ERIC ED411047: Building Bridges. Lessons Learned in Family-Centered Interprofessional Collaboration: Year Two.

47 Pages·1996·0.99 MB·English

by  ERIC

DOCUMENT RESUME
PS 025 649
ED 411 047
Building Bridges. Lessons Learned in Family-Centered
TITLE
Interprofessional Collaboration: Year Two.
Hawaii Medication Association, Honolulu.
INSTITUTION
(DHHS/PHS),
Health Resources and Services Administration
SPONS AGENCY
Washington, DC. Maternal and Child Health Bureau.
MCJ-155094
REPORT NO
1996-00-00
PUB DATE
45p.; For Year One monograph, see ED 407 107.
NOTE
Medical
Health and Education Collaboration Project, Hawaii
AVAILABLE FROM
Association, 1360 South Beretania Street, Second Floor,
Honolulu, HI 96814; phone: [phone]; fax: [phone];
availability).
e-mail: [email protected] (No charge--subject to
Descriptive (141)
Reports
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
Health;
*Agency Cooperation; At Risk Persons; Child
DESCRIPTORS
*Delivery
*Community Health Services; Cooperative Planning;
Family
Systems; Early Intervention; Family Health;
Involvement; Family Programs; *Integrated Services;
Interdisciplinary Approach; Interprofessional Relationship;
Needs Assessment; Preschool Education; Program Development;
Program Evaluation; Teamwork; Young Children
Hawaii
IDENTIFIERS
ABSTRACT
(HEC) is
Hawaii's Health and Education Collaboration Project
that promotes working
intended to develop a personnel preparation model
keeps families
relationships among trained collaborative providers and
the progress of this
pivotal to the process. This monograph reports on
preface, the first
family-professional partnership initiative. Following the
collaboration as diverse
section defines family-centered interprofessional
practitioners working together to
health, educational, and social services
their families. The
improve community-based services for young children and
this collaboration, several
next section outlines seven principles of
skills, and experience
include: recognizing and respecting the knowledge,
bring to the
that families and professionals from all disciplines
essential in a collaborative
relationship; recognizing that negotiation is
the mutual
relationship; and bringing to collaborative relationships
meet the needs of
commitments of families, professionals, and communities to
the monograph details the
children and their families. The third section of
the project's primary training
Health and Education Collaboration Project and
and Ready to Learn Center
and development site, the community-based Healthy
with children (prenatal to
(HRTL) which provides direct services to families
risk. The fourth section describes the
age 5) who are at environmental
details the developmental
project's 2-year implementation. The fifth section
1--Building a Shared Vision;
stages of the project and lessons learned: Stage
4--Evaluation, Feedback,
Stage 2--Staff Development; Stage 3--Training; Stage
practice examples included
and Refinement; and Stage 5--Dissemination. Seven
principles of family-centered
from the HRTL staff reflect the meaning of the
appendices
interprofessional collaboration. Following a summary, three
Maternal and Child
outline other demonstration projects funded by the U.S.
Commission on Leadership in
Health Bureau, list the members of the National
Level =l +++++
+++++ ED411047 Has Multi-page SFR---
Advisory Committee
Interprofessional Education (NCLIE), and list HEC Project
Members. Contains 12 references.
(SM)
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*
be made
Reproductions supplied by EDRS are the best that can
*
*
from the original document.
*
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
XThis document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Lessons Learned in
Family-Centered Interprofessional Collaboration
'4
Year Two
7r'
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
54cvas.tn
TO THE EDUCATIONAL RESOURCES
1996-
INFORMATION CENTER (ERIC)
4
7
II
3237 C3FY
2
Published in 1996 by:
Health and Education Collaboration Project
Hawaii Medical Association
1360 South Beretania Street, Second Floor
Honolulu, Hawaii 96814
Telephone [phone]
Facsimile [phone]
For more information, contact:
Calvin C. J. Sia, M.D.
