A Developmental Framework for Collaboration in Child-Serving Agencies

Hodges, Sharon; Hernandez, Mario; Nesman, Teresa M.

doi:10.1023/a:1023987710611

Cited by 23 publications

(15 citation statements)

References 1 publication

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“…The participants in this study identified as the main objective of a collaborative relationship the increment of the intervention effectiveness among children and families. These data are consistent with a conceptualization of collaboration as a problem-solving process (Hodges et al, 2003). The optimization of resources was also identified by the participants both as an objective of collaboration and as one of its main advantages, suggesting that collaboration allows services to work together, but also prevents duplication and gaps in service delivery (Frost, 2005).…”

Section: Potential Of Collaboration Between Servicessupporting

confidence: 81%

“…Importantly, these services are expected to work in collaboration (Barnes et al, 2017;Canavan, Coen, Dolan, & Whyte, 2009). Indeed, collaboration between organizations and professionals is increasingly recognized as an essential practice for improving service delivery to children (Barnes et al, 2017;Hood, 2014) and their families (Hodges, Hernandez, & Nesman, 2003).…”

Section: Systems: the Perspectives Of Professionalsmentioning

confidence: 99%

“…Interorganizational relationships can involve several types of collaboration, reflecting different levels of integration (Barnes et al, 2017). Collaboration between services is defined as at least two professionals or services working together with the aim of solving interdependent problems (Friend & Cook, 2013;Hodges et al, 2003;Mendes, Pinto, Abreu-Lima & Almeida, 2018). A collaborative relationship results from the recognition by professionals and organizations that complex and specific problems which led to their relationship cannot be solved only by coordination between the different services (Walker, 2006).…”

Section: Interorganizational Relationships: the Collaboration Between...mentioning

confidence: 99%

“…The development of collaborative relationships involves three stages (Hodges et al, 2003;Kagan, 1991). In the initial stage, future plans inform and provide the structure of the collaboration; in the stage of growth, the implementation of objectives and policies occurs; and at the evaluation stage, the results are examined, and decisions are made on future changes.…”

Section: Interorganizational Relationships: the Collaboration Between...mentioning

confidence: 99%

“…In the initial stage, future plans inform and provide the structure of the collaboration; in the stage of growth, the implementation of objectives and policies occurs; and at the evaluation stage, the results are examined, and decisions are made on future changes. Hodges et al (2003) add that the process of collaboration can be characterized by five stages of development: (1) individual action -services act individually in relation to the child and family, but recognize the need for collaboration;…”

Section: Interorganizational Relationships: the Collaboration Between...mentioning

confidence: 99%

See 4 more Smart Citations

The collaboration between early childhood intervention and child protection systems: The perspectives of professionals

Albuquerque

Aguiar

Magalhães

2020

Children and Youth Services Review

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Section: Potential Of Collaboration Between Servicessupporting

confidence: 81%

Section: Systems: the Perspectives Of Professionalsmentioning

confidence: 99%

Section: Interorganizational Relationships: the Collaboration Between...mentioning

confidence: 99%

Section: Interorganizational Relationships: the Collaboration Between...mentioning

confidence: 99%

Section: Interorganizational Relationships: the Collaboration Between...mentioning

confidence: 99%

See 3 more Smart Citations

The collaboration between early childhood intervention and child protection systems: The perspectives of professionals

Albuquerque

Aguiar

Magalhães

2020

Children and Youth Services Review

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The wraparound approach for students with emotional and behavioral disorders: Opportunities for school psychologists

Quinn

Lee

2006

Psychology in the Schools

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Students with significant emotional and behavioral disorders (EBD) present school personnel with complex challenges. For those students who present especially pervasive and chronic challenges, the National Association of School Psychologists (NASP) has recommended comprehensive assessments and interventions that empower families and involve close collaboration with community-based service providers. In recent years, wraparound has emerged as one approach to collaboratively developing interventions that are both family focused and ecologically comprehensive. As such, the approach is consonant with the mental health roles widely advocated for school psychologists in the professional literature. In this article, we provide a brief overview of the need for the wraparound approach and its theoretical foundations. We then detail the principles on which the approach is grounded and the specific procedures through which it comes to fruition. Finally, we discuss implications of the approach for school psychologists.

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Professionals’ views on the development process of a structural collaboration between child and adolescent psychiatry and child welfare: an exploration through the lens of the life cycle model

Steene

West

Peeraer

et al. 2018

Eur Child Adolesc Psychiatry

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This study, as a part of a participatory action research project, reports the development process of an innovative collaboration between child and adolescent psychiatry and child welfare, for adolescent girls with multiple and complex needs. The findings emerge from a qualitative descriptive analysis of four focus groups with 30 professionals closely involved in this project, and describe the evolution of the collaborative efforts and outcomes through time. Participants describe large investments and negative consequences of rapid organizational change in the beginning of the collaboration project, while benefits of the intensive collaboration only appeared later. A shared person-centred vision and enhanced professionals' confidence were pointed out as important contributors in the evolution of the collaboration. Findings were compared to the literature and showed significant analogy with the life cycle model for shared service centres that describe the maturation of collaborations from a management perspective. These findings enrich the knowledge about the development process of collaboration in health and social care. In increasingly collaborative services, child and adolescent psychiatrists and policy makers should be aware that gains from a collaboration will possibly only be achieved in the longer term, and benefit from knowing which factors have an influence on the evolution of a collaboration project.

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A Developmental Framework for Collaboration in Child-Serving Agencies

Cited by 23 publications

References 1 publication

The collaboration between early childhood intervention and child protection systems: The perspectives of professionals

The collaboration between early childhood intervention and child protection systems: The perspectives of professionals

The wraparound approach for students with emotional and behavioral disorders: Opportunities for school psychologists

Professionals’ views on the development process of a structural collaboration between child and adolescent psychiatry and child welfare: an exploration through the lens of the life cycle model

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