Interprofessional Collaboration while Supporting the Educational Well-being of Students in Foster Care: Perceptions and Experiences of Child Welfare Professionals, School Professionals, and Caregivers

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Détails bibliographiques
Publié dans:	Child Welfare vol. 103, no. 1 (2025), p. 51-79
Auteur principal:	Villagrana, Kalah M
Publié:	Child Welfare League of America, Inc.
Sujets:	Government Accountability Office United States > US Foster care Students Collaboration Perceptions Child welfare Well being Interagency collaboration Interprofessional cooperation Professionals Caregivers Education School districts Achievement tests Accountability Foster children Meetings Interdisciplinary aspects Literature reviews Individuals with Disabilities Education Act 1990-US Cooperative learning Children Special Education Learning Activities Academic Achievement Individualized Instruction Special Needs Students Decision Making Group Homes Individualized Education Programs Residential Care Job Satisfaction Educational Objectives School Social Workers Learner Engagement Social Individualized Programs Child Abuse Welfare Services Elementary Secondary Education Outcomes of Education Educational Needs
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Description
Résumé:	This descriptive study explores perceptions and experiences of interprofessional collaboration between child welfare professionals, school professionals, and caregivers engaged in promoting the educational well-being of students in foster care. Quantitative survey data was collected (N = 136). Participants had previously engaged in a range of collaborative activities. There were no significant differences in their perceptions of collaboration. There were differences in the reported frequency and quality of collaboration by subgroup, suggesting a need for tailored supports.
ISSN:	0009-4021
Source:	Sociology Database