Co-ordinating services for children and youth at risk : a world view

427 Pages·1998·1.529 MB·English

by  OECD

CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION
Some 15 to 30 per cent of our children and youth are at risk of failing in C
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school where learning and behaviour problems touch ever younger - D
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children. In many countries with very different political and cultural R
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backgrounds, these challenges are being met by increasing the co- IN
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ordination of education, health and social services, a process often T
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galvanised by a broader involvement, extending to business and senior
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citizens. S Co-ordinating
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This is more than merely tinkering with statutory systems of service IC
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provision. Current services are mismatched; our vision of the family and S Services
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its needs is changing along with the balance between prevention and O
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remediation, and the ways that professionals work together.
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This book provides the detailed stories of how this process has D
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developed in seven OECD countries: Australia, Canada, Finland, E
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Germany, the Netherlands, Portugal, and the United States. It looks at and
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system change from the points of view of policy-makers, managers,
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practitioners and service users. It provides information on the background Y
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to the changes, highlighting what was provided to help the changes U Youth
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happen and investigating the process of change and the outcomes of the H
reforms. The scope of the work is broad: it covers preschool, school age AT E
and transition to work. R at Risk
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(96 98 01 1 P) FF 280 -
ISBN 92-64-16038-8 98
CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION
Co-ordinating Services
for Children and Youth at Risk
A World View
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
ORGANISATION FOR ECONOMIC CO-OPERATION
AND DEVELOPMENT
Pursuant to Article 1 of the Convention signed in Paris on 14th December 1960, and which came into force
on 30th September 1961, the Organisation for Economic Co-operation and Development (OECD) shall promote
policies designed:
– to achieve the highest sustainable economic growth and employment and a rising standard of living in
Member countries, while maintaining financial stability, and thus to contribute to the development of the
world economy;
– to contribute to sound economic expansion in Member as well as non-member countries in the process of
economic development; and
– to contribute to the expansion of world trade on a multilateral, non-discriminatory basis in accordance
with international obligations.
The original Member countries of the OECD are Austria, Belgium, Canada, Denmark, France, Germany,
Greece, Iceland, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland,
Turkey, the United Kingdom and the United States. The following countries became Members subsequently
through accession at the dates indicated hereafter: Japan (28th April 1964), Finland (28th January 1969),
Australia (7th June 1971), New Zealand (29th May 1973), Mexico (18th May 1994), the Czech Republic
(21st December 1995), Hungary (7th May 1996), Poland (22nd November 1996) and Korea
(12th December 1996). The Commission of the European Communities takes part in the work of the OECD
(Article 13 of the OECD Convention).
The Centre for Educational Research and Innovation was created in June 1968 by the Council of the
Organisation for Economic Co-operation and Development and all Member countries of the OECD are
participants.
The main objectives of the Centre are as follows:
– analyse and develop research, innovation and key indicators in current and emerging education and
learning issues, and their links to other sectors of policy;
– explore forward-looking coherent approaches to education and learning in the context of national and
international cultural, social and economic change; and
– facilitate practical co-operation among Member countries and, where relevant, with non-member coun-
tries, in order to seek solutions and exchange views of educational problems of common interest.
The Centre functions within the Organisation for Economic Co-operation and Development in accordance
with the decisions of the Council of the Organisation, under the authority of the Secretary-General. It is
supervised by a Governing Board composed of one national expert in its field of competence from each of the
countries participating in its programme of work.
Publie´ en franc¸ais sous le titre :
COORDONNER LES SERVICES POUR LES ENFANTS ET JEUNES A RISQUE
Une perspective mondiale
(cid:211) OECD 1998
Permission to reproduce a portion of this work for non-commercial purposes or classroom use should be obtained through the
Centre franc¸ais d’exploitation du droit de copie (CFC), 20, rue des Grands-Augustins, 75006 Paris, France,
Tel. [phone], Fax [phone], for every country except the United States. In the United States permission
should be obtained through the Copyright Clearance Center, Customer Service, [phone], 222 Rosewood Drive,
Danvers, MA 01923 USA, or CCC Online: http://www.copyright.com/. All other applications for permission to reproduce or
translate all or part of this book should be made to OECD Publications, 2, rue Andre´-Pascal, 75775 Paris Cedex 16, France.
FOREWORD
The research reported in this book develops a theme identified from previous work described in
Our Children at Risk (OECD, 1995) which noted the integration of services as a way to provide more
effective, holistic, client-oriented and preventive support to families and to children who are at risk of
failing in school and the transition to work.
