Child Welfare Partnership for Research and Training: A Title IV-E University/Community Collaborative Research Model

Drabble, Laurie A.; Lemon, Kathy; D'Andrade, Amy; Donoviel, Brett; Le, Julia

doi:10.1080/15548732.2013.802267

Cited by 9 publications

(3 citation statements)

References 31 publications

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“…Developing and implementing evaluation and research projects in practice contexts can be challenging, since limited resources and competing demands are common. Community‐university partnerships represent one approach for leveraging access to resources, insights, and skills that may not exist within one agency or institution (Drabble, Lemon, D'Andrade, Donoviel, & Le, ). This research was conducted using a university/community partnered research model (See Drabble et.…”

Section: Discussionmentioning

confidence: 99%

Measuring Client Satisfaction and Engagement: The Role of a Mentor Parent Program in Family Drug Treatment Court

Drabble¹,

Haun²,

Kushins³

et al. 2016

Juvenile Family Court J

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Parent engagement is an important intermediate outcome in Family Drug Treatment Court (FDTC) and child welfare services. This study explored the utility and reliability of a client satisfaction and engagement survey designed to measure interim outcomes of a Mentor Parent Program, operating in conjunction with a FDTC. Findings suggest the survey is a useful, parsimonious and reliable tool for measuring key dimensions of parent mentor services including client engagement; client‐centered support and empowerment; and help with systems navigation and accessing resources. The survey may be adapted for use in other FDTC or parent mentor contexts.

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Section: Discussionmentioning

confidence: 99%

Measuring Client Satisfaction and Engagement: The Role of a Mentor Parent Program in Family Drug Treatment Court

Drabble¹,

Haun²,

Kushins³

et al. 2016

Juvenile Family Court J

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“…2011XXX16Cobb & Rubin 2006X17Deppeler 2006XXXXX18Drabble et al. 201319Ebersohn et al. 201520Fook et al.…”

Section: Facilitating Factors Cap # Article 1 2 3 4 5 6 7 8 9 10 11 1mentioning

confidence: 99%

Community-Academic Partnerships: A Systematic Review of the State of the Literature and Recommendations for Future Research

Drahota

Meza

Brikho

et al. 2016

The Milbank Quarterly

314

352

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Based on our systematic review, we recommend using a single term, community-academic partnership, as well as a conceptual definition to unite multiple research disciplines. In addition, CAP characteristics and methods should be reported more systematically to advance the field (eg, to develop CAP evaluation tools). We have identified the most common influences that facilitate and hinder CAPs, which in turn should guide their development and sustainment.

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“…One of the Center for Healthy Work’s aims is to work with a variety of organizational partners, across sectors and levels, to build organizations’ capacities to develop and implement interventions to address the barriers to healthy work. While some studies have examined the value and impacts of community–university engagement in research and practice partnerships [4,5,6], existing studies have not focused on universities as a convener for processes focused heavily on planning and preparing for action, and focused less on traditional research methodology. The UIC Center for Healthy Work is examining the role that a university can play in supporting knowledge, skills, and overall capacity-building efforts to foster the development of multi-level initiatives to address precarious work.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Role of Academic Partners as Technical Assistance Providers: Results from an Exploratory Study to Address Precarious Work

Bonney

Welter

Jarpe-Ratner

et al. 2019

IJERPH

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Universities may be well poised to support knowledge, skill, and capacity-building efforts to foster the development of multi-level interventions to address complex problems. Researchers at the University of Illinois at Chicago (UIC) engaged organizations interested in developing policy- and systems-level initiatives to address the drivers of precarious work in a six-meeting Action Learning (AL) process, in which the researchers served as technical assistance (TA) providers focused on facilitating learning and promoting critical thinking among participants. This exploratory qualitative study examined the role, facilitators, challenges, and impacts of university facilitation in this context. A total of 22 individuals participated in this study, including UIC TA providers, content expert TA providers from labor-focused organizations, and TA recipients from health-focused organizations. Results from interviews and a focus group highlight the utility of a university connecting organizations from different disciplines that do not traditionally work together, and suggest that the TA provided by UIC helped participants think concretely about precarious work and ways in which their organizations might work collaboratively to bring about sustainable change. Findings from this study suggest that university facilitation using an AL approach may be effective in increasing knowledge to action.

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Child Welfare Partnership for Research and Training: A Title IV-E University/Community Collaborative Research Model

Cited by 9 publications

References 31 publications

Measuring Client Satisfaction and Engagement: The Role of a Mentor Parent Program in Family Drug Treatment Court

Measuring Client Satisfaction and Engagement: The Role of a Mentor Parent Program in Family Drug Treatment Court

Community-Academic Partnerships: A Systematic Review of the State of the Literature and Recommendations for Future Research

Understanding the Role of Academic Partners as Technical Assistance Providers: Results from an Exploratory Study to Address Precarious Work

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