Building Full-Service Schools: Lessons Learned in the Development of Interagency Collaboratives

McMahon, Thomas J.; Ward, Nadia L.; Pruett, Marsha Kline; Davidson, Larry; Griffith, Ezra E. H.

doi:10.1207/s1532768xjepc1101_5

Cited by 34 publications

(14 citation statements)

References 59 publications

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“…Although prior literature indicates that principal support affects program success Gingiss, 1992;Gottfredson and Gottfredson, 2002;McMahon et al, 2000!, our measure of administrator support was not significantly correlated with sites' overall implementation scores. However, the measure was based on teacher feedback forms indicating support from school administrators and did not directly assess principal buy-in.…”

Section: Support and Enthusiasm From Key Participantsmentioning

confidence: 99%

Strategies for enhancing the adoption of school‐based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training program

Fagan

Mihalic

2003

Journal Community Psychology

177

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Ⅲ Widespread implementation of effective programs is unlikely to affect the incidence of violent crime unless there is careful attention given to the quality of implementation, including identification of the problems associated with the process of implementation and strategies for overcoming these obstacles. Here we describe the results of a process evaluation focused on discovering common implementation obstacles faced by schools implementing the Life Skills Training (LST) drug prevention program. The evaluation was conducted by the Center for the Study and

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Section: Support and Enthusiasm From Key Participantsmentioning

confidence: 99%

Strategies for enhancing the adoption of school‐based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training program

Fagan

Mihalic

2003

Journal Community Psychology

177

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“…Plusieurs pensent que pour être efficaces, la planification et l'im plantation des services liés à l'école ne doivent pas être dominées par une institution en particulier (par exemple, école, secteurs de la santé et des services sociaux). Il y a aussi ceux qui perçoivent l'école comme une institution indépendante et historiquement résistante aux change ments, et qui voient difficilement comment elle peut réussir à intégrer les services provenant d'organismes communautaires (Calfee et al, 1997 ;Dryfoos, 1998a b ;McMahon et al, 2000 ;Smrekar et Mawhinney, 1999). En dépit de ces appréhensions, Dryfoos (1998a) ne cache pas sa préférence pour les écoles comme sites de base.…”

Section: Défis Et Réticences Reliés à L'intégration Des Servicesunclassified

“…Ce dernier, muni d'une formation sur les changements systémiques agit comme catalyseur dans le cadre de la création d'un nouveau système de distribution de services. Le consultant quitte cependant une fois que le programme a été implanté (McMahon et al, 2000). Quant au facilitateur organisationnel, il travaille avec 10 à 12 écoles com munautaires pendant la première année.…”

Section: Conditions Qui Facilitent L'intégration Des Servicesunclassified

Une meilleure harmonisation des services offerts aux jeunes à risque et à leur famille : que savons-nous?

Deslandes¹,

Bertrand²

2007

smq

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Résumé Cette recension des écrits examine le mouvement vers l'intégration des services. Après avoir présenté une définition de ce concept, les auteurs abordent les fondements théoriques et décrivent les modèles de base en portant une attention particulière au modèle d'école communautaire avec services intégrés. Ils discutent ensuite des éléments d'appréciation des initiatives d'intégration de services tels les défis et les conditions qui facilitent leur émergence. Un cadre conceptuel unificateur est mis de l'avant et une discussion sur les modèles de gestion s'ensuit. Les auteurs présentent quelques exemples d'échec et de réussite avec leurs caractéristiques spécifiques et concluent avec une analyse critique de l'applicabilité du modèle dans le contexte québécois.

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“…Determining the outcomes of each and every program is usually required for continued funding from granting agencies. The experimental and organizational skill required to evaluate programs, including cost analysis, is a required component for every SBHC (McMahon, Ward, Pruett, Davidson, & Griffith, 2000).…”

Section: Program Evaluation/accountabilitymentioning

confidence: 99%

“…Oftentimes teachers, school nurses, counselors, secretaries, and others may be uncomfortable and feel poorly trained to be a part of the SBHC (McMahon et al, 2000). All staff members, however, must have ownership of the center to provide the support necessary to develop effective programs (Dryfoos, 1997).…”

Section: Staff Educatormentioning

confidence: 99%

Professional preparation of pediatric school psychologists for school‐based health centers

Shaw

2003

Psychology in the Schools

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The growth of school-based health centers parallels the development of the subspecialty of pediatric school psychology. School psychologists have had minor roles in most school-based health centers. In many cases, school psychologists with training in the foundation of school psychology do not have the specific skills to meet the role and function in a school-based health center. However, there is a niche for the skills that can be provided by a school psychologist with subspecialty training in pediatric school psychology. A description of the potential roles for school psychologists in school-based health centers is presented. The professional preparation beyond foundation school psychology training required to succeed in these roles is discussed. A detailed model for predoctoral internships and postdoctoral residencies for the professional preparation of pediatric school psychologists is presented. With this advanced level of training, school psychologists are well prepared to meet the expanded role and function required in school-based health clinics.

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Building Full-Service Schools: Lessons Learned in the Development of Interagency Collaboratives

Cited by 34 publications

References 59 publications

Strategies for enhancing the adoption of school‐based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training program

Strategies for enhancing the adoption of school‐based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training program

Une meilleure harmonisation des services offerts aux jeunes à risque et à leur famille : que savons-nous?

Professional preparation of pediatric school psychologists for school‐based health centers

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