Special school teachers require more goal-oriented collaboration with psychiatric professionals in northern Finland
Maija-Leena Pönkkö, Anja Taanila, Hanna Ebeling

 

ABSTRACT [full text] [back to issue 62(1)]

 

Background.The problems of children and adolescents have increased in number and severity during the last years.

Objective. The purpose of this study was to elicit the views of special school teachers in the Oulu Province in Finland concerning their pupils’ problems and the need, use and adequacy of relevant psychiatric services.

Methods. The information was collected from the Northern Ostrobothnia Hospital District in 1998 in Finland and responses were obtained from the 37 (97.4 %) special schools. The data were analysed using the content analysis method.

Results. Special-needs pupils had various behavioural and emotional problems that made it difficult for them to learn and for the teachers to teach. According to the teachers, the major obstacles in the process of helping special-needs pupils were the delayed admission for treatment and the lack of information necessary for the pupils’ school work and goal-oriented aftercare, although there were also favourable experiences of functional co-operation and availability of useful information. Some schools lacked a reliable network for helping pupils and supporting teachers. The Finnish legislation on basic education obliges the providers of education to provide rehabilitation in connection with special education and to arrange relevant development, counselling and support services.

Conclusion. The rehabilitation of special-need pupils and the collaboration between school and mental health authorities is not optimally realised in spite of the legislation.

Keywords: psychiatric disorder, children, adolescents, special school, psychiatric services