Children with social and emotional difficulties need support from a range of professionals: Preparing professions for integrated working

dc.creator	Lesley A Hughes
dc.date	2012-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:30Z
dc.date.available	2015-07-20T22:10:30Z
dc.identifier	2073-7629
dc.identifier	https://doaj.org/article/e4e6a5cce0bf407e8fa1fa2b24080fb1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13676
dc.description	Inclusive education for all children means that teachers are increasingly faced with challenges in managing children with social, emotional and behavioural difficulties (SEBD) whose complex needs span a number of professional disciplines, some of which sit outside of education. However, whilst it is recognised that children with SEBD require management and support across a range of professions that include education, health, social and youth services, there is little done to prepare teaching staff for working across professional and organisational boundaries. The evidence of poor communication and team working amongst professions has led to policy changes and guidelines calling for greater coordination in the delivery of services for children and young people. This paper considers how education and training needs to prepare students with the knowledge and skills for collaborative working through interprofessional education (IPE), and draws on adult learning theory and activity theory to frame its direction. In doing so, it demonstrates a model for IPE that can be used to engage students from different disciplines to gain insight into the understanding of the wider issues of SEBD and the roles and responsibilities of the other professions involved. The model is one that enables students to consider the impact the role of others has on their own role, and to reflect on how their role impacts on the role of others.
dc.language	English
dc.publisher	University of Malta
dc.relation	http://www.um.edu.mt/__data/assets/pdf_file/0009/183384/ENSECV4I2P4.pdf
dc.relation	https://doaj.org/toc/2073-7629
dc.source	International Journal of Emotional Education, Vol 4, Iss 2, Pp 55-65 (2012)
dc.subject	Inclusive education
dc.subject	social
dc.subject	emotional and behavioural difficulties
dc.subject	interprofessional education
dc.subject	collaborative working
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Children with social and emotional difficulties need support from a range of professionals: Preparing professions for integrated working
dc.type	article