SERVICE BRIDGES, Vol. 3, No. 1, Fall 1997
Julie A Searcy
Teaching Research Division
Western
Oregon University
Project staff members for the Maternal and Child Health Bureau research grant awarded to Teaching Research Division at Western Oregon University have finished their third year of work and are now making plans to complete the fourth and final year of the grant activities.
Titled "Higher Education Curricula for Integrated Service Providers," the plans for the fourth year include the dissemination of the teaching and learning materials that were developed under the auspices of this grant within the first three years. Already available are a set of teaching modules from California State University Fresno (see coupon this issue). Additional materials are anticipated to become available in the spring of 1998 from the other two sites, University of New Mexico School of Medicine and the University of Southern California Inter-Professional Initiative.
Grant accomplishments to date include four issues of Service Bridges. This newsletter is designed to provide an update on grant activities as well as news of activities currently taking place in interprofessional education and training across the country. Two annotated bibliographies have also been published, focusing on integrated services and interprofessional education and training as well as some ideas on distance education and many selected resource directories and bibliographies.
Three reports have been completed. One report details a list of demonstration sites across the country that have successfully applied the concepts of integrated services; a second report lists a number of private foundations and the integrated service projects that have been supported by the foundation, and a third report is an initial reader satisfaction evaluation of grant activities.
Three university training sites were selected. Each site met the criteria of selection: Each has a school of education, a school of social work, and a school of medicine or nursing along with community clinical sites where active participation by students is possible. Activities of each of these sites are detailed elsewhere in this issue. The demonstration sites are California State University Fresno, the University of Southern California Inter-Professional Initiative, and the University of New Mexico School of Medicine.
Presentations on the progress of the demonstration site activities were made at a number of conferences over the past three years. In association with the National Commission on Leadership in Interprofessional Education (NCLIE) annual meetings held in conjunction with participating professional groups, the three sites reported on their individual programs and entertained questions from conference attendees. Conferences where presentations were made included the Parent-to-Parent Conference in March 1996, the American Association of Colleges for Teacher Education (AACTE) in February 1997, and the American Academy of Pediatrics, Community Access to Child Health (CATCH) in May 1997. Two other grant research sites that are also funded by the Maternal and Child Health Bureau, Division for Children with Special Health Care Needs, are the University of Vermont and the Hawaii Medical Association. These two research sites have worked closely with the Oregon site and the National Commission on Leadership in Interprofessional Education (NCLIE) to promote the cause for interprofessional training and education within institutions of higher education. The progress on these two grants and an update on the national commission is detailed elsewhere in this newsletter.
Julie A Searcy
Teaching Research Division
Western
Oregon University
Bryan, Texas is the home of Project Unity, a neighborhood collaborative program serving children, youth, and their families. It began in 1992 through the efforts of Jeannie Heller, social worker and coordinator of the Parent Education Partnership Program of the Bryan school district. Noting the various criteria, applications processes, and paperwork requirements of each agency, Heller applied for and received a grant from the Danforth Foundation to form the Children's Partnership Board. This board, originally made up of eight human service agencies (now 30), met quarterly for two years and succeeded in streamlining the application process and paperwork requirements for their clients. From this effort also arose the Interagency Coalition, a broader based group from city government, health care providers, criminal justice professionals, and university and public school officials. This group was able to change certain policies at the administrative level. Project Unity, formed in 1993, is the three-tiered partnership consisting of the Children's Partnership Board, the Interagency Coalition, and the local community Family-Center and Mobile Unit.
Project Unity is based on the idea that family needs must be placed ahead of agency needs and that collaboration among families in need and the agencies addressing those needs is possible.
Current activities of Project Unity and the Family Center include the establishment of a Family Fun Night in a local school gym and the formation of a Girl Scout Troop and a local drill team. In addition, a neighborhood quilt has been completed, and parenting and prenatal care programs are in place.
