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Department

Graduate School of Education

Description

Recent educational programs and initiatives hinge on effective collaboration between education professionals, such as school social workers, school psychologists, teachers, and principals. The authors seek to build on prior conceptual work to explore the range of collaborative practices school social workers engage in with other school professionals. Drawing on conceptual frameworks related to interprofessional and other collaborative work in schools, the authors examined how school social workers (N=39) report collaborating with other professionals based on a hypothetical case designed to elicit collaborative practices. To triangulate the findings, the authors also draw on responses by 14 teachers, five school psychologists, and four principals. The authors identified five modes of collaboration: initiator/coordinator, assessor, intervener, whistleblower, and collaborator. The article concludes with a discussion o the implications for theory and practice.

Publication Date

7-2018

Publisher

Oxford University Press on behalf of NASW Press

City

Washington, DC

Keywords

conceptualization, interprofessional collaboration, school social work

Disciplines

Educational Assessment, Evaluation, and Research | Social Work

Comments

Posted with permission. Originally published:

Susan I Stone & Jessica Charles. Conceptualizing the Problems and Possibilities of Interprofessional Collaboration in Schools. Children & Schools (2018) 40 (3): 185-192. Published by Oxford University Press on behalf of NASW Press. Available at: https://academic.oup.com/cs/article/40/3/185/4994617?searchresult=1

Conceptualizing the Problems and Possibilities of Interprofessional Collaboration in Schools
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