The book complements the publication Successful Services for our Children and Families at Risk (OECD,
1996), by providing detailed accounts of how countries have developed co-ordinated service systems
which establish their effectiveness through being sensitive to the needs of clients. Often the approach
goes beyond statutory services and involves business and charities as well as other parts of the
community.
The complexities of systems such as these are addressed by considering their operation at four
levels: mandating is concerned with laws and policies; strategic with the ways those policies are
interpreted by senior management, in the context of guiding system management; operational with the
ways in which the delivery of services are managed on the ground; and the field level with the ways in
which services are working for professionals and clients.
At each of these four levels, information is presented following Stufflebeam’s CIPP approach
(Stufflebeam, 1988). This model stresses the importance of considering the Context leading to the need
for change, the Input that helped to bring the change about, the Process of the change itself and finally the
Product or the outcomes of the changes.
The book provides an introduction to the issues of services co-ordination based on available
international literature commissioned by CERI from researchers who are nationals of the countries
involved. Detailed case studies then follow, based on work carried out in Australia (New South Wales,
South Australia and Victoria), Canada (Alberta, New Brunswick, Ontario and Saskatchewan), Finland,
Germany, the Netherlands, Portugal and the United States (California, Missouri and New York City).
The work took place between 1993 and 1995 and would not have been possible without generous
support by the countries involved and in particular by grants from the United States Department of
Education, the United States Department of Health and Human Services, the Dutch SVO and the
Charles Stewart Mott Foundation of the United States of America.
This book is published on the responsibility of the Secretary-General of the OECD.
3
TABLE OF CONTENTS
Acknowledgements ....................... ..... ......... ..... .......... ....... .... 9
An introduction and review of the literature....................... ..... ......... ..... .. 13
Part I
CASE STUDIES CARRIED OUT BY THE OECD SECRETARIAT
1. Australia ................... .. ....... ...... ........ .......... ....... ......... 31
Victoria: Cohesion and conflict in federal, State and local level efforts to integrate services ... 32
The research..................... .. ..... ......... ..... .......... ....... .......... 32
Main at risk groups ....................... ..... ......... ..... .......... ....... .... 32
Context ..................... .. ..... ......... ..... .......... ....... .............. 32
Brief review of some of the main programmes....................... ..... ......... ..... 33
Meetings with senior managers in education, Melbourne ....................... ..... ..... 34
The Bendigo Senior Secondary College ....................... ..... ......... ..... ..... 35
Melbourne Deaneries Students at Risk Project ....................... ..... ......... .... 38
Collingwood College ....................... ..... ......... ..... .......... ....... ... 42
Kensington Community High School (KCHS) ....................... ..... ......... ..... . 44
Youth Access Centres (YACs)....................... ..... ......... ..... .......... .... 47
The Salvation Army Crossroads housing and support network ....................... ..... . 53
Final conclusion ..................... .. ..... ......... ..... .......... ....... ....... 55
South Australia: A leader in building effective structures for services integration ............ 57
Introduction ..................... .. ..... ......... ..... .......... ....... .......... 57
Programmes of the Commonwealth Department of Employment, Education, Training
and Youth Affairs ....................... ..... ......... ..... .......... ....... .... 57
Characteristics of South Australia and its population....................... ..... ......... 59
Education system....................... ..... ......... ..... .......... ....... ...... 60
Other school-based programmes to keep at risk youth in school ....................... ... 62
South Australian government initiatives to promote services integration ..................... 64
The Interagency Referral Process ....................... ..... ......... ..... .......... 66
Other links with the mental health sector....................... ..... ......... ..... .... 71
Issues related to Aboriginals and Torres Strait Islanders ....................... ..... ..... 71
Services integration in a small community on the Far West Coast of South Australia ........... 73
Summary and conclusions ....................... ..... ......... ..... .......... ...... 81
New South Wales: How integrated services can be used to address broad ranging problems,
from bad behaviour to violent crime ....................... ..... ......... ..... ..... 84
Introduction ..................... .. ..... ......... ..... .......... ....... .......... 84
Background..................... .. ..... ......... ..... .......... ....... ........... 84
State and federal education policies and structures ....................... ..... ......... 85 5
CO-ORDINATING SERVICES FOR CHILDREN AND YOUTH AT RISK
Integrated services in Sydney ....................... ..... ......... ..... ............. 87
Integrated services in Newcastle....................... ..... ......... ..... ........... 91
Conclusion ....................... ..... ......... ..... .......... ....... ........... 93
2. Canada ....................... ..... ......... ..... .......... ....... .......... 95
Saskatchewan: United efforts to integrate services from the top-down and bottom-up ........ 96
Introduction ....................... ..... ......... ..... .......... ....... .......... 96
Demography....................... ..... ......... ..... .......... ....... .......... 96