Project Unity recently received one of six national 1996-1997 Awards for Excellence in Community Collaboration for Children and Youth Programs from the Local Collaboration for Children and Youth. Made up of six national organizations representing local government and schools, the groups include the American Association of School Administrators, International City/County Management Association, National Association of Counties, National League of Cities, National School Board Association, and the U.S. Conference of Mayors. Project Unity will be recognized for its contributions at the International City/County Management Association meeting in Vancouver, Canada in September 1997. It will also be featured in a best practices guide and in national and state publications.
Dr. Dean Corrigan
Director, National Commission on
Leadership in Interprofessional Education
Texas A & M University
Dr. Julie A Searcy
Project Coordinator
Teaching
Research Division
Western Oregon University
In keeping with its goal to enhance collaboration among the various professions that serve children and families, the National Commission on Leadership in Interprofessional Education (NCLIE) held a joint meeting with the Community Access to Child Health Programs (CATCH) of the American Academy of Pediatrics in San Diego, California on May 8-10, 1997.
In addition to sharing progress reports on the Interprofessional Development Grants sponsored by the Maternal and Child Health Bureau, members of the commission participated in training sessions around the theme "Improving Child Health in Your Community" with over 200 directors of CATCH programs from all parts of the United States. The concurrent training sessions were held on needs assessment, coalition building, program evaluation, and, motivating colleagues and community. Several members of the national commission served as responders in these sessions. In addition, members of the commission met with the CATCH facilitators from their regions of the country and were invited to participate in regional activities throughout the year. It is hoped that professional linkages resulting from this joint meeting will continue to grow as networking occurs at the regional level. As plans for the 1998 CATCH Training Conference are made, it is anticipated that members of the commission will continue to be involved.
At the commission meeting on May 7, 1997, prior to the CATCH conference, discussion of the Interprofessional Development Grant programs at Western Oregon University, California State University Fresno, the University of Southern California, the University of New Mexico, the University of Vermont, and the Hawaii Medical Association focused on (a) the service population; (b) the nature of faculty involvement--various disciplines; (c) university-based training--curricular changes made and planned; (d) community-based training--clinical experiences and interprofessional linkages; (e) type and number of trainees involved on campus and in community sites; and (f) challenges--what we know and what we need to know.
A highlight of the joint NCLIE/CATCH meeting was the presentation by Dr. Florene Poyadue, Director of Parents Helping Parents. In her presentation titled "Families are the Connecting Link," she identified ways in which families can be involved in improving the preparation of service providers. They can also act as partners in improving the delivery of services. Since the family is at the center of the integrated service system and is also served by multiple professions and agencies, it is logical that the family serve as the connecting link across the professions. Furthermore, families can connect service providers with other families who are in need of assistance.
Poyadue believes that a specific set of values and beliefs are essential to the development of family-centered, culturally competent, community-based integrated services. Service providers must believe that families seek to act in the best interest of their children, families are experts on their own children, families can be trusted, families must be supported in ways that help them maintain their integrity, and families should be equal partners in their relations with professionals. The primary role of service providers is to create conditions that enable families to act on their own behalf. Families must be involved in developing the plans to improve their conditions if they are to feel a sense of ownership in implementing these plans and sustaining programs over time. Each integrated service program and interprofessional training program is unique and must emerge from the cultural setting in which it will operate. It cannot be transplanted from another setting.
Hal Lawson of Miami University of Ohio responded to the presentations and closed the annual meeting with a few of the following observations. He suggested that policy makers receive training in the art of interprofessionalism and that training be indexed to degree programs since different degrees will have different approaches to training. He suggested that it is time to move from pilot projects in the universities to permanent courses that will be incorporated into the academic curriculum. Now is also the time, he suggested, to balance self-interest against altruism and build a solid academic program that will attract students willing to make a career in interprofessional collaboration. He also suggested that collaboration done badly is not a solution. He closed with a series of questions: To whom are we accountable? What are the consequences if we do not collaborate? What are the turf issues? What is in it for me and what is in it for my partnership? What are the cost benefits of service delivered through collaboration?
