Facilitators and Barriers of Effective Interprofessional Collaboration between Child Welfare and School Professionals

Autor/in	Villagrana, Kalah M.
Titel	Facilitators and Barriers of Effective Interprofessional Collaboration between Child Welfare and School Professionals
Quelle	(2023), (259 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2796-9
Schlagwörter	Hochschulschrift; Dissertation; Foster Care; Elementary Secondary Education; Caseworkers; Social Work; Child Welfare; Affordances; Barriers; Professional Personnel; Agency Cooperation; Caregivers; Attitudes; Interpersonal Relationship; Urban Areas; School Community Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegehilfe; Soziale Arbeit; Kindeswohl; Personalbestand; Caregiver; Carer; Betreuungsperson; Pfleger; Attitude; Einstellung; Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Urban area; Stadtregion
Abstract	Children and youth in foster care experience poor K-12 educational outcomes compared to their peers without foster care histories. Child welfare and school professionals hold shared responsibility for ensuring their educational well-being based on federal policies and role expectations. However, professionals often experience challenges in effectively collaborating with one another to support the educational of children and youth in foster care. Guided by ecological systems and critical theory, this mixed methods explanatory sequential design explored the facilitators and barriers that child welfare professionals, school professionals, and professional caregivers viewed as promoting and hindering effective interprofessional collaboration between child welfare and school professionals. The quantitative phase involved the analysis of surveys (N = 136) collected from child welfare professionals, school professionals, and professional caregivers in an urban county in the Southwest. In the qualitative phase, interviews and focus groups were conducted with a subsample of survey participants (N = 22). Facilitators of interprofessional collaboration included: centering the best interests of the child, opportunities and capacity to meaningfully engage, effective communication, positive and trusting relationships, being knowledgeable about the child, policies, roles, and systems, and empathy towards other professionals. Barriers of interprofessional collaboration included: competing priorities or agendas, unmanageable workloads and limited time, little to no timely communication, weak ties and mistrust, limited knowledge about the child, policies, roles, and systems, and biases towards professional caregivers and other professionals. The overall findings have multiple implications for social work practice, policy, research, and education to enhance collaboration between professionals to better serve children and youth in foster care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01