umu.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Physical, emotional, and social illness Changing problems for school health care in twentieth century Sweden
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
2017 (engelsk)Inngår i: History of Education Review, ISSN 0819-8691, E-ISSN 2054-5649, Vol. 46, nr 2, s. 194-207Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose - The purpose of this paper is to examine ideas and notions in the founding and development of the area of mental health services in school in Sweden, with special focus on school psychology and school social work. Design/methodology/approach - From a history of thought perspective, this paper investigates public Swedish school-related documents from the early 1900s up until the 1980s in order to reveal the influential ideas about school health care, children's needs, and professionals' responsibilities. These ideas are linked to the twentieth century development of the behavioural sciences, the school system, and the welfare state in Sweden. Findings - Two main turning points are identified. The first occurred in the 1940s when psychologists and social workers were invited to become part of schools as experts on children's mental health care, implying that mental health issues had become included in the school's responsibility. The second turning point came in the 1970s when the tasks and the ideational context for the mental health experts changed dramatically. The first turning point challenged the dominant explanation model, a model that relied on scientific references to medicine, and eventually led to an acceptance of psychology instead as dominant provider of explanatory models. The second turning point affected the tension between child and system, and implied a subordination of the needs of the system for the benefit of the needs of the child. Originality/value - This paper highlights how views on children's needs and on the responsibilities of school and its professionals have been constructed and conceptualised differently over time and how those views are connected to changes in science, school, and society.

sted, utgiver, år, opplag, sider
EMERALD GROUP PUBLISHING LTD , 2017. Vol. 46, nr 2, s. 194-207
Emneord [en]
Sweden, Psychologists, Schooling, Social workers, History of childhood
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-140488DOI: 10.1108/HER-01-2016-0006ISI: 000411486200007OAI: oai:DiVA.org:umu-140488DiVA, id: diva2:1151392
Tilgjengelig fra: 2017-10-23 Laget: 2017-10-23 Sist oppdatert: 2018-06-09bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Personposter BETA

Larsson, Anna

Søk i DiVA

Av forfatter/redaktør
Larsson, Anna
Av organisasjonen
I samme tidsskrift
History of Education Review

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 126 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf