The Boston College-Allston/Brighton Partnership: Description and Challenges

Walsh, Mary E.; Brabeck, Mary; Howard, Kimberly A. S.; Sherman, Francine; Montes, Catalina Bello; Garvin, Timothy J.

doi:10.1207/s15327930pje7503_2

Cited by 27 publications

(19 citation statements)

References 18 publications

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“…The core of SUCP is the critical bridge of theory and research with implementation and practice (Walsh et al, 2000). As schools constantly seek to find new instructional strategies, curriculum, and assessment to support student growth, universities seek to identify new approaches based on theory and research and to evaluate innovation in practice (Levin, 2013).…”

Section: The Core Of Sucpmentioning

confidence: 99%

Collaborative Partnership: Opening Doors Between Schools and Universities

Farah

2019

Gifted Child Today

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Although K-12 schools and universities are two separate and distinct systems, fundamentally both have the same broad goal: the education of students. This leads one to ponder, “How can these two entities work together to promote, foster, and support this goal?” In this article, I share and discuss the key elements for building a successful school–university collaborative partnership. A type of partnership that includes ongoing commitment founded on mutually beneficial goals, trust, equitable decision making, and communication. A partnership that produces high-quality research, improves educational practices in schools, and contributes to the field.

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Section: The Core Of Sucpmentioning

confidence: 99%

Collaborative Partnership: Opening Doors Between Schools and Universities

Farah

2019

Gifted Child Today

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“…A critical element of CBPR is that it ensures that all groups have equitable input in all aspects of the research process (Israel, Eng, Schulz, & Parker, 2005). The CBPR approach includes nine key principles that have been developed and tested (Israel et al, 1998, 2003, 2005) and have successfully guided the development of a number of effective CBPR partnerships (Metzler et al, 2003; Spoth & Greenberg, 2005; Vasquez, Minkler, & Shepard, 2006; Walsh et al, 2000). The nine key principles are as follows: (a) recognize community as a unit of identity; (b) build on strengths and resources within the community; (c) facilitate a collaborative, equitable partnership in all phases of the research, involving an empowering and power-sharing process that attends to social inequalities; (d) promote colearning and capacity building among all partners; (e) integrate and achieve a balance between knowledge generation and intervention for the mutual benefit of all partners; (f) focus on the local relevance of public health problems and ecological perspectives that attend to the multiple determinants of health (including mental health); (g) involve systems development through a cyclical and interactive process; (h) disseminate results to all partners and involves them in the wider dissemination process; and (i) involve a long-term process and commitment to sustainability.…”

Section: University–community Partnership Modelsmentioning

confidence: 99%

A University–Community Partnership to Advance Research in Practice Settings

Dulmus¹,

Cristalli²

2011

Research on Social Work Practice

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Human service organizations are uniquely positioned, given their scope of practice and access to consumers with the widest range of needs to significantly increase the national capacity for research if they were effectively equipped with the knowledge, skills, and funding to integrate research and development into their ongoing organizational activities. A university–community research partnership is one approach to achieving this goal. This article describes the Hillside/UB (HUB) Research Model, a formal research partnership between Hillside Family of Agencies (HFA) in Rochester, NY and the Buffalo Center for Social Research (BCSR) at the University at Buffalo (UB). The HUB research model combines the practice expertise and research subject access of HFA with the BCSR research expertise and resources to develop collaboratively a vibrant research partnership based on community-based participatory research (CBPR) principles that garners the strengths and assets of both partners to realize a true research to practice and practice to research agenda.

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“…As they become stakeholders and consumers of relevant research, community members begin to recognize the importance of methodological rigor in gathering and interpreting data. They may wish to redesign their community-based strategies for collecting data and evaluating extant programs to provide them with a firmer base upon which to make decisions (Walsh et al, 2000). Furthermore, collaborations can increase opportunities for graduate students to engage in applied research that has the potential for demonstrable impact within the larger community.…”

Section: Conceptual Scholarly and Pragmatic Support For Ipcmentioning

confidence: 99%

Interprofessional collaboration: Implications for Combined‐Integrated doctoral training in professional psychology

et al. 2004

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Interprofessional collaboration (IPC) is becoming "best practice" in the field of professional psychology and other health care professions. It was named as a core competency at Competencies 2002 and the Consensus Conference and has been endorsed by the American Psychological Association on several occasions. The authors provide a definition of IPC, present conceptual, scholarly, and pragmatic support for IPC, and offer guidance on how Combined-Integrated (C-I) doctoral programs in professional psychology can include IPC to ensure students are well equipped to respond to a client's complex needs. Furthermore, although C-I programs might be particularly well prepared to incorporate IPC into their training, it is argued that programs in the single practice areas of clinical, counseling, and school psychology also may benefit from the inclusion of IPC.

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The Boston College-Allston/Brighton Partnership: Description and Challenges

Cited by 27 publications

References 18 publications

Collaborative Partnership: Opening Doors Between Schools and Universities

Collaborative Partnership: Opening Doors Between Schools and Universities

A University–Community Partnership to Advance Research in Practice Settings

Interprofessional collaboration: Implications for Combined‐Integrated doctoral training in professional psychology

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