In the days ahead, in addition to continuing contacts with CATCH programs, members of the commission have been invited to the Third National Conference on Interprofessional Education and Community Collaboration to be held in Kansas City on November 5-7, 1997, and many members will be involved in a new collaboration initiative developed by the Department of Education called COMMUNICAN. Working with the Western Oregon University Interprofessional Development Grant, the commission will be devoting its efforts to enhancing visitations and sharing ideas and resources across the Interprofessional Development grants. In addition, the Commission will disseminate "best practices" through interprofessional presentations at state, national, and international meetings. Several publications are in the works that describe integrated education, health and human services programs and the interprofessional training and research programs designed to support them.
Dr. Judith Allender
School of Nursing
California
State University Fresno
The Interprofessional Collaboration Project (ICP) faculty at California State University Fresno (CSUF) have taken part in a number of activities over the past few months relating directly to the grant activities. Spring term saw the beginning of the academic offerings, the first of which was titled, "Seminar in Interprofessional Collaboration." This seminar was attended by students from the health, social work, and education disciplines. Students met with teams composed of members from the core group of ICP faculty and community leaders who were involved with effective, community-wide, interprofessional and collaborative programs. Student response to this elective course was positive.
Following this seminar, a summer internship program was implemented. For two weeks in May and June, 22 students from CSUF programs of education, counseling, nursing, physical therapy, psychology, and social work took the opportunity to prepare for an innovative and intense summer interprofessional experience. The two unit course included one week of evening classes focusing on interprofessional collaboration concepts and skill building in preparation for a week of internships in interprofessional teams located at elementary schools and comprehensive neighborhood interagency centers.
For the internships, the students were assigned to four teams and participated in practicums at various sites where integrated services for children and families were available. Internship sites included a home for runaway children, two elementary schools, and a school that provides for "at risk" youth. Again, ICP faculty taught the classes and supervised the internship experience. The course was considered very successful.
In addition, faculty members have taken part in a variety of professional activities. Drs. Betty Garcia and Berta Gonzalez served as panelists on "Interprofessional Education: Integrating Health, Social Services, and Education at the University and Community" at the American Association of College Teachers of Education Conference in Phoenix in February. Drs. Ron Kiyuna, Adrienne Herrell, Cheri Rector, Susan Tracz and Berta Gonzalez also presented to the National Commission on Leadership in Interprofessional Education annual meeting in San Diego in May. Drs. Judith Allender and Cheri Rector presented a paper, "An Interprofessional Collaboration Project" in April at the "Population at Risk: Vulnerable Families" national meeting in Seattle and two workshops titled, "What it Means to Work Interprofessionally," were conducted in April at the Civic Education Conference with Drs. Betty Garcia, Adrienne Herrell, and Juan Garcia presenting. The month of July found Drs. Betty Garcia (Social Work), Cherie Rector and Judith Allender (Nursing) presenting at the Third Annual Conference of the National Assembly on School-Based Health Care in Boston titled "Joining Hands for Success." Their presentation, "School Based Health Care Training: New Directions and Innovations" introduced opportunities to work with the other interprofessional programs across the country.
The ICP faculty, student and community are looking forward to cosponsoring the Third Annual Conference scheduled for November 7, 1997 at the CSUF campus (see calendar, this issue). In addition, the faculty is developing a Certificate of Advanced Studies with an emphasis on interprofessional collaboration for full implementation in 1998-99.
The funding support is from the Maternal and Child Health Bureau, Division for Children with Special Health Care Needs and is administered by Teaching Research Division of Western Oregon University.
Osualdo DeLuna, Intern
Interprofessional
Collaboration Project
California State University Fresno
As a student at California State University Fresno, I had the pleasure of being selected to participate in a summer cohort of interdisciplinary graduate students working in the Interprofessional Collaborative Project (ICP) at California State University Fresno (CSUF). The summer session was coordinated by the ICP faculty team in an effort to heighten awareness and knowledge about integrated services delivery systems for children and families.
