Shared Expertise Family Participation in Interprofessional Training

• Published in: Journal of emotional and behavioral disorders Vol. 5; no. 4; pp. 205 - 211
• Main Authors: Jivanjee, Pauline R., Friesen, Barbara J.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.1997; SAGE PUBLICATIONS, INC
• Subjects: Agency Cooperation; Attention; Child & adolescent mental health; Children; Children with disabilities; Collaboration; Disabilities; Educational Cooperation; Educational programs; Experts; Families; Family centred care; Family Involvement; Higher Education; Interagency collaboration; Interdisciplinary aspects; Interdisciplinary education; Interprofessional education; Interprofessional Relationship; Legislation; Mental health; Parent participation; Parent School Relationship; Participation; Polls & surveys; Professional Education; Professional training; Program Development; Surveys; Teacher Collaboration; Teacher Education; Teacher Education Programs; Training; USA
• ISSN: 1063-4266; 1538-4799
• DOI: 10.1177/106342669700500403

Family-professional and interprofessional collaboration have been increasingly emphasized in children's mental health since the advent of federal legislation requiring parent participation in planning services for children with disabilities and the Child and Adolescent Service System Program. However, professional training programs have been slow to incorporate attention to such collaboration. In this article we report findings from a survey of 51 university and agency-based interprofessional training programs. The purpose of the survey was to learn about interprofessional education programs that prepare professionals to work in interagency, interprofessional environments and to collaborate with families. Family member involvement in the planning, implementation, and evaluation of interprofessional training and curricular attention to family-professional collaboration were found to be present in a small number of interprofessional education training programs. These findings are presented, along with recommendations for increased attention to family-professional collaboration in professional training.