In my research entitled Interdisciplinary Cooperation Between Social Pedagogue and Other Experts Working with Pupils with Emotional and Behavioural Difficulties, I focused on the characteristics of interdisciplinary work, identifying the most common expert profiles that make up interdisciplinary teams, the quality of cooperation, the criteria for successful cooperation, and the areas where social pedagogues see opportunities for improvement in practise in this field. I conducted qualitative research by interviewing eight social pedagogues working in primary schools.
The results show that social pedagogues face different challenges when it comes to interdisciplinary cooperation. They mostly cooperate with colleagues within the school, but rarely with external specialists. There are often barriers to cooperation that make working with pupils more difficult. There are also examples of good and effective practices of interdisciplinarity, where participants emphasize the provision of holistic support, where each expert works and supports the pupil in their own field, the importance of continuous (sometimes informal) communication and informing other experts, based on the premise of working for the benefit of the child, taking into account the ideas, suggestions and opinions of other experts and in this context being a role model in the way of working, the importance of networking and actively involving external institutions in the process of working with the pupil, and the need for a good division of work and roles between the experts.
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