In this program, we learned about family-centered approaches; risk factors for children, family, and community; vulnerability; resiliency; empowerment strategies; family-centered practice; seven core conditions; and how to work as a collaborative team.
During the first week, students received 20 hours of training in evening sessions from the CSUF faculty and agency professionals. The six modules presented included defining interprofessional collaboration; interprofessional skills, the art of listening and mediating conflict; interprofessional team building; interprofessional work with children and families; multicultural issues in the delivery of services to families; and, it takes a healthy community to raise a healthy child.
During the second week, each of the four student groups was assigned to different placement sites. We were to spend each day at the sites engaging in observations, shadowing on site practitioners, gathering information, and identifying services provided.
The interprofessional student groups conducted a weekly debriefing with a faculty supervisor. During these sessions, participants were allowed to experience the dynamics of cross-disciplinary dialogue in addressing the challenges of interprofessional and integrated services for children and families.
In these meetings we realized that implementing any plan for service requires the use of various methods. In addition to the roles of advocate, consultant, and mediator, we are also brokers, educators, policy initiators and developers, managers and collaborators. First, and foremost, we are change agents. Our major tool is the empowerment of children, youth and their families. This empowerment is needed in order to gain access to resources within the school and the community. By utilizing the strengths available within the child, family, and school, intervention at the point where the systems clash becomes a challenge to be met rather than a problem to be solved.
Collaboration takes the unenviable position of middle management. On the one hand, one must meet the demands of the larger society, carrying out its policies and transmitting its social and economic expectations, values, and norms of behaviors. On the other hand, it must tend to the needs, performance, and morale of its individual members. However, the collaboration team has the opportunity to meet the needs of the citizens and prepare young people to meet the new challenges of our social system.
For me as an intern, the most useful skills learned were the seven core conditions: unconditional acceptance, empathy, respect, concreteness, facilitative genuineness, facilitative self-disclosure, confrontation, and immediacy. These core conditions increased my ability to communicate with other individuals within the group and community. If I were involved in a conversation with another team member, I would utilize the skills. However, there were occasions when I felt that my suggestions were not taken into consideration because the suggestions disagreed with the other discipline's philosophy.
I began to use different methods to deal with the problems. As time progressed, we, as a team, learned to overcome these application barriers although there were still times when individuals left the meeting upset and frustrated.
In the final session, I realized that the training that had occurred two weeks earlier became the most useful information because we had an opportunity to implement communication skills we learned.
We are the community, and if we are to assist with the advancement of community families, we must learn to communicate effectively in identifying community needs and problems. The skills we learned are easy to apply to the clients. However, within the team, we also needed to learn to utilize communication skills with each other. In closing, if we are to be the change factor in our society, we need to be addressing social issues that apply to all.
James P. Richardson
Interim Dean and Associate
Professor of Planning and Architecture
Director of Community and
Regional Planning Program
School of Architecture and Planning
Andrew Hsi, MC, MPH
Principal Investigator, UNITE
Project
Clinicians working with the Los Pasos Program at the University of New Mexico School of Medicine site, a multidisciplinary program serving children and families affected by prenatal alcohol and other drug use, find collaboration with other programs and agencies to be a challenge.
Situations of misunderstanding, miscommunication, and "turf" arise with regularity among programs whose staffs care for clients or patients with extremely difficult problems. The Los Pasos Program has seen conflict arise with the local child protection agencies, early intervention programs, and community service agencies. In most instances, the complexity of the families' social, educational, health, and legal issues is not fully understood by the various clinicians working with the children in the families. A general rule of practice is that the more complex the situation, the greater likelihood that providers and agencies will find themselves in conflict.
To come to agreement, professionals must arrive at a common understanding of normal child development and subtle signs of parental neglect. To arrive at a common understanding, these professionals must rely on multiple observations and interpretations and must develop trust about the quality of observations made by another professional.
