A Qualitative Study of Workplace Factors Influencing Expertise in the Delivery of Children’s Education and Mental Health Services

Authors

  • Gillian King Bloorview Research Institute
  • Jacqueline Specht University of Western Ontario
  • Doreen Bartlett University of Western Ontario
  • Michelle Servais University of Western Ontario
  • Patricia Petersen Autism Spectrum Disorders Clinic at the Child and Parent Resource Institute (CPRI), London, ON.
  • Heather Brown University of Western Ontario
  • Gabrielle Young The University of Western Ontario.
  • Shannon Stewart University of Western Ontario

DOI:

https://doi.org/10.22230/jripe.2010v1n3a25

Keywords:

Expertise, Service delivery, Children, Workplace, Development

Abstract

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.

Author Biographies

Gillian King, Bloorview Research Institute

Gillian King has a Ph.D. in Social Psychology. She is a Senior Scientist at the Bloorview Research Institute, with appointments at the University of Western Ontario and McMaster University. Her areas of research include psychosocial aspects of childhood disability, service delivery models, and interprofessional education and practice.

Dr. Gillian King, Bloorview Research Institute, 150 Kilgour Road, Toronto, Ontario, Canada M4G 1R8; email gking27@uwo.ca.

 

Jacqueline Specht, University of Western Ontario

Jacqueline Specht has a PhD in Educational Psychology. She is the director of the Centre for Inclusive Education at the University of Western Ontario, where she teaches in both the preservice and graduate programs. Her research interests encompass pedagogical issues surrounding the participation of children in the school system.

Doreen Bartlett, University of Western Ontario

Doreen Bartlett is a physical therapist with a PhD in Rehabilitation Sciences. She is an Associate Professor in the Faculty of Health Sciences at The University of Western Ontario and an Associate Member of CanChild Centre for Childhood Disability Research. Her areas of research include investigations of early motor development of infants at-risk for movement disorders and children with cerebral palsy, professional socialization of physical therapy students, and professional development of pediatric rehabilitation service providers.

Michelle Servais, University of Western Ontario

Michelle Servais is a Researcher at Thames Valley Children's Centre, where she provides consultation, education, and resource services around the research process and evidence-informed practices. Michelle is currently working part-time on her doctoral degree in educational studies at The University of Western Ontario, where she is investigating teachers’ Special Education information needs, preferences, and information-seeking behaviours.

Patricia Petersen, Autism Spectrum Disorders Clinic at the Child and Parent Resource Institute (CPRI), London, ON.

Patricia Petersen has a BA in Psychology and is currently working toward a Masters of Applied Disabilities Studies. She is a Community Behaviour Consultant (CBC) with the Autism Spectrum Disorders Clinic at the Child and Parent Resource Institute (CPRI) in London, ON. Her research interests include severe problem behaviour, contributors to out-of-home placement, and family engagement. 

Heather Brown, University of Western Ontario

Heather M. Brown has a MEd in Educational Psychology. She is currently completing her PhD in Health and Rehabilitation Sciences, Speech/Language Sciences at The University of Western Ontario, where she researches academic achievement of students with exceptionalities.

Gabrielle Young, The University of Western Ontario.

Gabrielle Young is a doctoral candidate at The University of Western Ontario. She is focusing her studies in the area of Educational Psychology and Special Education. Her research interests surround the inclusion of students with exceptionalities, the use of assistive technology by students with special learning needs, learners’ self-beliefs, and the self-esteem of individuals with learning disabilities.

Shannon Stewart, University of Western Ontario

Shannon L. Stewart is a Registered Psychologist and has a PhD in Clinical-Developmental Psychology. She is the Manager of Applied Research and Education at the Child and Parent Resource Institute, with appointments at The University of Western Ontario within the Departments of Psychiatry (Division of Child and Adolescent Psychiatry), Psychology, Education, and Health Sciences. Her areas of research include developmental psychopathology, children and youth with complex mental health needs, internalizing and externalizing disorders, as well as service utilization.

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Published

2010-11-18

Issue

Vol. 1 No. 3 (2010)

Section

Articles: Empirical Research

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