Towards Context Integrity – the Critical Potential of Interventions within Interprofessional Collaboration at School
Keywords:
Context Integrity, Critical Psychology, Interventions, Interprofessional CollaborationAbstract
In research on inclusive school interventions, concepts such as intervention integrity and fidelity were developed to describe the extent to which prescribed intervention procedures are stringently implemented and loyally adhered to. These concepts are conceived centrally to discussions on the development of so-called evidence-based practices. Through analyses of two cases from different research projects on interprofessional collaboration at school, we explore how interventions are reproduced in practice. Such collaboration often originates in various interventions designed to guide professional interaction, but how does this influence professionals’ collective agency and the development of practice? Theoretically based on social practice theory and critical psychology, we analyse and highlight the importance of the way in which each intervention is situated, developed, and contextualized within the specific practices it aims to impact. Based on this, we develop the concept of context integrity in a discussion of how interventions are reproduced in relation to foregrounding conditions and challenges at school and the critical potential of interventions expanding professional collective agency and thereby transforming practice.
References
Aabro, C. (2016). Koncepter i pædagogisk arbejde [Concepts in Educational Practice] (1. ed.). Hans Reitzel.
Aabro, C. (2019). Evidens, pædagogik og politik - en småbørnspædagogisk vending [Evidence, Pedagogy, and Politics – A Turn Toward Early Childhood Education]. In M. Pettersvold & S. Østrem (Eds.), Problembarna : Manualer og metoder i barnehage, skole og barnevern (pp. 256-278). Cappelen Damm Akademisk.
Aabro, C., Larsen, A. O., & Pedersen, A. S. B. (2017). Programmering af pædagogikken - Pædagogers virke mellem koncept og kontekst [Programming Pedagogy: Educators’ Practice Between Concept and Context]. BUPL.
Axel, E. (2011). Conflictual Cooperation. Nordic Psychology, 63(4), 56-78.
Biesta, G. (2016). Good education in an age of measurement : ethics, politics, democracy. Routledge.
Borring, C. G. (2021). Bevægelser mod praksisnære samarbejdsformer - historiske og aktuelle individualiseringsproblematikker i skolepsykologien [Movements toward practice-near forms of collaboration: Historical and contemporary issues of individualization in school psychology]. Paedagogisk Psykologisk Tidsskrift, 58(2).
Borring, C. G. (2024). En praksisnær vending i skolepsykologien? Udforskning af betingelser for samarbejde mellem skolen og PPR [A practice-near turn in school psychology? Exploring conditions for collaboration between schools and educational psychology services]. Ph.D dissertation. Aarhus University.
Buchardt, M., & Laursen, H. P. (2013). Et skridt ind i en ny verden : en kritisk læsning af cooperative learning [A step into a new world: A critical reading of cooperative learning]. Unge Pædagoger, 44-52.
Chimirri, N. A., & Pedersen, S. (2019). Toward a transformative-activist co-exploration of the world? : Emancipatory co-research in Psychology from the Standpoint of the Subject.
Corcoran, T., & Thomas, M. K. E. (2021). School-wide positive behaviour support as evidence-making interventions. Research in education (Manchester), 111(1), 108-125.
D’Amato, R. C., Zafiris, C., McConnell, E., & Dean, R. S. (2011). The History of School Psychology: Understanding the Past to Not Repeat It. The Oxford Handbook of School Psychology, Feb 2011.
Dahlbæk, A., Gade, O., & Christensen, R. (2023). Pædagogiske færdigretter - Spise? Med hjem? Unge Pædagoger, 1.
Dreier, O. (1979). Den kritiske psykologi [Critical psychology]. Rhodos. Copenhagen.
Dreier, O. (1999). Personal Trajectories of Participation across Contexts of Social Practice. Outlines. Critical Practice Studies.
Dreier, O. (2009). Persons in Structures of Social Practice. Theory & Psychology, 19(2), 193-212.
Dreier, O. (2011). Intervention, evidence-based research and everyday life. In P. Stenner, J. Cromby, J. Motzkau, J. Yen, & Y. Haosheng (Eds.), Theoretical Psychology. Global Transformations and Challenges. Captus Pres.