One collaborator in the UNITE project (Universities Networked in Transdisciplinary Education) at the University of New Mexico, Dr. James R. Richardson, Associate Professor and Interim Dean of the School of Architecture and Planning, introduced the faculty and students to alternative dispute resolution. Richardson proposed that mediation and dispute negotiation can be powerful tools for projects like Los Pasos. He proposed that UNITE could learn from mediation and facilitation techniques increasingly used in the fields of public policy, community based planning and environmental conflict resolution.
These techniques have particular importance for professionals working with families confronted by complex problems. As managed-care becomes the dominant model of health-care delivery, a greater emphasis will be placed on skills for resolving disputes. Mediation, as placed on a typology by Dr. Richardson, falls between unassisted negotiations and adjudication. It represents a midpoint on a continuum of control exerted by a third party bought in to assist in resolution of a dispute or disagreement. Agencies and program managers want arrangements that satisfy regulatory and ethical needs at a low cost and that have a high likelihood for efficient implementation. Patients and their families want solutions that they can affect. The professionals in UNITE are seeking outcomes that result from good collaboration.
From the discussion that ensued following the seminar on mediation and dispute negotiation, it became clear that not everything can be mediated. For those issues that are amenable to mediation, the objectives should be achieving fair, wise, efficient, and stable outcomes for all parties. This requires the parties involved to:
It also challenges the parties to invent options for mutual gain by:
The value of mediation and dispute negotiation to providers in the UNITE Project has stimulated the project faculty to integrate its concepts into curriculum plans for next year. The objective is to provide students and newly hired staff with skills in alternative dispute resolution.
For the project, involvement of faculty from outside the traditional service groups encountered in the Los Pasos Program has broadened the possibilities of the transdisciplinary model. Professor Richardson is working on a case that will begin to illustrate the concepts of alternative dispute resolution based on disagreements native to the experience of the Los Pasos Program clinicians. Andrew Hsi and he have begun exploring the potential for resolving health delivery disputes in a managed-care environment. Project UNITE hopes to enhance the ability of the program participants--physicians, lawyers, educators, family counselors, administrators, and child development specialists--to communicate across disciplines to learn how to utilize new methods of dispute resolution.
Fisher, R., & Ury, W. (1991). Getting to yes: Negotiating agreement without giving in (2nd ed.). New York: Penguin Books.
Richardson, J.R. (November, 1994). Alternative dispute resolution: A continuum of control. Paper presented at the Association of Collegiate Schools of Planning, 1994 National Conference, Phoenix, AZ.
Susskind, L., & Cruikshank, J. L. (1987). Breaking the impasse: Consensual approaches to resolving public disputes. New York: Basic Books.
Dr. Stephanie Taylor-Dinwiddie
Director
Inter-Professional
Initiative
University of Southern California
South Central Los Angeles has been the recipient of the University of Southern California (USC) Inter-Professional Initiative (IPI) efforts. Funded in part through a grant from the Maternal and Child Health Bureau, Teaching Research Division at Western Oregon University, the IPI has devoted significant time to building a "wrap-around model" of health and human services. In this model, service delivery institutions collaborate with the USC academic programs that are oriented toward human services.
Among the current grant activities, the Pediatric Medical Department of the University of Southern California School of Medicine has committed a cohort of five to six residents to be part of an interdisciplinary team that will include students from social work, nursing, physical therapy, and education. In addition, Physical Therapy will provide its first intern to the program working between the health science center and the main campus.
Other results of the grant include development of an undergraduate minor involving 10 disciplines: social work, education, public administration, sociology, psychology, communication, urban planning, nursing, anthropology, and occupational therapy. In addition a videotape series of student achievements for the first four years is being developed for promotional purposes.
Plans for the next year include taking part in conferences, preparing grant proposals for the continued funding of the IPI, and an evaluation of the effectiveness of IPI.
