An overall aim of the study is to identify effective forms of collaboration between speech and language therapists, teachers and parents in Scotland. The study seeks to define and clarify the roles and responsibilities of speech and language therapists, teaching staff and parents in facilitating the development of speech, language and communication in children and young people with language and communication difficulties. In particular, the contribution of speech and language therapists to educational programmes is investigated. The focus is on children with significant levels of need but not exclusively those with a Record of Needs. The project employs both quantitative and qualitative methods. Visits have been made to a variety of educational locations and in‐depth interviews were carried out with speech and language therapists and teaching staff. National surveys were conducted through postal questionnaires to speech and language therapists, speech and language therapy managers, teachers, advisers in special educational needs, educational psychologists, and parents. Different questionnaires were designed to elicit information specific to each group. Questionnaire returns were received from: 381 (>80%) of speech and language therapists with children on their caseload; 41 speech and language therapy managers (two outstanding); over 800 teachers from 415 schools (mainstream and special); 17 advisers in special educational needs (11 outstanding; and 11 principal educational psychologists (21 outstanding). However, since the analysis of the data is in process, this paper will focus on data collected from 47 interviews carried out during the Autumn term 1994 in five special schools and five mainstream schools located in six Scottish regions. Intervews have allowed the identification of certain elements that may enable effective speech and language therapist/teacher collaboration, these include: working together with individuals or groups of children; joint planning of classroom activities; speech and language therapist input to educational programmes; curricular influences on speech and language therapy programmes; time spent in sharing information, planning and assessment; speech and language therapists and teachers attending training sessions jointly; share framework for the integration of language and communication into the curriculum; formal remit for speech and language therapists to work within the context of educational programmes. At this stage in our research, we are not able to draw the full implications for policy development. However, we shall discuss those strategies which are being employed successfully to promote collaboration and its effectiveness in these 10 schools. The project is commissioned and funded by the Scottish Office Education Department

The discourse community of British psychiatric and mental health nursing is a contested realm. The 'Big Stories' of policy and planning of services are clearly articulated in disputes in journals, but the 'Little Stories' of nurses' work and patients' or users' experiences may be ignored or under-valued. This paper illustrates how the Big Story of a central theme in current policy--empowerment--is articulated in the realm of research funding and design, and how it is articulated by practitioners. The paper focuses attention on the responsibilities faced by researchers, in relating the Little Stories of practice and the Big Story of policy. It reports early and tentative findings from a study of community psychiatric nurses' empowerment of people with enduring mental disorders. The paper suggests ways in which strategies for analysis of qualitative data from interviews with CPNs may be informed by ideas drawn from the field of discourse analysis; reflexively examining how researchers' discourses relate to those of policy makers and mental health nursing practitioners. This paper is based on a presentation at the Network for Psychiatric Nursing Research Conference, Napier University, Edinburgh, 17 September 1997.

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There is increasing interest in the use of stories to develop nursing and health care practice. This paper reports on how we used story to understand and develop research on nursing practice. Story (or narrative) and science can be seen as distinct but complementary paradigms. We have found that a story framework can help researchers to reflect on a process of social scientific investigation, and to consider how to 'go on' in that process. In a study on 'Community psychiatric nurses' empowerment of people with enduring mental disorders in the community: involving users to develop services' we have encountered a number of interesting and challenging issues related to design and use of methods. We present these issues within a framework of story analysis, focusing on issues related to empowerment. This analysis draws on Burke's 'pentad' of story elements as a framework for narrative analysis. We present the elements of the 'story of the study-as-funded' and as it was carried out through the pilot stage, and outline the story of developments in the main study. 'Trouble' in a story centres on a problematic 'ratio' of story elements. The 'trouble' at this stage in the progress of our study relates to lack of fit between some parts of the instruments (the methods) and the goal (empowerment), and to the status of the CPNs as actors or agents. Narrative analysis sensitizes us to these issues of 'trouble' and provides a means of addressing them. Like John Bunyan's Pilgrim, we have learned through our progress; unlike Pilgrim, we know not our end.

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