Englund, A.-L., & Englund, T. (2012). Hur realisera värdegrunden? Historia, olika uttolkningar: vad är värdegrundsstärkande? [How to realize the value foundation? History and different interpretations: What is value‑foundation‑enhancing?]. Örebro University.
Englund, A.-L., Englund, T., Engström, K., & Engström, I. (2009). Värdegrunden reducerad till metod [The value foundation reduced to method]. Pedagogiska Magasinet, 13(4), 18–21.
Freire, P. (2017). Pedagogy of the oppressed (30. anniversary ed. ed.). Continuum.
Hammond, N. (2015). Forum theatre for children: Enhancing social, emotional, and creative development. Trentham Books & IOE Press.
Hedegaard-Sørensen, L. (2022). Kan vi helt undgå de udskældte specialpædagogiske koncepter? [Can we entirely avoid the much-criticized special education concepts?]. Unge Pædagoger, 83(1), 38–46
Holland, D., & Lave, J. (2001). History in person : enduring struggles, contentious practice, intimate identities. School of American Research Press.
Holzkamp, K. (2005). Mennesket som subjekt for videnskabelig metodik [The human being as subject of scientific methodology]. Nordiske Udkast, 33(2), 5–33.
Holzkamp, K., Boreham, A., Schraube, E., Osterkamp, U., & Sloan, T. (2013). Psychology from the Standpoint of the Subject: Selected Writings of Klaus Holzkamp. Palgrave Macmillan.
Højholt, C., & Kousholt, D. (2018). Konflikter om børns skoleliv [Conflicts around children’s school life] (1st ed.). Dansk Psykologisk Forlag.
Højholt, C., & Kousholt, D. (2020). Contradictions and conflicts - Researching school as conflictual social practice.
Jensen, U. J. (1999). Categories in activity theory: Marx’s philosophy just-in-time. In M. Hedegaard & U. J. Jensen (Eds.), Activity theory and social practice: Cultural-historical approaches. Aarhus University press.
Jones, A. (2024). Rethinking Evidence-Based Practice in Education: A Critical Literature Review of the ‘What Works’ Approach. International Journal of Educational Researchers, 15(2), 37-51.
Kousholt, D., & Højholt, C. (2011). Forskningssamarbejde og gensidige læreprocesser [Research collaboration and mutual learning processes]. In Børn i vanskeligheder (pp. 207–237). Dansk Psykologisk Forlag.
Laursen, H. D. (2013). PALS: Der ér grund til bekymring [PALS: There is reason for concern]. Unge Pædagoger, 60–69.
Lave, J. (2019). Learning and Everyday Life: Access, Participation, and Changing Practice. Cambridge University Press.
Little, S. (2013). School Psychologists' Perceptions Of Stakeholder Engagement In Response To Intervention. Contemporary Issues in Education Research (Online), 6(4), 399.
Madsen, C. D. (2023). Anderledes end de andre? – En analyse af skolevanskeligheder og betingelser for at håndtere forskellighed i skolens hverdagsliv [Different from the others? An analysis of school difficulties and conditions for addressing diversity in everyday school life]. PhD dissertation. Aarhus University.
Mardahl-Hansen, T., Schwartz, I., & Tybjerg, G. (2020). Tværprofessionelt samarbejde om inklusion i skolens læringsfællesskaber [Interprofessional collaboration on inclusion in school learning communities]. Syddansk Universitetsforlag.
Mardahl-Hansen, T., & Tybjerg, G. (2025). Community-Building Teaching Practices with Young People Through Exploring Teacher Professionalism.
Marx, K., Engels, F., & Arthur, C. J. (2001). The German ideology. Part one. Electric Book Co.
Mørck, L. L., Schwartz, I., Nissen, M., & Wilchen, T. (2023). Fællesskabende praksisser [Community-building practices] (1st ed.). Frydenlund Academic.