Groups at risk....................... ..... ......... ..... .......... ....... ......... 96
Education, social and health policies ....................... ..... ......... ..... ....... 98
Saskatchewan Action Plan for Children: A framework for integration of services ............... 100
Working Together to Address Barriers to Learning: Integrated school-linked services for children
and youth at risk ....................... ..... ......... ..... .......... ....... .... 101
Site visits ....................... ..... ......... ..... .......... ....... ............ 103
Conclusion ....................... ..... ......... ..... .......... ....... ........... 117
Alberta: Radical change towards services integration ....................... ..... ...... 119
Introduction ....................... ..... ......... ..... .......... ....... .......... 119
Main at risk groups ....................... ..... ......... ..... .......... ....... .... 120
Departmental organisation and funding at the provincial level ....................... ..... 120
Origin and development of services integration....................... ..... ......... .... 122
Local initiatives as part of the Co-ordination of Services for Children scheme ................ 124
Conclusion ....................... ..... ......... ..... .......... ....... ........... 133
Ontario: Integrating services in Canada’s wealthiest province ....................... ..... 137
Introduction ....................... ..... ......... ..... .......... ....... .......... 137
General context ....................... ..... ......... ..... .......... ....... ....... 137
Policy inputs....................... ..... ......... ..... .......... ....... .......... 137
Why is services integration so difficult to achieve in Ontario? ....................... ..... . 138
The current state of services integration policy in Ontario ....................... ..... .... 139
Waterloo County Education-Work Connection Demonstration Project ....................... 140
The Sudbury Better Beginnings, Better Futures Project....................... ..... ....... 143
Cochrane/Timiskaming Integrated Services for Northern Children Project .................... 145
Discussion and conclusion....................... ..... ......... ..... .......... ...... 148
New Brunswick: Working ‘‘smarter’’ through integration ....................... ..... ..... 150
Introduction ....................... ..... ......... ..... .......... ....... .......... 150
Site visit to Woodstock ....................... ..... ......... ..... .......... ....... . 154
Overall conclusions ....................... ..... ......... ..... .......... ....... .... 168
3. Finland: A ‘‘safety net’’ approach to integrated services provision...................... 171
Introduction ....................... ..... ......... ..... .......... ....... .......... 171
The socio-economic context ....................... ..... ......... ..... .............. 171
Finland’s administration....................... ..... ......... ..... .......... ....... . 172
Children and youth at risk....................... ..... ......... ..... .......... ...... 173
Social welfare and health services ....................... ..... ......... ..... ......... 173
Education ....................... ..... ......... ..... .......... ....... ............ 174
The origins of governments support for the integration of services ......................... 175
Policies supporting the integration of services....................... ..... ......... ..... 175
6 Policy assessment: Local Population Responsibility....................... ..... ......... . 176
TABLE OF CONTENTS
The research sites ....................... ..... ......... ..... .......... ....... ..... 177
Integrated services for preschool children in the city of Helsinki ....................... .... 177
Integrated services for school children in the town of Jyva¨skyla¨ ................... ..... ... 182
Integrated services for youth in the transition to work in Ha¨meenlinna ...................... 189
Conclusion ..................... .. ..... ......... ..... .......... ....... ........... 197
4. Germany: The human services underpinning of Europe’s economic giant................ 203
Economic development and public spending ....................... ..... ......... ..... 203
Demographic developments in the unified Germany ....................... ..... ........ 204
Main at risk groups ....................... ..... ......... ..... .......... ....... .... 205
Social welfare ..................... .. ..... ......... ..... .......... ....... ......... 205
Compulsory and vocational education ....................... ..... ......... ..... ...... 206
Vocational education and training....................... ..... ......... ..... .......... 207
Origins and development of interest in integrated services ....................... ..... ... 207
Mandating level ..................... .. ..... ......... ..... .......... ....... ....... 208
Research sites ..................... .. ..... ......... ..... .......... ....... ........ 208
Integration of services for preschool children in Bremen ....................... ..... ..... 209
Integration of services for school children in Leipzig....................... ..... ......... 215
Integrated services and the challenge of youth unemployment in the City of Duisburg ......... 218
General conclusions....................... ..... ......... ..... .......... ....... .... 223
5. Portugal: Integrating services in the context of socio-economic change ................. 231
Introduction ..................... .. ..... ......... ..... .......... ....... .......... 231
Case study research....................... ..... ......... ..... .......... ....... .... 235
Integrated services for preschool children ....................... ..... ......... ..... ... 235
Integrated services for school children ....................... ..... ......... ..... ...... 238
Integrated services for youth in the transition to work ....................... ..... ....... 245
General conclusions....................... ..... ......... ..... .......... ....... .... 255
6. The United States....................... ..... ......... ..... .......... ....... .. 261
