| Summary: | This article reports findings of a research project evaluating the impact and implementation of an educational program that aims to prepare four teams of professionals for working within Public Mental Health Care (PMHC). The participants originate from various institutions like Mental Health Care Institutions, Social Work, Social Housing Organisation and Police. The nature of the PMHC services requires a unanimous and assertive way of acting. Findings show that collaboration, teambuilding and personal aspects of case management are important learning effects of this educational program. Moreover it appeared that in two of the four teams there were tensions which made it necessary to adjust the program. With the help of theories of cognitive distance explanations for these tensions have been put forward. Although the program seems to prepare professionals well for working within PMHC, more explicit opportunity for the development of shared cognitions is called for. The authors hold that Wenger’s theory of Communities of Practice offers prospects for the development of a shared practice and with that the reduction of cognitive distance.
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