From Barriers to Successful Collaboration: Public Schools and Child Welfare Working Together

Altshuler, Sandra J.

doi:10.1093/sw/48.1.52

Cited by 98 publications

(89 citation statements)

References 25 publications

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“…Regrettably, recent studies of students in foster care (Altshuler, 2003;Bronstein, 2003;Fast, 2003) suggest the absence of shared perceptions and responses by the two professional groups that students in foster care most depend on. These same studies identify issues of territorial behavior (one group values its perspective and practices over the other group) and poor communication as major challenges.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…This maltreatment has resulted in child welfare involvement and placement in foster care. Students' emotional trauma compounds as a result of their maltreatment, removal from parents, and placement in foster care (Altshuler, 2003;Finkelstein, Walmsley, & Miranda, 2002). Unfortunately, placement in foster care often exacerbates traumatic responses, which in turn can affect students' emotional and behavioral reactions in both foster care and educational settings.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…In addition to school and child welfare challenges, the vulnerability of this student group is exacerbated by poverty, minority status, and membership in impoverished communities (Child Welfare Information Gateway, 2011). These challenges limit opportunities for collaboration and can adversely impact the availability of services and supports for this vulnerable group (Altshuler, 2003;Fast, 2003;). …”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Previous research on school success for students in foster care offers evidence of the diminished value and limited involvement of key constituents: students in foster care and professionals from school and child welfare systems, as resources for creating improvements (Altshuler, 2003;Finkelstein, Wamsley, Currie & Miranda, 2004;Geenan & Powers, 2006;Luder, Weinberg and Zetlin, 2004). Understanding the individual and collective experiences of youth, school, and child welfare ECP participants and engaging them as problem solvers was essential in moving toward improvements to school success for students in foster care.…”

Section: Research Questionsmentioning

confidence: 99%

“…School success is the phrase that defines components of academic achievement for students in foster care. School success includes academic performance in reading and math; school attendance; matriculation to or retention of grade placement; progress in meeting these students' social, emotional, behavioral, and learning needs as reflected in Individualized Education Plans; and, especially relevant to students in foster care, the number of foster and school placements in a year (Altshuler, 2003;Finkelstein, et al, 2002;).…”

Section: Overview: Terminologymentioning

confidence: 99%

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Connecting School and Child Welfare Systems to Students in Foster Care

Glantz¹

2013

Preprint

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Barriers to collaboration between professionals in the school and child welfare systems are impeded by poor communication, a lack of cross-disciplinary language, and confusion regarding professional practices. This study, the Education Collaboration Project (ECP), addresses the importance of understanding school success for students in foster care through the voices and actions of the key constituent groups: students with foster care histories and professionals from the school and child welfare systems. Also included in a small component of this study were foster parents who participated via an anonymous survey. The theoretical framework combined critical pedagogy, elements of critical discourse analysis, adaptive change theory, and communities of practice (COP) theories from which an empowering intervention emerged. Within this study, the intervention was delivered through a graduate course, Connecting Public School and Child Welfare Systems to Children in Foster Care cross-disciplinary, where students with foster care histories and professionals from school and child welfare systems united in shared problem solving and action to promote school success. The methodology was predominately qualitative but was enhanced by the use of surveys and a modified Q-sort method. The study and its empowering intervention allowed for a transformative process where participants evolved from disconnected youth, school, and child welfare Education Collaboration Project (ECP) participants to collective ECP participants and finally emerged as members of the Education Collaboration-

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

Section: Overview: Terminologymentioning

confidence: 99%

See 3 more Smart Citations

Connecting School and Child Welfare Systems to Students in Foster Care

Glantz¹

2013

Preprint

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Interagency collaboration among community organizations serving children and families in child welfare

Kothari

Fischer

Mullican

et al. 2022

Community & Applied Soc Psy

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Transformational change to address adversity and nurture resilience requires deep and sustained community collaborations. Interagency collaboration is critically important for child welfare especially during crisis situations. It is clear that when agencies focus on strengths and promote protective factors (individual, familial and community-level) in time, negative consequences of maltreatment are reduced and wellbeing outcomes are enhanced. However, limited research is available to effectively inform community organizations and collective impact initiatives about how they can strengthen interagency collaboration and collaborative practice. Furthermore, the coronavirus disease 2019 (COVID-19) pandemic elevates the urgency to understand how community organizations work together to serve children and families as it threatens access to safety nets. This mixed methods study examined interagency collaboration among community organizations in a collective impact workgroup focussed on children and families involved in the child welfare system. Results revealed key strengths to collaboration (e.g., strong connections, resource sharing, resilience in staff, more vulnerable children accessing resources and more adults engaged in serving this population)as well as barriers to collaboration (e.g., group composition, funding and lack of clarity/focus). Results also revealed specific ways in which this pandemic has impacted efforts to serve children and families in child welfare. Findings highlight an approach that might assist interagency collaboratives. In

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Mock Interdisciplinary Staffing: Educating for Interprofessional Collaboration

Quealy-Berge

Caldwell

2004

Couns Edu & Supervision

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Training for interprofessional collaboration is important because professionals are increasingly required to work together in a coordinated and collaborative manner to meet the complex needs of clients. However, few published reports exist on interprofessional training for community counselors and marriage and family therapists. The authors discuss the use of a mock interdisciplinary staffmg with students who are training to be counselors and marriage and family therapists. This method of instruction holds promise as an effective means of introducing students to a range of issues, including the knowledge, skills, and attitudes needed for interprofessional practice.

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From Barriers to Successful Collaboration: Public Schools and Child Welfare Working Together

Cited by 98 publications

References 25 publications

Connecting School and Child Welfare Systems to Students in Foster Care

Connecting School and Child Welfare Systems to Students in Foster Care

Interagency collaboration among community organizations serving children and families in child welfare

Mock Interdisciplinary Staffing: Educating for Interprofessional Collaboration

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