Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?

Joan Forbes, Elspeth McCartney

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Reviewing relevant policy, this article argues that the current 'integration interlude' is concerned with reformation of work relations to create new forms of 'social capital'. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of relationships, including professional relations, and how these may function as resources. Focusing on the co-work of teachers and speech and language therapists, this analysis introduces social capital as a means of understanding the impact of integrating children's services on professional practitioner groups and across agencies. Social capital theory is compared to alternative theoretical perspectives such as systems and discourse theories and explored as an analytic offering a multi-level typology and conceptual framework for understanding the effects of policy and governance on interprofessional working and relationships. A previous application of social capital theory in a literature review is introduced and analysed, and instances of the additionality provided by a social capital analysis is offered. The article concludes that amongst the effects of current policy to re-design children's services are the reconstruction of professionals' knowledge/s and practices, so it is essential that such policy processes that have complex and far-reaching effects are transparent and coherent. It is also important that new social capital relations in children's services are produced by groups representative of all involved, importantly including those practitioner groups charged in policy to work differently together in future integrated services.
LanguageEnglish
Pages335-346
Number of pages12
JournalChild Language Teaching and Therapy
Volume26
Issue number3
DOIs
Publication statusPublished - Oct 2010

Fingerprint

therapist
social capital
teacher
discourse theory
reformation
system theory
Social Capital
Social Theory
Administrative Personnel
government policy
typology
reconstruction
Language
Group
Research Personnel
governance
language
resources

Keywords

  • children's services
  • social capital theory
  • interprofessional
  • interagency
  • professional knowledges
  • professional identities

Cite this

@article{14023f92d7c84bfebd854d02a9c07fb3,
title = "Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?",
abstract = "Reviewing relevant policy, this article argues that the current 'integration interlude' is concerned with reformation of work relations to create new forms of 'social capital'. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of relationships, including professional relations, and how these may function as resources. Focusing on the co-work of teachers and speech and language therapists, this analysis introduces social capital as a means of understanding the impact of integrating children's services on professional practitioner groups and across agencies. Social capital theory is compared to alternative theoretical perspectives such as systems and discourse theories and explored as an analytic offering a multi-level typology and conceptual framework for understanding the effects of policy and governance on interprofessional working and relationships. A previous application of social capital theory in a literature review is introduced and analysed, and instances of the additionality provided by a social capital analysis is offered. The article concludes that amongst the effects of current policy to re-design children's services are the reconstruction of professionals' knowledge/s and practices, so it is essential that such policy processes that have complex and far-reaching effects are transparent and coherent. It is also important that new social capital relations in children's services are produced by groups representative of all involved, importantly including those practitioner groups charged in policy to work differently together in future integrated services.",
keywords = "children's services, social capital theory, interprofessional, interagency, professional knowledges, professional identities",
author = "Joan Forbes and Elspeth McCartney",
year = "2010",
month = "10",
doi = "10.1177/0265659010369282",
language = "English",
volume = "26",
pages = "335--346",
journal = "Child Language Teaching and Therapy",
issn = "0265-6590",
number = "3",

}

Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services? / Forbes, Joan; McCartney, Elspeth.

In: Child Language Teaching and Therapy, Vol. 26, No. 3, 10.2010, p. 335-346.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?

AU - Forbes, Joan

AU - McCartney, Elspeth

PY - 2010/10

Y1 - 2010/10

N2 - Reviewing relevant policy, this article argues that the current 'integration interlude' is concerned with reformation of work relations to create new forms of 'social capital'. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of relationships, including professional relations, and how these may function as resources. Focusing on the co-work of teachers and speech and language therapists, this analysis introduces social capital as a means of understanding the impact of integrating children's services on professional practitioner groups and across agencies. Social capital theory is compared to alternative theoretical perspectives such as systems and discourse theories and explored as an analytic offering a multi-level typology and conceptual framework for understanding the effects of policy and governance on interprofessional working and relationships. A previous application of social capital theory in a literature review is introduced and analysed, and instances of the additionality provided by a social capital analysis is offered. The article concludes that amongst the effects of current policy to re-design children's services are the reconstruction of professionals' knowledge/s and practices, so it is essential that such policy processes that have complex and far-reaching effects are transparent and coherent. It is also important that new social capital relations in children's services are produced by groups representative of all involved, importantly including those practitioner groups charged in policy to work differently together in future integrated services.

AB - Reviewing relevant policy, this article argues that the current 'integration interlude' is concerned with reformation of work relations to create new forms of 'social capital'. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of relationships, including professional relations, and how these may function as resources. Focusing on the co-work of teachers and speech and language therapists, this analysis introduces social capital as a means of understanding the impact of integrating children's services on professional practitioner groups and across agencies. Social capital theory is compared to alternative theoretical perspectives such as systems and discourse theories and explored as an analytic offering a multi-level typology and conceptual framework for understanding the effects of policy and governance on interprofessional working and relationships. A previous application of social capital theory in a literature review is introduced and analysed, and instances of the additionality provided by a social capital analysis is offered. The article concludes that amongst the effects of current policy to re-design children's services are the reconstruction of professionals' knowledge/s and practices, so it is essential that such policy processes that have complex and far-reaching effects are transparent and coherent. It is also important that new social capital relations in children's services are produced by groups representative of all involved, importantly including those practitioner groups charged in policy to work differently together in future integrated services.

KW - children's services

KW - social capital theory

KW - interprofessional

KW - interagency

KW - professional knowledges

KW - professional identities

UR - http://www.scopus.com/inward/record.url?scp=78751557880&partnerID=8YFLogxK

U2 - 10.1177/0265659010369282

DO - 10.1177/0265659010369282

M3 - Article

VL - 26

SP - 335

EP - 346

JO - Child Language Teaching and Therapy

T2 - Child Language Teaching and Therapy

JF - Child Language Teaching and Therapy

SN - 0265-6590

IS - 3

ER -