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

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  • Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager
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.
Translated title of the contributionMellem Psykopatologi og inklusion - det svære samarebejde mellem pædagogiske psykologer og børnepsykiatere
Original languageEnglish
Article number6
JournalInternational Journal of Inclusive Education
Pages (from-to)655-670
Number of pages16
Publication statusPublished - 10 Oct 2018

    Research areas

  • Collaboration, Inclusion, Psychiatry, Educational psychology, Situated practice

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