Principal Investigator
Sharon Taba
Project Director
This monograph is supported in part by
project MCJ-155094 from the
Maternal and Child Health Bureau
(Title V, Social Security Act),
Health Resources and Services Administration,
Department of Health and Human Services.
3
Acknowledgements
monograph is dedicated to all young children and their families at the Healthy
aanndd Ready to Learn Center.
Special thanks to Calvin C.J. Sia, M.D., our visionary leader who launched us on this
journey toward creating a health); safe, and learning world for young children and their
families.
This effort could not have begun without the collaborative support of the following
people:
Merle McPherson, M.D., Director, Division of Services for Children with Special
Health Care Needs, U.S. Maternal and Child Health Bureau (MCHB), and Bonnie
Strickland, Ph.D. Mahalo to Dr. McPherson and Dr. Strickland for Your incredible
support; you are the innovative forces behind MCHB's support for families and
communities with children who have special health care needs.
Dean Corrigan, Ph.D., Texas A & M University, and Vince Hutchins, M.D., Co-
Chairs of the National Commission on Leadership in Interprofessional Education
(NCLIE), and the NCLIE Advisory CommitteeMerle McPherson, Tom Behrens,
Dean Corrigan, Calvin C.J. Sia, Kathy Kirk Bishop, Barbara Burch, Diane Haas,
Bonnie Strickland, Vic Baldwin, and Sharon Taba. We commend you for vour
dedication to the Commission to create interprofessionally- trained leaders for the
future.
The founding members of the Healthy and Ready to Learn CollaborativePatti Lyons
and Caroline Oda of the Consuelo Zobel Alger Foundation, Calvin C.J. Sia of Hawaii
Medical Association, and Rob Welch and Vicki Wallach of Child and Family
Serviceand collaboratorsFran Hallonquist and Martha Smith of Kapiolani Medical
Center for Women and Children, Sherrell Hammar, Louise Iwaishi, Roy Nakayama,
and Lori Kamemoto of the University of Hawaii School of Medicine, Departments of
Pediatrics and Obstetrics-Gynecology.
The members of the Health and Education Collaboration Project Advisory
Committee.
The Healthy and Ready to Learn Center StaffAudrey Ching, Program Director,
Dianne Wakatsuki, Nurse Practitioner, Kathryn Cochran, Early Childhood Educator,
Mel Havase, Social Worker, Blanche Butler, Medical Receptionist. Mahalo nui loa for
gathering the practice examples included in this monograph, participating in
interviews, and pursuing excellence in family-centered interprofessional collaboration.
The Health and Education Collaboration Project Staff Alin Howard-Jones, Dolores
Brockman, and Anne Ambrose. A warm aloha to Anne for your creativity in layout
and design of this monograph.
Editor of this monographAnne Duggan, Sc.D. Special thanks to you for your
guidance.
Photographers Keels' Luke and Philippe Gross. Thank Nrou for your time and artistry.
Much appreciation goes to those people who have helped in this collaboration. May this
monograph help create collaborative relationships that make a better place for all families.
Sharon Taba
Project Director
Health and Education Collaboration Project
Table of Contents
Preface
3
What Is Family-Centered
Interprofessional Collaboration?
5
Seven Principles of Family-Centered
6
Interprofessional Collaboration
7
Health and Education Collaboration Background
Implementation of Family-Centered
8
Interprofessional Collaboration
I0
Developmental Stages and Lessons Learned
I
Stage 1: Building a Shared Vision
I
Stage 2: Staff Development
115
19
Stage 3: Training
22
Stage 4: Evaluation, Feedback, and Refinement
25
Stage 5: Dissemination
Practice Examples of the Principles of
27
Family-Centered Interprofessional Collaboration
35
Summary
.36
Appendix A: Updates on MCHB Demonstration Projects.
38
Appendix B: NCLIE Members
.39
Appendix C: HEC Project Advisory Committee Members .
.
40
References
Preface
and development.
