Evaluating a Model of School-Based Health and Social Services: An Interdisciplinary Community-University Collaboration

Autor/inn/en	Bronstein, Laura R.; Anderson, Elizabeth; Terwilliger, Susan H.; Sager, Kristen
Titel	Evaluating a Model of School-Based Health and Social Services: An Interdisciplinary Community-University Collaboration
Quelle	In: Children & Schools, 34 (2012) 3, S.155-165 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cds004
Schlagwörter	Integrated Services; School Social Workers; Graduate Students; Family Involvement; Parent Participation; Parent School Relationship; Nursing Education; Schools of Education; Interdisciplinary Approach; Elementary Schools; Health Services; School Community Programs; School Community Relationship; Program Evaluation; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Social work in school; Schulsozialarbeiter; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pflegepädagogik; Erziehungswissenschaftliche Fakultät; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elementary school; Grundschule; Volksschule; Health service; Gesundheitsdienst; Gesundheitswesen; Programme evaluation; Programmevaluation; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	The purpose of this article is to share results of an exploratory qualitative research study designed to shed light on experiences of an interdisciplinary group of elementary school staff and graduate students in a school-based services project. A researcher conducted 20 interviews with staff and graduate students who represented the fields of education, nursing, and social work. Data revealed two primary themes--the importance and complexity of collaboration and differences between schools' adoption of project--and three secondary themes--need for increased nurse practitioner capacity, need for more parent involvement, and confusion over role and purpose. Building on these data, the authors provide an argument for and implications of school social workers as uniquely qualified to develop, lead, and facilitate interdisciplinary, community-university collaboration to increase meaningful family involvement and support children's success in schools through school-linked services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10