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Teacher/therapist collaboration policy: an analysis

School of Educational Studies, Northern College, Aberdeen

This paper addresses and analyses changing notions of professionalism arising from recent Scottish policy documents. Attention is given to the concepts of ‘policy’ and ‘professional’. It is argued that the effects of statements in the documents are differentiated and should be set within a complex model of the interplay of the individual professional’s responses with government policy. It is suggested that individual practitioners should seek to make personal sense of policy.

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