/laany infants and children are at risk for compromised health
Some are at biologic risk, such as those with low birthweight, which increases
their risk of developmental delay. Some live in unsafe environments.
Neighborhood violence and substandard housing, for example, put children at
increased risk for injury Still others are born to parents whose immaturity,
isolation, or poverty make it difficult for them to provide a stable, stimulating, and
nurturing home.
Our nation's policy makers and family advocates are gravely concerned by all of
these problems. They are doubly challenged, however. First, many families
experience an array of interrelated health, social, and educational needs. Second,
services addressing these needs are fragmented. In the health system, for example,
managed care plans designed to cut high health care costs often impede access for
families who need care the most. Welfare reform aims to reduce unnecessary
demands on the social service system, but its potential effects on young children are
worrisome. Although welfare reform promises to offer child care to welfare
recipients, the child care system is not prepared to deliver this care. That system is
plagued by a shortage of trained early childhood educators; it is unable to meet
current demands for care, particularly for infants and toddlers.
Practitioners, too, are perplexed at the complex problems families face.
IN THE U.S.A.:
Practitioners have been trained to fix problems singly. Bound by their systems,
practitioners are tied by policies and procedures that prevent comprehensive
About every minute, an
solutions. Increasingly, they are frustrated, often feeling ineffective in helping
adolescent has a baby.
constrained
young children and families in their care. Pediatricians, for instance, are
by the "medical necessity" restrictions imposed by managed care. Social workers
In 1993, almost half of all
bristle when welfare reform dictates work requirements across the board without
children could expect to
considering the families' individual circumstances. Early childhood educators
experience a divorce
clamor for quality child care, but their devalued status impedes public support for a
during childhood.
coherent career development system that would provide training and equitable
One in four children
compensation for a quality workforce. Most notably, well-trained collaborative
under age 3 (almost 3
professionals are in short supply.
million children) live in
National and state leaders, practitioners, and families are calling for new
poverty.
approaches to help families, professionals, and systems make substantive changes.
School-linked services, full service schools, and one-stop family centers are among
Nine out of every
Educational
many approaches being tested in many communities. The National
thousand infants die
Goals were designed to reform our school systems. The first educational goal is,
before age onea higher
mortality rate than 19
"By the year 2000, all children in America will start school ready to learn."
other nations.
Educational leaders also recognize that the health and educational needs of young
children are inseparable. To meet these needs, programs serving infants and young
In 1994, 10 million
children must begin before birth and must provide comprehensive and integrated
children had no health
health, educational, and social services needed to support families with young
insurance.
children.
One promising approach to comprehensive, integrated services is chronicled in
3 million children have
this monograph, the second in a series of four. The monograph is the result of a
serious emotional
of Regional
grant from Maternal and Child Health Bureau, Title V, Special Projects
disturbances.
and National Significance (SPRANS).
The purpose of this Maternal and Child Health Bureau funding initiative is three
fold:
O to demonstrate the ability of health, social service, and education professionals to
work together in communities to foster successful physical, social, and emotional
#
growth for children and their families;
to assist in the development of curricula based on best practices learned in
community settings; and
4>
the
to disseminate a collaborative model of personnel training and service delivery at
regional, state, and national levels.
The initiative grew out of the recommendations of Healthy People 2000 and the
National Agenda for Children with Special Health Care Needs: Achieving the Goals
2000. One of the latter's objectives is to create a collaborative health, education, and
human services system for children and their families, particularly those with special
needs. In keeping with this national agenda, our Health and Education Collaboration
Project (HEC) is developing a personnel preparation model that promotes working
relationships among trained collaborative providers and keeps families pivotal to the
Along with the HEC
process (U.S. Department of Health and Human Services, 1996).
community-based project, two university-based programs were funded by the Maternal
and Child Health Bureau to target university schools of social work, education, and
medicine.
The three demonstration projects are:
Health and Education Collaboration Project, Hawaii Medical Association. Principal
Investigator: Calvin C.J. Sia. Project Director: Sharon Taba.
