Between Psychopathology and Inclusion: The Challenging Collaboration between Educational Psychologists and Child Psychiatrists

Autor/inn/en	Hamre, Bjørn; Hedegaard-Sørensen, Lotte; Langager, Søren
Titel	Between Psychopathology and Inclusion: The Challenging Collaboration between Educational Psychologists and Child Psychiatrists
Quelle	In: International Journal of Inclusive Education, 22 (2018) 6, S.655-670 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1395088
Schlagwörter	Foreign Countries; Interviews; Qualitative Research; Clinical Diagnosis; Educational History; Psychopathology; Phenomenology; Mental Disorders; Psychiatry; Educational Psychology; Psychologists; Interdisciplinary Approach; At Risk Students; Inclusion; Denmark + Suchen Sie Ihr Suchwort? Ausland; Interviewing; Interviewtechnik; Qualitative Forschung; History of education; Bildungsgeschichte; Psychopathologie; Phenomenological psychology; Phänomenologie; Psychologie; Mental illness; Geisteskrankheit; Psychiatrie; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inklusion; Dänemark
Abstract	This article reports on a Danish study on interprofessional collaboration between child psychiatrists and educational psychologists concerning children who are categorised as being at risk. Methodologically, the analysis is grounded in qualitative interviews with psychologists. A Foucauldian approach is applied to narratives and experiences that occur within these interviews concerning external collaboration with child psychiatrists. The article is informed by the research tradition that has problematised the significance of psychiatry and diagnoses in the field of special needs education and social pedagogy. We thus enquire into how the rise of diagnostics and medicalisation affects our understanding of children's difficulties. We discuss a paradox that is present in Denmark and other countries. As educational policies emphasise inclusion, the field of schooling experiences a huge rise in children with medical diagnoses. We argue that diagnostic knowledge is itself an insufficient basis for action and must be considered in relation to teachers' overall training and teachers' situated professionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01