TY - JOUR

T1 - Between psychopathology and inclusion

T2 - the challenging collaboration between educational psychologists and child psychiatrists

AU - Hamre, Bjørn Frithiof

AU - Hedegaard-Sørensen, Lotte

AU - Langager, Søren

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - Faculty of Humanities

KW - Inclusive schooling

KW - collaboration

KW - diagnosis

KW - psychopathology

KW - educational psychology

KW - child psychiatry

KW - didactics

U2 - 10.1080/13603116.2017.1395088

DO - 10.1080/13603116.2017.1395088

M3 - Journal article

VL - 22

SP - 655

EP - 670

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

IS - 6

M1 - 6

ER -