Abstract
Over the last 20 years in Denmark, professionals at Pedagogical Psychological Cen- tres have become more and more orientated to being consultants for other profes- sionals at kindergarten and schools, instead of testing or/and diagnosing children. In this transition of work change, systemic approaches have dominated. A relation- al approach for consultation using participant observations has also been formulat- ed (Højholt & Szulevicz, 2013, Vassing, 2011c). In this article, I also take a relation- al approach to consultation, presenting a model where an explicit cultural-historical understanding of children’s development is seen as the foundation for analysing children’s ‘situations of concern’.
In this approach, I argue for using interaction observation as a tool for creating discussions between professionals aimed at formulating goals of success for chang- ing children’s situations of concern. The approach is illustrated by an example of changing children’s situation of concern in a fourth grade, drawing on observations from an experiment in subject matter teaching.
| Translated title of the contribution | A model for establishing common knowledge for psychologists working relationally with other professionals: practice development for children in areas of concern |
|---|---|
| Original language | Danish |
| Journal | Pædagogisk Psykologisk Tidsskrift |
| Volume | 55 |
| Issue number | 3 |
| Pages (from-to) | 44-65 |
| Number of pages | 22 |
| ISSN | 1903-0002 |
| Publication status | Published - 2018 |