ABSTRACT The article examines professionals’ displays of uncertainty in their reports of pupils’ school problems during Swedish Pupil Health Team (PHT) meetings. PHT-meetings reflect an effort to address pupils’ problems through multi-professional teamwork, involving, e.g. counsellors, nurses, and special education teachers. Barriers to such collaboration have been attributed to professionals’ difficulties to understand one another because they operate within differing discourses. Using discursive psychology to analyse audio-recorded meetings, we found that the PHT-professionals used vagueness as a resource. By reporting pupils’ problems while displaying uncertainty about their causes, professionals could imply a morally delicate interpretation and distribute responsibility for this interpretation. Thus, the problem reports can be seen as designedly vague, working to involve recipients in a potentially problematic explanation. Based on this respecification of uncertainty as a discursive construction, we argue that at stake in PHT-meetings is not so much professionals’ differing discourses as the moral accountability of interpretation.

中文翻译：

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重新定义学生健康团队合作中的不确定性：解释学生学校问题的道德

摘要 本文考察了专业人士在瑞典学生健康小组 (PHT) 会议期间对学生学校问题的报告中表现出的不确定性。PHT 会议反映了通过多专业团队合作解决学生问题的努力，包括辅导员、护士和特殊教育教师。这种合作的障碍归因于专业人士难以相互理解，因为他们在不同的话语中运作。使用话语心理学分析录音会议，我们发现 PHT 专业人员使用模糊性作为资源。通过报告学生的问题同时表现出对其原因的不确定性，专业人士可以暗示一种道德上微妙的解释并分配这种解释的责任。因此，问题报告可以被视为故意含糊其辞，试图让接收者参与可能有问题的解释。基于将不确定性重新定义为一种话语结构，我们认为 PHT 会议中的利害关系与其说是专业人士的不同话语，不如说是解释的道德责任。