Nissen, M. (2016). Standards and standpoints: Why and how standards, and studying them, imply critique. Theory & Psychology, 26(2), 163-181.
Ollman, B. (2003). Dance of the dialectic : steps in Marx's method. University of Illinois Press.
Ollman, B. (2015). Marxism and the philosophy of internal relations; or, How to replace the mysterious ‘paradox’ with ‘contradictions’ that can be studied and resolved. Capital & Class, 39(1), 7-23.
Pettersvold, M., & Østrem, S. (2019a). Problembarn og programinvasjon [Problem children and program invasion]. In S. Østrem (Ed.), Manualer og metoder i barnehage, skole og barnevern (pp. 7–36). Cappelen Damm Akademisk.
Pettersvold, M., & Østrem, S. (2019b). Problembarna : metoder og manualer i barnehage, skole og barnevern (1. utgave. ed.). Cappelen Damm akademisk.
Réol, L. (2022). "Koncept Mindfulness" : styrker og risici ved konceptualiseringen af mindfulness i folkeskolen. Unge Pædagoger, 83(1), 29-37.
Røn Larsen, M. (2011). Samarbejde og strid om børn i vanskeligheder: Organisering af specialindsatser i skolen [Cooperation and conflict around children in difficulties: Organising special education interventions in schools]. PhD dissertation. Roskilde University.
Røn Larsen, M., Højholt, C., Szulevicz, T., Jensen, S. K., Tybjerg, G. M., & Knudsen, R. (2023). Deltagelse og situeret ulighed i børnelivets institutioner [Participation and situated inequality in children’s institutional lives]. Research project.
Schraube, E., & Højholt, C. (2015). Psychology and the conduct of everyday life. Routledge.
Schön, D. A. (1983). The reflective practitioner : how professionals think in action. Basic Books.
Schön, D. A. (1991). Educating the reflective practitioner : toward a new design for teaching and learning in the professions. Jossey-Bass.
Stanek, A. H. (2022). Trivsel, læring og udvikling må bygges på forståelser af det specifikt menneskelige: En kritisk analyse af emotionsregulerende indsatser i pædagogisk praksis. Nordiske Udkast, 50(1).
Stetsenko, A. (2017). The transformative mind : expanding Vygotsky's approach to development and education. Cambridge University Press.
Stetsenko, A. (2023). Reclaiming the Tools of the Past for Today's Struggles: Radicalizing Vygotsky, via Marx, in Dialogue with Audre Lorde. In A. Levant, K. Marukami, & M. McSweeney (Eds.), Handbook on Activity Theory.
Sylvest-Berg, R., & Tybjerg, G. M. (2026). Theorizing Situated Inequality in Everyday School Life in a Marginalized Residential Area. International Review of Theoretical Psychologies.
Tybjerg, G. M. (2023). Unge og ulige deltagerbetingelser i udskolingen [Youth and unequal conditions for participation in lower secondary school]. PhD dissertation. Roskilde University.
Tybjerg, G. M., & Mardahl‑Hansen, T. (2025). Fællesskabende skolepraksis [Community‑building school practice]. Aarhus University Press.
Vianna, E., & Stetsenko, A. (2014). Research with a Transformative Activist Agenda: Creating the Future through Education for Social Change. Teachers College record (1970), 116(14), 575-602.
Wick, P. (2013). LP‑modellen: ”Vi gør det, der virker” – virkelig? [The LP model: “We do what works” – really?]. Unge Pædagoger, 1, 71–83.
Downloads
Published
How to Cite
Issue
Section
License
From issue no. 1 2022 and onward, the journal uses the CC Attribution-NonCommercial- Share Alike 4.0 license (https://creativecommons.org/licenses/by-nc-sa/4.0/) The authors retain the copyright to their articles.
The articles published in the previous 37 issues (From Vol. 1, no. 1, 1999 to Vol. 22, No. 1, 2021, are published according to Danish Copyright legislation. This implies that readers can download, read, and link to the articles, but they cannot republish these articles. The journal retain the copyright of these articles. Authors can upload them in their institutional repositories as a part of a green open access policy.
