Children’s mental healthcare in Canada is undergoing a transition: instead of community- and hospital-based services working in parallel, there is a shift to increasing collaboration. When community- and hospital-based children’s mental health service providers work together, differences in their philosophical approaches to treatment can be revealed. However, client experiences of these philosophical differences have not been explored. In this hermeneutic phenomenological study, I interviewed young people and their families who had lived experience of collaboration in a mid-sized Canadian city. I considered the results of these interviews with families who were new to treatment that was shared between hospital- and community-based services in light of literature on current initiatives in collaborative mental health care. I situated my results in the context of my on-going work as a service provider in this Canadian city alongside the reflections of service providers from the two organizations that were the focus of my research: the Children's Hospital and the Community Agency. I found that young people and their parents experience their care as being in a constant state of crisis when connections between these services are not explicit. In contrast, when connections are clear, families feel more able to manage their children’s care. As well, service providers find that when explicit connections are forged between community-and hospital-based services, collaboration becomes more straightforward and is experienced as less hierarchical. The results of my research provide concrete tools, contextualized in the real worlds of current practitioners and clients, to help the future psychotherapists of Ontario work collaboratively towards supporting young people and their families who seek treatment for mental health diagnoses.

Introduction Excerpt:The Cocke County Collaborative (a division of Community House Cooperative, Inc.) of Newport and Cocke County in East Tennessee developed a new model for collaboration. The model has drawn a host of interested people and organizations from across the country both in following the progress of the working model and partnering for community based projects...

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Indiana University-Purdue University Indianapolis (IUPUI) / School-community collaboration has received increasing attention in social work because of its potential for enhancing the quality of services to meet the multifaceted needs of students. However, there is little understanding of how to create and maintain successful school-community collaboration. The purpose of this research is to develop and validate a comprehensive framework for transformative school-community collaboration based on a critical paradigm and its corresponding theories. Using school survey data, an exploratory factor analysis identified the four dimensions of transformative school community collaboration, including (1) critical member capacity, (2) equal relations, (3) democratic network governance, and (4) empowering coordination. The results of multiple regression analyses showed that the identified dimensions were positively associated with the quality outcomes of Out-of-School Time programs although their significant effects varied across different quality outcomes: high-quality activities, student engagement, and linkages with family/community. Another key finding was that structural dimensions—democratic network governance and empowering coordination—appeared to be stronger factors. However, this research suggested that critical member capacity and equal relations may be associated indirectly with the quality outcomes. This dissertation paper concludes with practical implications and future research agenda to successfully build transformative school-community collaboration.

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The Healthy Alberta Communities (HAC) is a community-based chronic disease prevention project that draws on a wide spectrum of community-initiated interventions undertaken as a cluster in four Alberta communities since 2005. HAC-funded collaborative projects are undertaken with local stakeholders. Community stakeholders who buy in contributed their own resources in kind in the collaborative process. These in kind resources are considered HAC's indirect cost from a societal perspective since stakeholders forgo the benefit of using these resources for themselves, a forgone best alternative. This study proposes a methodology to identify, catalogue and count these in kind resources, called indirect cost, which will be used in HAC economic evaluation. Methodological challenges of identifying, cataloguing and counting both direct anad indirect costs for a cluster of diverse interventions, and the manner with which these challenges were addressed, are explained. Both direct and indirect cost data that span up to the first 24 months in two HAC communities were analyzed. Some results included are: (1)in kind resources are counted in number of in kind person-hours; (2) a combined total of 11,483 in kind person-hours from community stakeholders were catalogued and counted over an eight-month period; (3) in a monetary context, a suggested typical operating expenditure to generate one in kind person-hour using a HAC model (one head office, two community offices) was $15.58. This is the first study to directly measure resources donated in kind in public health. / Epidemiology

McKee Library has cultivated relationships with local artists as well as partnered with several departments on campus to exhibit a variety of art works in different mediums throughout the year. We have used our digital commons platform to digitally preserve these exhibits, promote the artists, and encourage future partnerships. In our presentation, we will discuss the following: developing partnerships around campus and the community, artist agreements, creation of digital exhibits, and gallery promotion.

In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF). Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF. This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement. Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration). Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF. Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores. Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have higher number of students on FRPL status. These issues illuminate the complex interplay of challenges facing LDS, such as limited resources, limited number of bilingual school staff and a need for bilingual education. This study highlights the multitude of factors that determine the degree of school counselor involvement by examining caseloads, specific training on LDS and LDF, the use of translators, and bilingual ability.