Interprofessional support of mental well-being in schools: a Bourdieuan perspective

Hdl Handle:
http://hdl.handle.net/10149/58220
Title:
Interprofessional support of mental well-being in schools: a Bourdieuan perspective
Authors:
Spratt, J. (Jennifer); Shucksmith, J. (Janet) ( 0000-0003-3825-413X ) ; Philip, K. L. (Kate); Watson, C. (Cate)
Affiliation:
University of Aberdeen. School of Education; University of Teesside. School of Health and Social Care.
Citation:
Spratt, J. et al. (2006) 'Interprofessional support of mental well-being in schools: a Bourdieuan perspective', Journal of Interprofessional Care, 20 (4), pp.391-402.
Publisher:
Taylor & Francis
Journal:
Journal of Interprofessional Care
Issue Date:
Aug-2006
URI:
http://hdl.handle.net/10149/58220
DOI:
10.1080/13561820600845643
Abstract:
There 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.
Type:
Article
Keywords:
mental health; children; school; support
ISSN:
1356-1820
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 15/01/2010]
Citation Count:
0 [Web of Science and Scopus, 15/01/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorSpratt, J. (Jennifer)-
dc.contributor.authorShucksmith, J. (Janet)-
dc.contributor.authorPhilip, K. L. (Kate)-
dc.contributor.authorWatson, C. (Cate)-
dc.date.accessioned2009-04-01T10:46:19Z-
dc.date.available2009-04-01T10:46:19Z-
dc.date.issued2006-08-
dc.identifier.citationJournal of Interprofessional Care; 20 (4): 391-402-
dc.identifier.issn1356-1820-
dc.identifier.doi10.1080/13561820600845643-
dc.identifier.urihttp://hdl.handle.net/10149/58220-
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.-
dc.publisherTaylor & Francis-
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 15/01/2010]-
dc.subjectmental health-
dc.subjectchildren-
dc.subjectschool-
dc.subjectsupport-
dc.titleInterprofessional support of mental well-being in schools: a Bourdieuan perspective-
dc.typeArticle-
dc.contributor.departmentUniversity of Aberdeen. School of Education; University of Teesside. School of Health and Social Care.-
dc.identifier.journalJournal of Interprofessional Care-
ref.assessmentRAE 2008-
ref.citationcount0 [Web of Science and Scopus, 15/01/2010]-
or.citation.harvardSpratt, J. et al. (2006) 'Interprofessional support of mental well-being in schools: a Bourdieuan perspective', Journal of Interprofessional Care, 20 (4), pp.391-402.-
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