Missouri: Integrating services through public-private sector partnership.................... 262
Introduction ..................... .. ..... ......... ..... .......... ....... .......... 262
State initiatives ..................... .. ..... ......... ..... .......... ....... ....... 262
Municipal initiatives: Kansas City ....................... ..... ......... ..... .......... 263
Municipal initiatives: St Louis ....................... ..... ......... ..... .......... ... 268
Integrated services for preschool children ....................... ..... ......... ..... ... 270
Integrated services for school children ....................... ..... ......... ..... ...... 275
Integrated services for youth in the transition to work ....................... ..... ....... 277
Integrated services for families ....................... ..... ......... ..... .......... .. 280
Conclusions ..................... .. ..... ......... ..... .......... ....... .......... 287
New York City: Co-ordinating services in a multi-ethnic metropolis ....................... . 290
Introduction ..................... .. ..... ......... ..... .......... ....... .......... 290
Sites visited ..................... .. ..... ......... ..... .......... ....... .......... 291
Community Schools IS 218 and PS 5 ....................... ..... ......... ..... ....... 291
The Door ..................... .. ..... ......... ..... .......... ....... ............ 298
Project Highroad IS183....................... ..... ......... ..... .......... ....... .. 300
The Decatur-Clearpool School and Camp Clearpool ....................... ..... ......... 303
The New York City Beacon Schools Initiative ....................... ..... ......... ..... . 306
Overview and summary ....................... ..... ......... ..... .......... ....... . 307 7
CO-ORDINATING SERVICES FOR CHILDREN AND YOUTH AT RISK
California: Moving towards integration in America’s ‘‘honeypot’’ state ...................... 309
Introduction ....................... ..... ......... ..... .......... ....... .......... 309
Salient characteristics of the state and population ....................... ..... ......... . 309
State (strategic)-level initiatives to link services to schools ....................... ..... ... 311
State (strategic)-level initiatives to establish county collaboratives and flexible funding ........ 316
State (strategic)-level capacity building for system change ....................... ..... ... 319
State (strategic)-level measures to address confidentiality issues .......................... 321
Summary and discussion of state (strategic)-level initiatives ....................... ..... .. 322
San Diego County (operational) level ....................... ..... ......... ..... ....... 324
Summary and conclusion ....................... ..... ......... ..... .......... ....... 332
Part II
CASE STUDIES CARRIED OUT BY FINLAND AND THE NETHERLANDS
7. Finland: Experimental efforts to integrate human services....................... ..... 339
Integration of health care and social services in the city of Helsinki ....................... 339
The Latokartano health and social services centre....................... ..... ......... .. 339
Area and population ....................... ..... ......... ..... .......... ....... ... 339
Services provided ....................... ..... ......... ..... .......... ....... ..... 341
The services integration project ....................... ..... ......... ..... ........... 341
The goals of services integration....................... ..... ......... ..... ........... 343
Input ..................... .. ..... ......... ..... .......... ....... ................ 344
Evaluation of the need for and advantages of integration ....................... ..... .... 345
Anticipated benefits of services integration ....................... ..... ......... ....... 347
Problems of services integration and factors critical to its implementation ................... 349
Children at risk in Korso: A development project in child welfare and child psychiatry........ 351
Introduction ....................... ..... ......... ..... .......... ....... .......... 351
Background to the project ....................... ..... ......... ..... .......... ...... 352
Objectives of the project....................... ..... ......... ..... .......... ....... 354
Methods for achieving the project objectives....................... ..... ......... ...... 355
Executors of the project....................... ..... ......... ..... .......... ....... . 355
Operation of the project ....................... ..... ......... ..... .......... ....... 357
Evaluation of the project ....................... ..... ......... ..... .......... ....... 359
A case example ....................... ..... ......... ..... .......... ....... ....... 359
Working together across borders....................... ..... ......... ..... .......... 360
Introduction ....................... ..... ......... ..... .......... ....... .......... 360
The situation in Finland....................... ..... ......... ..... .......... ....... . 361
Encouraging solutions ....................... ..... ......... ..... .......... ....... .. 362
Conclusion ....................... ..... ......... ..... .......... ....... ........... 372
8. The Netherlands: The quest for economy, efficiency and effectiveness ................. 375
Preface ..................... .. ..... ......... ..... .......... ....... .............. 375
Introduction ....................... ..... ......... ..... .......... ....... .......... 376
Preschool case study: Emmen....................... ..... ......... ..... ............. 381
School case study: Rotterdam ....................... ..... ......... ..... ............. 402
Conclusion and discussion....................... ..... ......... ..... .......... ...... 420
8 Annex..................... .. ..... ......... ..... .......... ....... ................ 430
ACKNOWLEDGEMENTS
The work described in this book was made possible by the full co-operation of a very large number
of individuals and institutions.
