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dc.contributor.authorSpratt, Jenniferen_UK
dc.contributor.authorPhilip, Kateen_UK
dc.contributor.authorShucksmith, Janeten_UK
dc.contributor.authorWatson, Cateen_UK
dc.description.abstractThere is increasing international concern about the mental health and well-being of school-aged children, and the school is often seen as the optimum setting to deliver interagency interventions. This paper draws on a Scottish study examining the responses of local authorities, schools and other agencies to challenging behaviour related to poor mental health. It explores the ways in which the presence of workers from other agencies had an impact on the capacity of schools to respond to such issues. In Bourdieuan terms, the study showed that non-teaching workers imported into school developed new forms of ‘habitus’ leading to effective team work to support vulnerable pupils, but that they often operated in isolation from the wider teaching staff. Different professional cultures created significant barriers, which could be exacerbated by active resistance to meaningful engagement. Consequently, parallel working evolved, where staff from agencies other than education supported pupils experiencing difficulties, but there was little evidence of corresponding changes to ethos or pedagogy to meet the needs of pupils in school. Expertise pertaining to the mental well-being of pupils thus tended to be compartmentalized and was not readily transferred elsewhere, and this led to a disjointed experience for pupils. Our evidence strongly suggested that teachers preferred to learn from other teachers. This served to reinforce existing habitus and to isolate them from new ways of thinking. Potential ways of effecting culture change are suggested, through innovative training and development, linked to accountability, to challenge the new mode of parallel working before it becomes the status quo.en_UK
dc.publisherInforma Healthcareen_UK
dc.relationSpratt J, Philip K, Shucksmith J & Watson C (2006) Interprofessional support of mental well-being in schools: a Bourdieuan perspective. Journal of Interprofessional Care, 20 (4), pp. 391-402.
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.subjectinter-agency working, habitus,en_UK
dc.subjectMental well-beingen_UK
dc.subjectSchool children Mental health services Scotlanden_UK
dc.subjectSchool psychologyen_UK
dc.subjectClassroom managementen_UK
dc.titleInterprofessional support of mental well-being in schools: a Bourdieuan perspectiveen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[755084337_content1.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.jtitleJournal of Interprofessional Careen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.affiliationUniversity of Aberdeenen_UK
dc.contributor.affiliationUniversity of Aberdeenen_UK
dc.contributor.affiliationUniversity of Teessideen_UK
dc.contributor.affiliationProfessional Education - LEGACYen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorSpratt, Jennifer|en_UK
local.rioxx.authorPhilip, Kate|en_UK
local.rioxx.authorShucksmith, Janet|en_UK
local.rioxx.authorWatson, Cate|0000-0003-1807-6460en_UK
local.rioxx.projectInternal Project|University of Stirling|
Appears in Collections:Faculty of Social Sciences Journal Articles

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