期刊名称：Journal of Research in Interprofessional Practice and Education
印刷版ISSN：1916-7342
出版年度：2010
卷号：1
期号：3
DOI：10.22230/jripe.2010v1n3a25
语种：English
出版社：Canadian Institute for Studies in Publishing Press
摘要：Background: Interest in professional expertise is growing. Interactional and developmental perspectives are being adopted to understand the nature of expertise and the environmental factors that influence its development. This article provides qualitative information about the workplace factors and experiences considered important by individuals providing education or mental health services to children, with one group working within an interprofessional team approach (service providers) and the other working in a discipline-specific manner (teachers).Methods and Findings: Two focus groups were held: one involving 5 elementary or secondary school teachers and principals, and one involving 9 therapists who provide specialized children’s mental health services. Information arising in these group sessions was used to develop themes reflecting key elements discussed; the themes were then contrasted to infer differences between the two groups. The findings point to the importance of establishing a collaborative, learning-oriented workplace culture, including opportunities for varied work experiences, peer interaction and dialogue, and feedback.Conclusions: Implications include adopting relationship-oriented and collaborative service delivery models and ensuring that workplace settings encourage natural learning opportunities involving interaction, dialogue, and feedback, as well as meaningful professional development experiences of value to participants.
关键词：Education; Psychology;Expertise; Service delivery; Children; Workplace; Development
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