The following experts, Mrs. Josette Combes of ACEPP (Association Collectifs Enfants, Parents, Profession-
nels), Paris, France; Mrs. Jennifer Evans of the Institute of Education, University of London, United
Kingdom; Professor Mary Lewis of the University of Houston, Texas, United States; Mrs. Lucienne
Roussel, Inspector General of the Ministry of National Education, Paris, France; and Professor Richard
Volpe of the University of Toronto, Canada, helped to conceive and execute the work with great
enthusiasm and commitment.
The following institutions gave their total support during the completion of the case studies.
AUSTRALIA
Canberra: The Department of the Prime Minister and Cabinet; The Department of Employment,
Education, Training and Youth Affairs; The Department of Human Services and Health; The Department
of Social Security; The Attorney General’s Office.
New South Wales: In Sydney: Arthur Phillip High School; Burnside (Uniting Church in Australia);
South Sydney Youth Services; City Central Youth Access Centre; Inner West Youth Access Centre;
Cleveland Street High School; Cranebrook High School; Jamison High School; Nepean High School;
Barnado’s Penrith Centre; Penrith Police Citizens’ Youth Club; The Wirraway Community Centre. In
Newcastle: Newcastle Youth Access Centre; Jasper-Gateshead High School; Lake Macquarie Police Citi-
zens’ Youth Club; The Eastlakes Community Network Committee; Jesmond High School – Hunter
Adolescent Support Unit; The Annexe – Worimi School.
South Australia: In Adelaide: The Commonwealth Employment Service; Department for Education
and Children’s Services, Family and Children’s Services, Child and Adolescent Mental Health Services;
The Beafield Education Centre; Paralowie R-12 School; Fremont High School: Seaton High School; Port
Adelaide Youth Access Centre; Salisbury Youth Access Centre; Possibility 14. Ceduna Murat Bay District
Council; The Aboriginal Pre-Kindergarten, Murat Bay Children’s Centre; Crossways Lutheran School;
Ceduna Area School; Spencer Institute of Technology and Further Education; South Australia Indepen-
dent Schools Board Inc., Malvern.
State of Victoria: In Melbourne: The Directorate of School Education; The Catholic Education Office;
Melbourne Deaneries STAR Project; Preston Koori Youth Access Centre; Brunswick Youth Access Centre;
Footscray Youth Access Centre; Melbourne Youth Access Centre; Crossroads Housing and Support
Network Collingwood College; Kensington Community High School. In Bendigo: Bendigo Senior Secon-
dary College.
CANADA
Toronto: The Council of Ministers of Education.
Alberta: In Edmonton: The Ministry of Education; Ministry of Health; Ministry of Family and
Social Services; Ministry of Justice; Commissioner of Services for Children; Community Services
Consultancy Ltd; Wellington Junior High School; St Nicolas Catholic Junior High Programme: Partners for 9
CO-ORDINATING SERVICES FOR CHILDREN AND YOUTH AT RISK
Youth. In Lethbridge: Lethbridge City Council; Lethbridge Co-ordination of Services for Children Initiative;
Preschool Assessment Treatment Centre; Lethbridge Regional Hospital; Parents Place; Family and
Community Development Program; School Districts 9 and 51; Canada Employment; Youth Employment
Centre; Paediatric Neuromuscular Unit; Programme Outreach. In Calgary: The City of Calgary; Calgary
Board of Education; Calgary Catholic School Board; Alcohol and Drug Abuse Commission (AADAC);
Calgary Health Services; Alberta Mental Health; Alberta Children’s Hospital; Federation of Calgary
Communities; Opening Doors Steering Committee; Adolescent Treatment Centre; Thornhill Community
services; McDougall Centre; Huntington Hills University of Calgary.