Sharon Taba
Project Director
Health and Education
Collaboration Project
Stability and transition are the watchwords for the third year of the Health and Education Collaboration (HEC) Project of the Hawaii Medical Association, funded in part, by the Maternal and Child Health Bureau. The stability is based on the work and cooperation between the Healthy and Ready to Learn (HRTL) program and HEC Project over the past year. The partnership between the HEC and HRTL, along with University of Hawaii faculty, has resulted in the development and review of training modules designed primarily for pediatric residents; the writing and dissemination of the second in a series of four monographs, Building Bridges, which chronicles the lessons learned and stages of development of family-centered collaborative core practices at HRTL; and the continued collaboration between HEC and the University of Hawaii programs in interprofessional training which are offered in six university programs.
Transition will continue to occur as the HRTL program completes its long-term plan of moving from the administration of the Hawaii Medical Association to the administration of Child and Family Services, a large social service agency in Hawaii. In addition, HRTL looks forward to a move into a new building and the addition of a new director.
Other activities of the HRTL program, the heart of the grant demonstration effort, include the Mixed Plate, which combines parenting classes with early childhood play group activities; the play group-enhanced ob-gyn clinics, which combine prenatal care visits with early childhood play group activities; team meetings of HRTL staff at which questions arising during play group and parent support group sessions and health care visits are discussed and future steps are planned; and facilitating meaningful "teachable moments" into the training of the medical residents and other students.
Future plans include a conference supported by Cal Sia, MD, HEC Principal Investigator; Tom Tonniges, MD, of the American Academy of Pediatrics, Community Access to Child Health (CATCH); Michael Levine, PhD, of the Carnegie Foundation Starting Points Initiative, and Barry Zuckerman, MD, health consultant to the Carnegie Foundation. This conference continues the focus of the December 1995 conference, "Meeting the Needs of Young Children: Professional and Community Strategies That Work," that was held in Honolulu.
Peggy Weaver, MSW
Project Coordinator
Partnerships
for Change
Partnerships For Change (PFC) staff has been working with family and professional partners throughout the summer on the publication, Partnerships at work: Lessons learned from programs and practices of families, professionals and communities. Edited by Kathleen Kirk Bishop, DSW, Mary Skidmore Taylor, MSW, and Polly Arango (a parent of a young adult with special health care needs), Partnerships at work tells the stories of families, programs, and communities that represent family and interprofessional collaborative practice. Based on the proceedings of the 1996 National Commission for Leadership in Interprofessional Education (NCLIE) meeting held in New Mexico, this publication features four successful partnerships that address the complex health, educational, and social needs of children and families. The four programs are Peanut Butter and Jelly, New Mexico; Project Unity, Texas; PACER Center, Minnesota; and Family Voices, a national grassroots organization.
PFC continues to work with the University of Vermont Department of Social Work this academic year by providing resources and training on family/interprofessional practice to students, faculty, and community field instructors. PFC will also provide trainings on family/interprofessional collaborative practice to local and state community agencies and will partner with other disciplines to provide student training and peer consultation opportunities for students from multiple disciplines in community settings.
In April 1997, PFC staff, with family, social work, and education partners, presented to 42 community field instructors, students, and faculty a seminar entitled "Interprofessional Collaboration: Practice and Education Issues." This year PFC also presented at national conference workshops entitled: "What Families Need and What Professionals Do: Are They Related?" (Association for the Care of Children's Health Conference) and "Building Community Partnerships" (1997 Public Health Social Work Institute in Maternal and Child Health.)
PFC will continue to conduct qualitative research with children with special health needs, their families, and the professionals with whom they work in order to describe the role of interprofessional practice and coordination in providing services that are responsive to families' priorities.
