Systematically Together for Learning in Sweden: A Qualitative Study of the STfL Framework in Student Health Teams for Primary and Secondary School
(2022) PSPR14 20212Department of Psychology
- Abstract
- Collaboration and efficient use of multidisciplinary competence has been observed to be difficult in student health teams (SHT) in Sweden. One municipality has addressed these issues by implementing a common framework, Systematically Together for Learning (STfL). The aim of this study was to explore how this framework was experienced by the student health service professionals in relation to implementation, collaboration, and competence utilisation. In total, 16 professionals from three professional categories - student counsellors, school psychologists, and special education teachers - participated in three semi-structured focus groups. Thematic analysis was used to analyse the data. Four themes were identified illustrating the... (More)
- Collaboration and efficient use of multidisciplinary competence has been observed to be difficult in student health teams (SHT) in Sweden. One municipality has addressed these issues by implementing a common framework, Systematically Together for Learning (STfL). The aim of this study was to explore how this framework was experienced by the student health service professionals in relation to implementation, collaboration, and competence utilisation. In total, 16 professionals from three professional categories - student counsellors, school psychologists, and special education teachers - participated in three semi-structured focus groups. Thematic analysis was used to analyse the data. Four themes were identified illustrating the experiences of the Implementation Process, Methodological Gains, New Perspectives, and Results. The findings point to the participants experiencing the framework as helpful in their work as individuals, due to systemisation, and in their teams, due to both systemisation and togetherness. However, benefits on team level were less frequently observed, since some participants experienced themselves as rather lonely in the implementation of and work with STfL. Challenges were experienced in implementation regarding uninvolved leadership, lack of a clear implementation plan, and organisational factors. Results are in line with previous research regarding advantages of a common framework in structuring the way of work and facilitating collaboration as well as factors associated with affecting implementation. The study highlights the importance of SHT’s work and how it can be facilitated. Practical implications emphasise the need for a structured implementation plan and leadership involvement when implementing frameworks, such as STfL, in the school context. (Less)
- Abstract (Swedish)
- Utmaningar kring samarbete och effektivt utnyttjande av den tvärprofessionella kompetensen har observerats i svenska elevhälsoteam. En kommun har adresserat dessa svårigheter genom att implementera ett gemensamt ramverk, Systematiskt Tillsammans för Lärande (STfL). Syftet med föreliggande studie var att utforska hur ett sådant gemensamt ramverk upplevs av elevhälsoteamens olika professioner vad gäller implementering, samarbete och kompetensutnyttjande. Tre semistrukturerade fokusgrupper genomfördes med 16 anställda inom tre yrkeskategorier i elevhälsoteamet, kuratorer, skolpsykologer och specialpedagoger/speciallärare. Tematisk analys användes för att analysera datan. Fyra teman identifierades, dessa illustrerar upplevelser av... (More)
- Utmaningar kring samarbete och effektivt utnyttjande av den tvärprofessionella kompetensen har observerats i svenska elevhälsoteam. En kommun har adresserat dessa svårigheter genom att implementera ett gemensamt ramverk, Systematiskt Tillsammans för Lärande (STfL). Syftet med föreliggande studie var att utforska hur ett sådant gemensamt ramverk upplevs av elevhälsoteamens olika professioner vad gäller implementering, samarbete och kompetensutnyttjande. Tre semistrukturerade fokusgrupper genomfördes med 16 anställda inom tre yrkeskategorier i elevhälsoteamet, kuratorer, skolpsykologer och specialpedagoger/speciallärare. Tematisk analys användes för att analysera datan. Fyra teman identifierades, dessa illustrerar upplevelser av implementeringsprocessen, metodologiska vinster, nya perspektiv och resultat. Resultatet tyder på att deltagarna upplevde STfL som hjälpsamt i det individuella arbetet, tack vare systematiseringen, och i sina team, tack vare systematiseringen och samverkan. Vinster på teamnivå var dock mindre frekvent förekommande, då några deltagare upplevde sig vara ganska ensamma i implementeringen av och i arbetet med STfL. Utmaningar framkom i förhållande till implementeringen gällande oengagerad ledning, bristande implementeringsplan och organisatoriska faktorer. Resultatet är i linje med tidigare forskning kring fördelar med gemensamma ramverk i att strukturera arbetssättet och underlätta samarbete samt kring faktorer förknippade med implementeringspåverkan. Studien betonar vikten av elevhälsoteamets arbete och hur det kan underlättas. Praktiska implikationer framhäver behovet av en strukturerad implementeringsplan och ledningens engagemang vid implementering av ramverk, så som STfL, i en skolkontext. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9073852
- author
- Karlsson, Wilma LU and Hallengren, Anna LU
- supervisor
- organization
- course
- PSPR14 20212
- year
- 2022
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- STfL/AFI, student health services, implementation, collaboration, competence utilisation, elevhälsoteam, implementering, samarbete, kompetensutnyttjande
- language
- English
- id
- 9073852
- date added to LUP
- 2022-01-27 14:48:37
- date last changed
- 2022-01-28 03:39:42
@misc{9073852,
abstract = {{Collaboration and efficient use of multidisciplinary competence has been observed to be difficult in student health teams (SHT) in Sweden. One municipality has addressed these issues by implementing a common framework, Systematically Together for Learning (STfL). The aim of this study was to explore how this framework was experienced by the student health service professionals in relation to implementation, collaboration, and competence utilisation. In total, 16 professionals from three professional categories - student counsellors, school psychologists, and special education teachers - participated in three semi-structured focus groups. Thematic analysis was used to analyse the data. Four themes were identified illustrating the experiences of the Implementation Process, Methodological Gains, New Perspectives, and Results. The findings point to the participants experiencing the framework as helpful in their work as individuals, due to systemisation, and in their teams, due to both systemisation and togetherness. However, benefits on team level were less frequently observed, since some participants experienced themselves as rather lonely in the implementation of and work with STfL. Challenges were experienced in implementation regarding uninvolved leadership, lack of a clear implementation plan, and organisational factors. Results are in line with previous research regarding advantages of a common framework in structuring the way of work and facilitating collaboration as well as factors associated with affecting implementation. The study highlights the importance of SHT’s work and how it can be facilitated. Practical implications emphasise the need for a structured implementation plan and leadership involvement when implementing frameworks, such as STfL, in the school context.}},
author = {{Karlsson, Wilma and Hallengren, Anna}},
language = {{eng}},
note = {{Student Paper}},
title = {{Systematically Together for Learning in Sweden: A Qualitative Study of the STfL Framework in Student Health Teams for Primary and Secondary School}},
year = {{2022}},
}