New Brunswick: Department of Education; Department of Health and Community Services. In
Woodstock: The Office of the Mayor; School District 12; Atlantic Provinces Special Education Authority;
Family and Community Social Services; Centennial Elementary School; Woodstock Junior High School;
Woodstock High School; Carelton Victoria Child Development Services Inc.; The Woodstock Access
Centre; The Probation service.
Ontario: The Ministry of Education and Training; Ministry of Health; Ministry of Community and
Social Services; Ministry of Inter-Governmental Affairs; Ontario Association of Children’s Aid Societies.
In Timmins: The Office of the Mayor; Ministry of Education and Training; Ministry of Health; Ministry of
Community and Social Services; Ministry of Northern Development and Mines; MPP; The Area Inter-
Ministerial Management Committee; Laurentian University; Integrated Services for Northern Children;
South Cochrane Child and Youth Service (Children’s Mental Health Centre); Jeanne Sauve Youth Ser-
vices; Children’s Treatment Centre. In Kitchener: The City of Kitchener; Eastwood Collegiate Institute;
The Waterloo County Board of Education; The Mutual Insurance Group; The Rotary Club; The Volunteer
Action Centre of Kitchener. In Sudbury: The Ministry of Education and Training; Ministry of Health;
Ministry of Community and Social Services; Federal Department of Indian and Northern Affairs; Better
Beginnings, Better Futures Association.
Saskatchewan: Saskatchewan Education; Saskatchewan Social Services; Saskatchewan Health
Services; The League of Educational Administrators; Saskatchewan School Trustees Association;
Saskatchewan Federation of Home-school Associations; Princess Alexandra Community School; Princess
Alexandra Community Association; Riversdale Community and School Association; Riversdale Business
Improvement District; Saskatoon Police Service; Planning and Development, Saskatoon; Saskatoon
Prince Albert Regional Education Services; Prince Albert Regional Social Services; Prince Albert Police
Department; St. Mary’s School; Prince Albert Regional Health Services; West Flat Citizens’ Group.
FINLAND
Hameenlinna: Ha¨meen la¨a¨ninhallitus; Ha¨meen la¨a¨ninhallitus kouluosasto; Ha¨meen la¨a¨ninhallitus
sosiaali-ja terveysosasto; Ha¨meenlinnan kaupungin erityispalvelut; A-Klinikka; Ammatillinen opet-
tajakorkeakoulu (Ha¨meenlinna); Ha¨meenlinnan kaupungin nuorisotoimisto; Ha¨meenlinnan seudun kan-
santerveystyo¨n kuntayhtyma¨; Ha¨meenlinnan perusturvavirasto; Vanajan koulukoti; Harvialan koulukoti;
Ha¨meenlinnan perhetukikeskus; Ha¨meenlinnan ammattioppilaitos; Ha¨meenlinnan poliisilaitos;
Kiipulasa¨a¨tio¨.
Helsinki: Opetushallitus; Sosiaali-ja terveysalan tutkimus-ja kehitta¨miskeskus, STAKES; A¨itiys-ja
lastenneuvola, Myllypuron terveyskeskus; Oulunkyla¨n erityisensikoti; Ka¨pyla¨n pikkulastenkoti; Koulup-
sykologipalvelut (Helsingin kaupunki); Kotipalvelu (Helsingin kaupunki); Pa¨iva¨koti (Helsingin
kaupunki); Helsingin yliopistollinen keskussairaala; Auroran lastensairaala; Helsingin kaupungin
sosiaalivirasto; Ensikotien liitto.
Jyva¨skyla¨: Keski-Suomen la¨a¨ninhallituksen kouluosasto; Keski-Suomen la¨a¨ninhallituksen sosiaali-ja
terveysosasto; Keski-Suomen perheneuvola; Mannerheimin Lastensuojeluliiton Keski-Suomen piiri;
Suomen mustalaisla¨hetys; Jyva¨skyla¨n kaupungin hallinto; Jyva¨skyla¨n yliopisto; Nena¨inniemen ala-
asteen koulu ja pa¨iva¨koti; Huhtaharjun koulu; Huhtasuon sosiaali-ja terveyskeskus; Hovilan nuorisokoti
10 ja tyo¨paja.