Additional PFC publications and resources are available or in preparation:
To be placed on the mailing list for the bulletin or to receive information about family/interprofessional education and training practices and resources or any PFC publication: please contact:
Partnerships for ChangeDepartment of Social WorkUniversity of Vermont228 Waterman BuildingBurlington VT 05405-0160 802-656-1156e-mail: kbisahop@zoo.uvm.eduThe Third Annual Conference on Community Collaboration and Interprofessional Education, sponsored by the National Interprofessional Education and Training Network and the Together We Can Initiative, will be held November 5-7, 1997 in Kansas City. Other key sponsors include Kansas City Local Investment Commission (LINC), the American Association of Colleges for Teacher Education, American Counseling Association, the American Association of Colleges of Nursing, and the American Psychological Association.
Lisbeth Schorr, author of Within Our Reach and Common Purpose will be the keynote speaker along with Seraya Coley, Dean of the School of Human Development and Community Service at California State University Fullerton. Other activities will include:
Professionals, interested in improving results for children, families, and communities through the creation of a newly skilled workforce, are encouraged to attend. The challenge and the opportunity at this conference are two-fold: first, to learn to broaden and deepen those efforts to have even greater impact; and second, to learn how to promote more deep-seated change within the institutions that have a responsibility for developing those leaders and preparing the workforce. Those interested in attending or who would like more information regarding the conference should contact the Human Services Policy Center at the University of Washington at 206-685-7610.
Title: Creating Positive School Communities for the 21st Century: Strategies for Keeping Kids with Problem Behaviors in School
Sponsored by: Council for Children with Behavioral Disorders
Date:
October 2-4, 1997
Site: Dallas (Irving), Texas
Contact: Lyndal
Bullock
940/565-3583(voice)
940/565-4055 (fax)
bullock@tac.coe.unt.edu
(email)
Title: The Third Annual Conference on Community Collaboration and Interprofessional Education
Sponsored by: National Interprofessional Education and Training Network and the Together We Can Initiative
Date: November 5-7, 1997
Site: Kansas City, Missouri
Contact:
Mary Lynn Johnson
Human Services Policy Center
University of
Washington
206/685-7610 (voice)
206/616-5769 (fax)
marylj@u.washington.edu
(email)
Title: A Call for Action: Answering the Tough Questions, the Third Annual Interprofessional Collaboration Conference
Sponsored by: The School of Health and Human Services, School of Natural Sciences and School of Education and Human Development, California State University Fresno
Date: November 7, 1997
Site: Fresno, California
Contact:
Adrienne Herrell
209/278-0266 (voice)
209/278-0404 (fax)
adrienne@zimmer.csufresno.edu
(email)
Title: A System of Care for Children's Mental Health: Expanding the Research Base
Sponsored by: Research and Training Center for Children's Mental Health
Date:March 8-11, 1998
Site:Hyatt Regency Westshore, Tampa, Florida
Contact:Lyn
Bryan
813/974-4649 (voice)
Maria Peas
813/974-4661 (voice)
813/974-4406 (fax)
kutash@hal.fmhi.usf.edu
Title:Community-Campus Partnerships for Health: Principles and Best Practices for Healthier Communities
Sponsored by:Community-Campus Partnerships for Health
Date:April 25-28, 1998
Site:Pittsburgh, Pennsylvania
Contact:Alisa
Holmes
415/502-7979 (voice)
415/476-4113 (fax)
ccph@ucsf.edu
(email)
Title:Children and Families in an Era of Rapid Change: Creating a Shared Agenda for Researchers, Practitioners, and Policy Makers, Headstart's Fourth National Research Conference
Sponsored by:Columbia University School of Public Health
Date:July 9-12, 1998
Site:Washington, DC
Contact:Dr. Faith Lamb
Parker
212/304-5251 (voice)
212/544-1911 (fax)
flp1@columbia.edu
(email)
In the interest of maintaining an up-to-date mailing list, we have an address correction request printed on our newsletter. This request returns undeliverable newsletters to us so we may update our in-house mailing files. In addition, we receive a few updates from the form on the back page of our newsletter for deletions, corrections, or additions.