Partnerships for Change Project, Department of Social Work, University of
Vermont. Project Director: Kathleen Kirk Bishop.
Higher Education Curricula for Integrated Services Providers Project, Teaching
Research Division, Western Oregon State College. Project Director: Vic Baldwin.
To assure broad dissemination, these demonstration projects work closely with the
National Commission on Leadership in Interprofessional Education (NCLIE). The
practices with children
purpose of the Commission is to bring the best community-based
and families into University programs. Through a family-professional partnership, the
Commission supports the preparation of a new generation of interprofessionallv oriented
leaders in health, education, and social work who possess the knowledge, skills, and
values to meet the needs of all children and families by creating, maintaining, and
improving effective community-based integrated service delivery systems.
Purpose of This Monograph:
This monograph chronicles
the development of a family-centered interprofessional collaboration model. The model
calls for new working relationships among families and professionals. The goal is to
improve community-based services for young children and their families.
The monograph begins by introducing seven principles of family-centered
interprofessional collaboration. It then describes the lessons learned to date in each of
the five stages of development and implementation of our model. It concludes by
translating the principles of family-centered interprofessional collaboration to actual
practice using examples contributed by staff of the Healthy and Ready to Learn Center,
our regional community-based site.
Building Bridges
4
What Is
Family-Centered
Interprofessional
Collaboration?
he family-centered interprofessional collaboration model is an
approach based on the belief that diverse professionals working in
partnerships with families can accomplish more together than they can
apart.
refers to care that recognizes and builds upon
Family-centered care
families' resiliency and strengths to meet their needs and aspirations.
Family-centered practitioners respect families' history, culture, language,
and practices.
Interprofessional collaboration
refers simply to diverse
professionals working together with families to benefit families.
Interprofessional practitioners must develop trust and acquire a healthy
another's history,
respect for other professionals. They, too, respect one
culture, language, and practices. Interprofessional collaboration is not an
It is an approach for helping families to accomplish their
end in itself.
personal goals in a comprehensive and integrated way.
Family-centered interprofessional collaboration
is the special
that enables all to
care that professionals and families offer to one another
identify, understand, and reach goals that ultimately benefit the child and
the family.
r r
r
r
r r
r
r
5
Family-Centered Interprofessional Collaboration
Seven Principles of
Family-Centered
Interprofessional Collaboration
The Health and Education Collaboration Project is working on a model ofpersonnel preparation and service
delivery that is based on family-centered values and extensive interprofessional collaboration. As part of this
effort, project staff have developed a set of principles offamily-centered interprofessional collaboration drawn
from two sources. First, we have adapted the principles offamily/professional collaboration developed by
Kathleen Kirk Bishop, D.S.W, Josie Woll, and Polly Arango and published in the monograph,
Family/Professional Collaboration for Children with Special Health Needs and Their Families (1993).
We have incorporated into these principles concepts of interprofessional collaboration developed by Katharine
Hooper-Briar and Hal A. Lawson and published in the monograph, Serving Children, Youth, and Families
Through Interprofessional Collaboration and Service Integration: A Framework for Action (1994).
Family-Centered Interprofessional Collaboration:
Promotes a relationship in which family members and professionals work
together to ensure interagency coordination to provide improved services for
the child and family.
# Recognizes and respects the knowledge, skills, and experience that families
and professionals from all disciplines bring to the relationship.
pAcknowledges that the development of trust is an integral part of the
collaborative relationship.
Facilitates open communication so that families and professionals feel free to
express themselves.
# Creates an atmosphere in which the cultural traditions, values, and diversity of
families and professionals are acknowledged and honored.
Recognizes that negotiation is essential in a collaborative relationship.
# Brings to collaborative relationships the mutual commitment of families,
professionals, and communities to meet the needs of children and their
families through a shared vision of how things could be different and better.
9
Building Bridges
6