In this paper, a dialectical theoretical framework of critical psychology (Dreier 2011; 2023) and expansive learning theory (Engeström 2018) is outlined to discuss how inner contradictions in organizations’ task management can work as a driver for organizational change and development processes including professional learning. Research studies describe how services for children with mental health problems are failing to meet their needs, speaking of a crisis in the help system. Studies link these problems to organizational challenges which increases the risk of extensive waiting time for children and of resource waste (Shahidullah 2019; Bradley-Klug & Armstrong 2014; Morin 2023). At the same time, a lack of research and knowledge about: “The micro-level of interactions, where the involved partners enact different sectoral scripts and resolve emergent tensions and conflicts…” (Vogel et al. 2022) is addressed. In this paper results from an ongoing research project: “Interprofessional and cross-sectoral collaboration – professional change” is presented analyzing the conditions for intersectoral collaboration and work on developing new procedures for intersectoral collaboration. The analysis shows how logic of a model referred to as the Intervention Ladder Model creates structural inconsistencies between sectors increasing the risk of a longer case processing time. Against this problematization, it is discussed how development and implementation of new procedures for intersectoral collaboration creates opportunities for expansive learning (Engeström 2018) transforming the professionals´ options for action in the collaboration. Based on this analysis, the paper will discuss how the new procedures implemented in the collaboration provide new opportunities for organizational change and how local anchoring of development can result in meaningful reorganization of intersectoral collaboration between school psychology and psychiatry.