Interprofessional Collaboration

Curriculum Development

Title Interprofessional Collaboration

Grantee(s) Betty Garcia, Cherie Rector, David Foster

School: CSU, Fresno

Summary: This project is focusing on multidisciplinary teamwork and identifying principles of interagency practice.

Gap(s) Addressed: Interagency practice, collaboration between interagency and multidisciplinary teams, building a community services network for practice and/or for specific families, working with other professionals, especially the schools and mental health systems; child development.

Project Status: Completed

Products: A workbook will be produced with curriculum content, learning activities, small group discussion formats, case examples, handouts and references that address the following:
A. Definition of interdisciplinary collaboration. Identifying some of the principles of interagency practice. Working with other professionals in areas such as child welfare, schools, mental health, legal and political systems.

B. Team building, barriers to communication (e.g. turf issues) and the development of integrated delivery systems to improve client outcomes.

C. Communication skills and conflict resolution. Learning about training, skills and terminology of the various professionals working with children and families. Managing differences and negotiating responsibilities among team members.

D. Working with children and families. Child development tasks and needs, parenting methods and responsibilities. Family developmental, structural, and functional assessment. The use of multidisciplinary teams to (1) assess risk of abuse/neglect, (2) provide consultation to child welfare practitioners, and (3) plan for and evaluate service provision. Assessing cultural variations and the potential effects of poverty and racism.

E. The whole child perspective. Understanding the child and family in the context of psychosocial functioning (e.g. Academic, disability, health, emotional and child welfare issues). The five modules are specifically designed to enhance collaborative aspects of integrated services for children and families. Interagency practice and team building are integral elements in the modules and are also linked to the Title IV-E Child Welfare Social Work curriculum.

Last updated: June 16, 2003

	Curriculum Development

Title	Interprofessional Collaboration
Grantee(s)	Betty Garcia, Cherie Rector, David Foster
School:	CSU, Fresno
Summary:	This project is focusing on multidisciplinary teamwork and identifying principles of interagency practice.
Gap(s) Addressed:	Interagency practice, collaboration between interagency and multidisciplinary teams, building a community services network for practice and/or for specific families, working with other professionals, especially the schools and mental health systems; child development.
Project Status:	Completed
Products:	A workbook will be produced with curriculum content, learning activities, small group discussion formats, case examples, handouts and references that address the following: A. Definition of interdisciplinary collaboration. Identifying some of the principles of interagency practice. Working with other professionals in areas such as child welfare, schools, mental health, legal and political systems. B. Team building, barriers to communication (e.g. turf issues) and the development of integrated delivery systems to improve client outcomes. C. Communication skills and conflict resolution. Learning about training, skills and terminology of the various professionals working with children and families. Managing differences and negotiating responsibilities among team members. D. Working with children and families. Child development tasks and needs, parenting methods and responsibilities. Family developmental, structural, and functional assessment. The use of multidisciplinary teams to (1) assess risk of abuse/neglect, (2) provide consultation to child welfare practitioners, and (3) plan for and evaluate service provision. Assessing cultural variations and the potential effects of poverty and racism. E. The whole child perspective. Understanding the child and family in the context of psychosocial functioning (e.g. Academic, disability, health, emotional and child welfare issues). The five modules are specifically designed to enhance collaborative aspects of integrated services for children and families. Interagency practice and team building are integral elements in the modules and are also linked to the Title IV-E Child Welfare Social Work curriculum.