Page 111 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 111
team cooperation in addressing esl ....
of professional and occupational groups, including education, work to-
wards achieving social inclusion targets (Willson & Pirrie, 2000). Multi-
professional teams ensure the coordination of assessment and treatment
activities to best meet the complex mental, physical and social needs of ser-
vice users (Deane & Gournay, 2009), and for this they require the cooper-
ation of the team. The importance of multi-professional collaboration in
health and social services as well as educational settings is shown in sev-
eral publications (e.g. Cheminais, 2009; Leathard, 1994) and has grown
in significance in all areas of work, including the issue of addressing ESL
(European Commission, 2013).
This article aims to review the literature on multi-professional teams
in health, social and education settings – what are the conditions for them
to successfully function and whether there are any caveats. The role of ed-
ucational alliances is highlighted. Finally, we examine the current situa-
tion of multi-professional teams dealing with ESL and provide recommen-
dations to facilitate their functioning based on lessons so far learnt about
multi-professional team cooperation in various contexts.
Methodology
The publications included in this literature review were found using com-
puterised searches in the Arizona State University Library search engine
(which includes several databases, e.g. PsycINFO, Academic Search Premier
(EBSCOhost), ERIC (Proquest), JSTOR Arts and Sciences, ProQuest, SAGE
Premier, Science Direct) and in other online resources (e.g. ResearchGate,
institution webpages). We used the following key words in the searches:
multi-professional, multi-disciplinary, inter-professional, cooperation, col-
laboration, health services, social services, education, early school leaving
etc. In the next step, we examined references cited in the articles (i.e. “back-
ward search” procedures). Original scientific articles and monographs as
well as reports for or by the European Commission are mostly considered.
Multi-professional teams in health and social services
About two decades ago, the issue of inter-professional collaboration, its de-
velopment and challenges was on the rise in the health, welfare and caring
domains (see, for example, Leathard, 1994; 2003; Molyneux, 2001). Over
cooperation and collaboration in different sectors (e.g. Kirschner, Dickinson, &
Blosser, 1996; Kozar, 2010; Nissen, Evald, & Clarke, 2014). However, for the purpos-
es of this article the terms are used interchangeably.
111
of professional and occupational groups, including education, work to-
wards achieving social inclusion targets (Willson & Pirrie, 2000). Multi-
professional teams ensure the coordination of assessment and treatment
activities to best meet the complex mental, physical and social needs of ser-
vice users (Deane & Gournay, 2009), and for this they require the cooper-
ation of the team. The importance of multi-professional collaboration in
health and social services as well as educational settings is shown in sev-
eral publications (e.g. Cheminais, 2009; Leathard, 1994) and has grown
in significance in all areas of work, including the issue of addressing ESL
(European Commission, 2013).
This article aims to review the literature on multi-professional teams
in health, social and education settings – what are the conditions for them
to successfully function and whether there are any caveats. The role of ed-
ucational alliances is highlighted. Finally, we examine the current situa-
tion of multi-professional teams dealing with ESL and provide recommen-
dations to facilitate their functioning based on lessons so far learnt about
multi-professional team cooperation in various contexts.
Methodology
The publications included in this literature review were found using com-
puterised searches in the Arizona State University Library search engine
(which includes several databases, e.g. PsycINFO, Academic Search Premier
(EBSCOhost), ERIC (Proquest), JSTOR Arts and Sciences, ProQuest, SAGE
Premier, Science Direct) and in other online resources (e.g. ResearchGate,
institution webpages). We used the following key words in the searches:
multi-professional, multi-disciplinary, inter-professional, cooperation, col-
laboration, health services, social services, education, early school leaving
etc. In the next step, we examined references cited in the articles (i.e. “back-
ward search” procedures). Original scientific articles and monographs as
well as reports for or by the European Commission are mostly considered.
Multi-professional teams in health and social services
About two decades ago, the issue of inter-professional collaboration, its de-
velopment and challenges was on the rise in the health, welfare and caring
domains (see, for example, Leathard, 1994; 2003; Molyneux, 2001). Over
cooperation and collaboration in different sectors (e.g. Kirschner, Dickinson, &
Blosser, 1996; Kozar, 2010; Nissen, Evald, & Clarke, 2014). However, for the purpos-
es of this article the terms are used interchangeably.
111
