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

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 gr...

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Bibliographic Details
Published in:Children & schools 2012-07, Vol.34 (3), p.155-165
Main Authors: Bronstein, Laura R., Anderson, Elizabeth, Terwilliger, Susan H., Sager, Kristen
Format: Article
Language:English
Subjects:
Adoption
Children & youth
Cooperation
Elementary Schools
Families & family life
Family Involvement
Graduate Students
Health Care Services
Health Services
Integrated Services
Interdisciplinary Approach
Interviews
Nurses
Nursing Education
Parent Participation
Parent School Relationship
Parents
Professional Education
Program Evaluation
Qualitative Research
Rural Schools
School Community Programs
School Community Relationship
School Social Workers
Schools of Education
Secondary Schools
Social Support
Social Work
Social workers
Students
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Summary: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.
ISSN:1532-8759
1545-682X
DOI:10.1093/cs/cds004