Main categories and Sub-categories describing optimal collaboration
| Main categories (n = 3) | The perspective of the service system (n = 132) | The perspective of optimal collaboration between professionals(n = 149) | Recognising the needs and participation of the adolescent and family (n = 51) |
|---|---|---|---|
| Sub-categories (n = 18) | The role of the school | Goals | Adolescent- and family-centeredness |
| The structures supporting collaboration | Competences of the professionals | Overall situation | |
| Coordination | Trust and respect | Meetings | |
| Leadership | Meetings | Interaction | |
| Functionality of services | Professionals in collaboration | ||
| Resources | Ways to collaborate | ||
| Functionality of information systems | |||
| Data protection and information flow in networks |
| Main categories ( | The perspective of the service system ( | The perspective of optimal collaboration between professionals( | Recognising the needs and participation of the adolescent and family ( |
|---|---|---|---|
| Sub-categories ( | The role of the school | Goals | Adolescent- and family-centeredness |
| The structures supporting collaboration | Competences of the professionals | Overall situation | |
| Coordination | Trust and respect | Meetings | |
| Leadership | Meetings | Interaction | |
| Functionality of services | Professionals in collaboration | ||
| Resources | Ways to collaborate | ||
| Functionality of information systems | |||
| Data protection and information flow in networks |