Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Standard

Between psychopathology and inclusion : the challenging collaboration between educational psychologists and child psychiatrists. / Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager.

I: International Journal of Inclusive Education, Bind 22, Nr. 6, 6, 10.10.2018, s. 655-670.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager 2018, 'Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists', International Journal of Inclusive Education, bind 22, nr. 6, 6, s. 655-670. https://doi.org/10.1080/13603116.2017.1395088

APA

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager (2018). Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education, 22(6), 655-670. [6]. https://doi.org/10.1080/13603116.2017.1395088

CBE

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager. 2018. Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education. 22(6):655-670. https://doi.org/10.1080/13603116.2017.1395088

MLA

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager. "Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists". International Journal of Inclusive Education. 2018, 22(6). 655-670. https://doi.org/10.1080/13603116.2017.1395088

Vancouver

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager. Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education. 2018 okt 10;22(6):655-670. 6. https://doi.org/10.1080/13603116.2017.1395088

Author

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager. / Between psychopathology and inclusion : the challenging collaboration between educational psychologists and child psychiatrists. I: International Journal of Inclusive Education. 2018 ; Bind 22, Nr. 6. s. 655-670.

Bibtex

@article{d446abf6175847caa512bbacb439fe36,
title = "Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists",
abstract = "This article reports on a Danish study on interprofessionalcollaboration between child psychiatrists and educationalpsychologists concerning children who are categorised as beingat risk. Methodologically, the analysis is grounded in qualitativeinterviews with psychologists. A Foucauldian approach is appliedto narratives and experiences that occur within these interviewsconcerning external collaboration with child psychiatrists. Thearticle is informed by the research tradition that hasproblematised the significance of psychiatry and diagnoses in thefield of special needs education and social pedagogy. We thusenquire into how the rise of diagnostics and medicalisation affectsour understanding of children’s difficulties. We discuss a paradoxthat is present in Denmark and other countries. As educationalpolicies emphasise inclusion, the field of schooling experiences ahuge rise in children with medical diagnoses. We argue thatdiagnostic knowledge is itself an insufficient basis for action andmust be considered in relation to teachers’ overall training andteachers’ situated professionalism.",
keywords = "Inclusive schooling, Collaboration, Diagnosis, Psychopathology, Educational psychology, Child psychiatry, Didactics, Inklusion, Grundskole, Didaktik, Socialpsykologi, Collaboration, Inclusion, Psychiatry, Educational psychology, Situated practice",
author = "Lotte Hedegaard-S{\o}rensen and S{\o}ren Langager and Hamre, {Bj{\o}rn Frithiof} and {Bj{\o}rn Fridjof Hamre, Lotte Hedegaard-S{\o}rensen & S{\o}ren Langager}",
year = "2018",
month = "10",
day = "10",
doi = "10.1080/13603116.2017.1395088",
language = "English",
volume = "22",
pages = "655--670",
journal = "International Journal of Inclusive Education",
issn = "1360-3116",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Between psychopathology and inclusion

T2 - the challenging collaboration between educational psychologists and child psychiatrists

AU - Hedegaard-Sørensen, Lotte

AU - Langager, Søren

AU - Hamre, Bjørn Frithiof

AU - Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager

PY - 2018/10/10

Y1 - 2018/10/10

N2 - This article reports on a Danish study on interprofessionalcollaboration between child psychiatrists and educationalpsychologists concerning children who are categorised as beingat risk. Methodologically, the analysis is grounded in qualitativeinterviews with psychologists. A Foucauldian approach is appliedto narratives and experiences that occur within these interviewsconcerning external collaboration with child psychiatrists. Thearticle is informed by the research tradition that hasproblematised the significance of psychiatry and diagnoses in thefield of special needs education and social pedagogy. We thusenquire into how the rise of diagnostics and medicalisation affectsour understanding of children’s difficulties. We discuss a paradoxthat is present in Denmark and other countries. As educationalpolicies emphasise inclusion, the field of schooling experiences ahuge rise in children with medical diagnoses. We argue thatdiagnostic knowledge is itself an insufficient basis for action andmust be considered in relation to teachers’ overall training andteachers’ situated professionalism.

AB - This article reports on a Danish study on interprofessionalcollaboration between child psychiatrists and educationalpsychologists concerning children who are categorised as beingat risk. Methodologically, the analysis is grounded in qualitativeinterviews with psychologists. A Foucauldian approach is appliedto narratives and experiences that occur within these interviewsconcerning external collaboration with child psychiatrists. Thearticle is informed by the research tradition that hasproblematised the significance of psychiatry and diagnoses in thefield of special needs education and social pedagogy. We thusenquire into how the rise of diagnostics and medicalisation affectsour understanding of children’s difficulties. We discuss a paradoxthat is present in Denmark and other countries. As educationalpolicies emphasise inclusion, the field of schooling experiences ahuge rise in children with medical diagnoses. We argue thatdiagnostic knowledge is itself an insufficient basis for action andmust be considered in relation to teachers’ overall training andteachers’ situated professionalism.

KW - Inclusive schooling

KW - Collaboration

KW - Diagnosis

KW - Psychopathology

KW - Educational psychology

KW - Child psychiatry

KW - Didactics

KW - Inklusion

KW - Grundskole

KW - Didaktik

KW - Socialpsykologi

KW - Collaboration

KW - Inclusion

KW - Psychiatry

KW - Educational psychology

KW - Situated practice

UR - https://dol.org/10.1080/13603116.207.139588

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 -