Collaboration between Teachers and Educational-Psychological Service Counsellors

Autor/in	Jortveit, Maryann
Titel	Collaboration between Teachers and Educational-Psychological Service Counsellors
Quelle	In: School Psychology International, 44 (2023) 3, S.326-343 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jortveit, Maryann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221127435
Schlagwörter	Educational Cooperation; Educational Psychology; School Counselors; Students with Disabilities; Foreign Countries; Elementary School Teachers; Counselor Role; Teacher Role; Norway + Suchen Sie Ihr Suchwort? Education; cooperation; Kooperation; Erziehungspsychologie; Pädagogische Psychologie; School counselor; Beratungslehrer; Pädagogischer Berater; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Norwegen
Abstract	This qualitative study examines cross-professional collaboration between Educational-Psychological Service (EPS) counsellors and school teachers who have pupils with special needs in their class. Research shows that EPS counsellors spend much time writing assessment reports, that they do not have much presence in school and that there is a power imbalance between the collaborating parties. The collaboration may be experienced as imbalanced because the teacher is dependent on the EPS counsellors' expertise and assessment reports for special teaching resources to be made available for pupils. Six teachers have been interviewed about their collaboration with EPS staff. The thematically analysed findings show that the teachers generally have good collaboration with the counsellors and trust them. However, they feel vulnerable because their teaching is being assessed, and they depend on the EPS report's recommendations for resources. The informants feel that the typical signs of an equal collaboration relationship are when the partners have a good dialogue and mutual trust. A role clarification between the collaboration parties is needed, where there is trust, acknowledgement and mutual respect. This will in turn inspire a collaboration that leads to changes in the teaching situation and to special teaching measures for the pupils with special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01