Skills for Collaboration: Training Graduate Students in Using Evidence to Evaluate a Homelessness Program

Autor/inn/en	Lery, Bridgette; Haight, Jennifer Miller; Roscoe, Joseph N.
Titel	Skills for Collaboration: Training Graduate Students in Using Evidence to Evaluate a Homelessness Program
Quelle	In: Journal of Social Work Education, 56 (2020), (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2020.1742260
Schlagwörter	Graduate Students; Program Evaluation; Homeless People; Child Welfare; Public Agencies; Universities; Social Work; Intervention; Data Use; Decision Making; Housing Needs; Family Programs; Program Implementation; Total Quality Management; Evidence Based Practice; Skill Development; Research Skills; Cooperative Programs; California (Berkeley); California (San Francisco) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Programme evaluation; Programmevaluation; Homeless person; Homeless persons; Obdachloser; Kindeswohl; Öffentliche Einrichtung; University; Universität; Soziale Arbeit; Decision-making; Entscheidungsfindung; Family program; Familienprogramm; Quality management; Qualitätsmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsleistung
Abstract	This article describes how a university and public child welfare agency partnership and a federal demonstration project trained MSW and PhD social welfare students in homelessness intervention research using a continuous quality improvement approach. Over a period of 5 years, the Cal-Child Welfare Leadership Training model between University of California, Berkeley's School of Social Welfare and San Francisco's Human Services Agency sought to train graduate students how to find, generate, and use evidence for child welfare decision making. Simultaneously and independently, the partnership designed and implemented a 5-year randomized controlled trial testing the effectiveness of permanent supportive housing for homeless families entering the child welfare system, called Families Moving Forward. We took advantage of the congruity of these two efforts by bringing student interns directly into the ongoing implementation and evaluation of Families Moving Forward, exposing them to implementation challenges that contextualize and moderate expectations about how a complex program for complex families should lead to improved outcomes. The aim was to endow students with the knowledge, skills, and discipline necessary to help make complex interventions work by fostering cross-system collaboration. We propose ways this teaching model can be scaled and installed elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01