Our mailing list has been compiled from a variety of sources. In addition, we purchase lists from the outside.
If you request that your name be dropped from this newsletter mailing list, we will delete your name if it appears on our in-house list. If however, your name comes from an outside list, we are not able to delete it.
Your patience is appreciated. Please continue to send us your changes, comments, and updates. It is always good to hear what others are doing, and we are happy to pass along any news. (ED)
Some of the sites listed below contain information on how to subscribe to the services offered; others do not require subscriptions. Sites are listed because they may be of some interest to our variety of readers.
We will be adding site addresses in subsequent newsletters so please
contact the editor as email:
searcyj@fstr.wou.edu
if you have any additions.
1. Teaching Research Division, Western Oregon University
http://www.tr.wou.edu
2. CATCH (Community Access to Child Health), American Academy of
Pediatrics*
http://www.aap.org
3. American Institutes of Research**
www.air-dc.org
4. Federation of Families for Children's Mental Health**
http://www.ffcmh.org
5. TLC Group: Publications for Transition, Loss and Change**
http://www.metronet.com/~tlc
6. National Network of Partnerships-2000 Schools**
http://scov.csos.jhu.edu/p2000/p2000.html
7. The Center for the Health Professions***
http://futurehealth.ucsf.edu
1. The Grantsmanship Center*
http://www.tgci.com
2. The Foundation Center*
http://www.fdncenter.org
3. Education Funding Research Council (EFRC)**
http://www.grantsandfunding.com/
1. Portland State University, Research and Training Center on Family
Support and Children's Mental Health
http://www-adm.pdx.edu/user/rri/rtc/fp/welcome.htm
2. Maternal and Child Health Bureau, Newsletters
http://www.os.dhhs.gov/hrsa/mchb/newsltrs.htm
*thanks to CATCH (Community Access to Child Health), a newsletter from the American Academy of Pediatrics
**thanks to "School Mental Health ENEWS Bulletin", University of California, Los Angeles
***thanks to "Front & Center," a newsletter from the Center for the Health Professions at the University of California, San Francisco
Cynthia Franklin of University of Texas at Austin, School of Social Work writes:
The July 1997 special issue of Social Work in Education titled "Linking Education, Health and Human Services" addresses interprofessional collaboration and school-linked services programs. Contributors include Katherine Briar-Lawson, Dean Corrigan, Kathleen Bishop, and Nancy Chavkin, among others. The co-editors of this issue are Cynthia Franklin and Paula Allen Meares.
Tricia Karasoff of the California Research Institute of San Francisco State University writes:
A new publication of the California Research Institute titled, "Integrated Collaborative Services: A Technical Assistance Planning Guide," is available for purchase at $15. The guide is designed to respond to the proliferation of integrated services systems and the need for responsive technical assistance for line staff, administrators, and community participants. Call 415/338-7847 or write California Research Institute, 612 Font Boulevard, San Francisco, CA 94132 for information.
New Software: Community Planning*
To help citizens analyze and participate in decisions that affect the ways local governments use local, state, and federal resources, the U.S. Department of Housing and Urban Development (HUD) released a new software package called: CPS+:Community Connections Mapping Software. Advertised as the lowest-priced, easy-to-use, full-feature desktop mapping software on the market, it will help you (a) access information at the local, regional, and national levels; (b) visualize and better understand what is happening in communities; and (c) connect with others to make more informed decisions as well as more effectively conduct community and economic development at the local level. Contact Dick Burk, 202/708-2096.
* thanks to "School Mental Health ENEWS Bulletin," University of California, Los Angeles
ORDER BLANK
1. Please send me ____ copy(ies) of: Interprofessional Collaboration
Training Project, California State University Fresno: Six Training Modules
Cost: $25.00 per copy plus 10% shipping and handling
2. Please send me ____ copy(ies) of: Higher Education Curricula for
Integrated Services Providers: Annotated Bibliography, Volume 1.
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