Towards interprofessionality in developing family mediation in Finland.
Collaboration crossing professional and organizational boundaries is promoted, but also considered difficult and uncalled for. The aim of this study is to advance the comprehension of inter-professional collaboration on boundaries as a resource for learning and change. I examine and trace the initia...
| Published in: | Social Work Education Vol. 36; no. 5; pp. 575 - 591 |
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| Format: | Article |
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Taylor & Francis Ltd
Aug2017
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123913711&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 123913711 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Aug2017 vid: 36 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 123913711 10.1080/02615479.2016.1259403 ppf: 575 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Towards interprofessionality in developing family mediation in Finland. aug: au: Bergman-Pyykkönen, Marina affil: Department of Social Work, University of Helsinki, Finland and Researcher-Interventionist of the Project FASPER, Lahti, Finland su: Family mediation Cooperation Social services Social work education Discursive practices Learning Higher education Education sug: subj: Family mediation Cooperation Social services Social work education Discursive practices Learning Higher education Education Educational Support Services Administration of Education Programs All Other Miscellaneous Schools and Instruction Other Individual and Family Services keyword: Boundary crossing dialogical learning mechanisms discursive tools inter-professional collaboration polycontextual expertise Boundary crossing dialogical learning mechanisms discursive tools inter-professional collaboration polycontextual expertise ab: Collaboration crossing professional and organizational boundaries is promoted, but also considered difficult and uncalled for. The aim of this study is to advance the comprehension of inter-professional collaboration on boundaries as a resource for learning and change. I examine and trace the initial shapes of interprofessionality and learning in two separate learning networks of a project researching, developing and learning family mediation in Finland. The naturally occurring data consists of transcribed audio-taped talk between practitioners (e.g. social workers, family counsellors, psychologists and judges) at the beginning of their collaborative work. The qualitative analysis detected communicative patterns, disruptions and dialogical learning mechanisms. The results interpreted through Cultural-Historical Activity Theory show that although the two quite similarly composed learning networks were given the same tasks, they differed on emerging learning mechanisms and unfolding dialogues. If collaboration is intended to be inter-professional and lead to change, there is a need to actively create shared tools, such as models, that enable transformative dialogue. For social work education inter-professional collaboration poses a challenge: how can education concurrently promote both learning the boundaries of social work and learning how to inter-professionally cross them? pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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