Interprofessional Capital in Children's Services Transformations

Autor/in	Forbes, Joan
Titel	Interprofessional Capital in Children's Services Transformations
Quelle	In: International Journal of Inclusive Education, 15 (2011) 5, S.573-588 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Foreign Countries; Integrated Services; Social Capital; Expertise; Social Justice; Human Capital; Inclusion; Public Policy; Social Services; Children; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Sozialkapital; Expert appraisal; Soziale Gerechtigkeit; Humankapital; Inklusion; Öffentliche Ordnung; Social service; Soziale Dienstleistung; Soziale Dienste; Child; Kind; Kinder
Abstract	This paper discusses the adoption of an integrated approach to children's services. The paper opens by introducing the Scottish policy statements that recommend that it is at the level of the school and community that integrated services need to be effective for the aims of social justice and inclusion to be achieved. The policy discourses are analysed to reveal a number of potential issues of contention between the different practitioner groups involved in children's services relating to the relocation of the space of integration and the nature of practitioner-, practice- and governance-level relations. The social capital theory is then introduced, and a multi-level conceptual framework of sub-types of social capital is proposed to chart and analyse intersections and potential points of disjuncture in the work of the different practitioner groups in schools. The concept of human capital is used to explore questions of practitioner knowledge, expertise and research practices. It is suggested that mapping the capital resources used by the children's sector practitioners provide a framework to analyse how inter/transprofessional relations currently operate and to identify interstices where practitioners' social and human capital need to be reconstructed to better serve children and young people, and their families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10