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Harts, Heads and Hands for Education Crossprofessional work. A social pedagogy perspective
By Mirela Elena Alexandru
VIA ID 242243
Education Pedagogue Training Holstebro.

Interprofessional work is today a most

do in todays educational system, and
fortunately it is a reality in Denmark. With
focus on well-being, happiness, holistic
learning, empowerment, positive
experience and relationships the social
pedagogue is working in intreprofessional
environment with specialists as:
physiotherapist, social worker, teacher,
psychologist, nurse and others for finally
working as a team to achieve their goals.
Source: http://www.aippen.net/what-is-ipe-ipl-ipp

Social Pedagogue in interprofessional

context

And because of individual needs,

As We have seen social pedagogy is

all those involved in the educational system

centred on personal an social development

have to work in a cross-professional

of individuals, but for a full and healthy

environment to find the best solutions to

development request a big team of

develop good practice and it can offer the

professionals, to attack on all fronts

context to change ours predefined ideas.

because today according to Salm (2010)

This statement is supported by results of a

well-being is a primary concern for

study named Social Pedagogy and Inter-

educational system to improve academic

professional

outcomes and have consequently partnered

Milligan, Merrell 2012) where 18 people of

with communities and other sectors to

different professions (pedagogues, social

mobilize human and material resources to

workers, managers, teachers) attended a

improve learning.

social pedagogy training, during which they

practice

(Vrouwenfelder,

solved tasks in a interprofessional context

underpinning principles of social pedagogy

and at the end they started to understand the

that has four core aims that are closely

value of cross-professional working for

linked: well-being and happiness, holistic

development of the children and also for

learning, relationship, positive experience

them as professionals, they learned a lot

and

from each other fact supported by the

Pedagogy).

empowerment.

(ThemPra

Social

opinion of one teacher after the training :

We have a lot of similarities. We
may not be singing exactly from the same
hymn sheet, its the same sheet, but a
different book. Were going into the same
direction. There were many crossovers. Its
that little thing that different focus to what
social services are looking at and what
education are looking at. I found it very
valuable.

(Vrouwenfelder,

The role of social pedagogue

Social

pedagogues

help

and

promote personal and social development

of all kind of social groups and according to
Davies Jones social pedagogy as being
concerned with the formation of the
personality, the acquisition of social
competences, moral guidance, the securing

Milligan,

Merrell 2012)
Due to the many contexts in which
we can find social pedagogues it is
understandable that they would have to

of independence and a capacity for selfregulation and the ability to join in the
social, political and cultural life
Pedagogues

often

refer

to

work in interprofessional environment.

themselves as working with heart, head

They will use their skills to accomplish his

and hands (Cameron 2005) - concepts

aims defined as The Diamond Model how

which can be traced back to the work of the

symbolizes one of the most fundamental

Swiss

pedagogic

philosopher

Johann

Heinrich Pestalozzi (1746-1827).

To provide an education which

provides social competencies and

His emphasis was not on teaching

children ready - made answers but on
educating them in a way that they are able

moral development.

To work in many settings.

To work with any presenting

problems: physical, learning, social,

to arrive at answers themselves . To do

emotional,

so, the pedagogue has to keep three

health

or

offending.

elements in equilibrium head, heart and

hands (Eichsteller 2006. p 8).

mental

To view the childs situation

holistically so that problems are
seen in context. (The Raddison

Social

pedagogy

in

Report, 2001)

interprofessional practice
According to Xavier the role of a
In practice social pedagogue will
adjust their knowledge turning in efficient
methods suited to the needs of the
individual or group for support this opinion
next we will present The Radisson Report
2001.

social pedagogue in a cross-professional

team in school can be different depending
on the specific situation. He can work on
social integration of a child or adult
marginalized with a social worker or
developing

health,

well-being

and

The Radisson Report lists the potential field

happiness with on a person with special

of activity for the social pedagogue as

needs

focusing upon the following:

psychologist.

To share life-space in residence,

home, childrens home, foster home
or community.

physiotherapist

or

To replace or augment the roles of

parents in nurturing young people.

with

To concentrate on the essential

work of human relations.

To work in teams.

To support the personal and social

development of the young people.

From a professional to interprofessional.

Interprofessional

education is

gaining

momentum around the world (Oandasan &

Reeves, 2005). Through interprofessional
education, members of various professions
learn, with, from and about each other to
improve collaboration and the quality of
care (Barr et al., 2005, p. 31).

Interprofessional work and collaboration

emerge in what it means to work in this

efforts of the last decade have attempted to

way but, generally, it appears to reflect a

promote improved outcomes for children,

facilitative role that professionals assume

youth, and families. Also Salm argues in his

when they work together with families for

study

of

organizational and systems change towards

interprofessional work is to enhance health

ensuring and promoting the well-being of

and social care and improve educational

children,

opportunities for children's learning and

Typically, the defining characteristics

development.

In an education setting,

of interprofessional collaboration call for a

the educational system is typically seen as

dynamic, interactive process where there is

the hub of a coordinated network of service

genuine shared ownership for decision

providers who focus on prevention and

making, action taking, and outcomes

overcoming

(Walsh & Park-Taylor, 2003).

that

the

main

barriers

with school readiness

propose

that
and

interfere

youth,

and

their

families.

academic

success for children, youth, and their

families. The call to mobilize professional

History and Law about interprofessional

resources and political power to develop

in Denmark

new ways of working together is strong.

The

school is

traditionally

the

(Salm, 2010).

domain of teachers but the mid19th century

Within

when the society become more complex,

literature,

interprofessional collaboration
subtle

differences

the reality was changed, the school has

professions. It is already a tradition in the

turned a cross-professional environment.

educational field to attend interprofessional

This statement is reinforced by the

study of Nielsen and Hamming in 2008

working groups. IPE (Inter Professional

Education) has topics in next fields:
1.

which reveals that Denmark has a tradition

Pain,

involving

nurses,

of interprofessional collaboration between

occupational therapists, physiotherapists

the health, social work, social pedagogy

and social workers

2.

and teaching professions in many settings,

dating

back

to

the

early

1960s.

Collaboration has been enshrined in law,

nurses,

delivery.

Interprofessional

education (IPE) has been required by law

therapists

and

3. Child care, involving social

workers and social educators
4. Primary education, involving

disabilities and to improve the efficiency of

service

occupational

involving

physiotherapists

mostly in order to prevent the exclusion of

people with social, physical or other

Rehabilitation,

teachers and social educators. (Ministry of

Danish Education)

since 2001 for entrants to the health

In the end not just the social

professions (including nurses, midwifes,

pedagogues but all of us with so different

physiotherapists

professions

and

occupational

when

we

since 2007 for school teaching and social

understand that What makes us strong is

education. (Nielsen, Hamming 2008).

our diversity, our differences, but what

that

official

documents in Denmark (Health Act in 1006

and Higher Education Act in 2001) are
bringing

in

collaboration

and

interprofessional groups, professions like:

teachers, social pedagogues, nurses, social

need

interprofessional

says

we

in

therapists), since 2002 to social work and

Literature

team

work

to

pulls us together, ties us irrevocably into a

common destiny, whole and complete and
shining, are the strainings of our very
human hearts the secret wish for a
common practical magic (Wagamese,
2007).

workers, physiotherapists and other similar

References
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Portsmouth: University of Portsmouth (BA Dissertation)

3. Davies Jones, H. (2000) The Social Pedagogues in Western Europe some implications for inter-professional
care www.childrenuk.co.uk/chaug/aug2000/social_pedagogues.htm
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Manchester
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