ABSTRACT

A system-based approach to expert assessment work presupposes collaboration between the Educational Psychological Service (EPS) and key stakeholders to capture students’ needs. Nevertheless, few studies have explored what challenges to collaboration exist and how they can be resolved. The purpose of this study was therefore to fill this knowledge gap by exploring EPS advisers’ experiences of challenges in collaborating with key stakeholders, including students, parents, teachers and principals. The results of eight interviews revealed challenges for EPS advisers in capturing the student’s voice, gaining legitimacy from teachers, involving principals, and being parents’ spokesperson, as well as challenges related to the perceived ambiguity of the EPS’s mandate. The findings suggest a lack of collaborative competence to lead a joint process of knowledge development; such competence could prevent conflicting expectations of EPS`s mandate, confusion about roles and contribute to trustful relationships between EPS and key stakeholders. A two-part strategy for a collaborative approach to expert assessment work is suggested.

摘要

专家评估工作的基于系统的方法以教育心理服务 (EPS) 和主要利益相关者之间的合作为前提，以捕捉学生的需求。然而，很少有研究探讨合作存在哪些挑战以及如何解决这些挑战。因此，本研究的目的是通过探索 EPS 顾问在与主要利益相关者（包括学生、家长、教师和校长）合作时遇到的挑战来填补这一知识空白。八次访谈的结果揭示了 EPS 顾问在捕捉学生的声音、从教师那里获得合法性、让校长参与进来、成为家长的代言人方面面临的挑战，以及与 EPS 任务的感知模糊相关的挑战。调查结果表明缺乏协作能力来领导知识发展的联合过程；这种能力可以防止对 EPS 任务的期望相互冲突、角色混淆，并有助于 EPS 与主要利益相关者之间建立信任关系。建议采用由两部分组成的策略，用于专家评估工作的协作方法。