its sustainability depends on organisational support, skilled facilitation, and managerial commitment. The study contributes to research on reflective practice by demonstrating how structured collegial analysis of case documentation can support practice-based knowledge development in child welfare organisations.