Education and training for integrated practice: Assumptions, components, and issues.

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  • Author(s): Short, Rick Jay. U Missouri, Dept of Educational & Counseling Psychology, Columbia, MO, US
  • Source:
    Integrated services for children and families: Opportunities for psychological practice. Illback, Robert J., (Ed); Cobb, Carolyn T., (Ed); Joseph, Herbert M. Jr., (Ed); pp. 347-357; Washington, DC, US: American Psychological Association; 1997. xviii, 386 pp.
  • Language:
    English
  • Document Type:
    Chapter
  • Publication Type:
    Book; Edited Book
  • Additional Information
    • Physical Description:
      11
    • ISBN:
      1-55798-431-X (Paperback)
    • Keywords:
      interprofessional education & training for integrated health & social services delivery for children & families, professional practitioners
    • Abstract:
      Education and training for integrated health and social service delivery, or interprofessional education, may be a critical component in preparing professional practitioners to meet the complex needs of children and their families. Effective interprofessional education requires careful consideration of assumptions underlying such training, crucial components, and unresolved issues. Perhaps more important, successful interprofessional education must include a significant, long-term organizational commitment to the assumptions and implementation of integrated service training. Because interprofessional education is early in its development, major questions concerning content, procedures, structure, and effectiveness remain to be answered. However, considerable progress has been made in both understanding of and commitment to interprofessional education and training. Some of the professions critical to providing integrated services include child development, criminal justice and law enforcement, education, law, medicine, nursing, psychology, public administration, public health, and social work. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
    • Subject Terms:
    • PsycINFO Classification:
      Professional Education & Training (3410)
    • Population:
      Human
    • Age Group:
      Childhood (birth-12 yrs)
      Adulthood (18 yrs & older)
    • Intended Audience:
      Psychology: Professional & Research (PS)
    • Physical Description:
      Print
    • Publication Date:
      20040831
    • Publication Date:
      20190225
    • Accession Number:
      http://dx.doi.org/10.1037/10236-015
    • Accession Number:
      1997-08914-015
    • Number of Citations in Source:
      20
    • Physical Description:
      1997-08914-000.gif
  • Citations
    • ABNT:
      SHORT, R. J. Education and training for integrated practice: Assumptions, components, and issues. In: Integrated services for children and families: Opportunities for psychological practice. Washington, DC: American Psychological Association, 1997. p. 347–357. ISBN 1-55798-431-X. DOI 10.1037/10236-015. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pzh&AN=1997-08914-015. Acesso em: 30 set. 2020.
    • AMA:
      Short RJ. Education and training for integrated practice: Assumptions, components, and issues. In: Integrated Services for Children and Families: Opportunities for Psychological Practice. American Psychological Association; 1997:347-357. doi:10.1037/10236-015
    • APA:
      Short, R. J. (1997). Education and training for integrated practice: Assumptions, components, and issues. In Integrated services for children and families: Opportunities for psychological practice. (pp. 347–357). American Psychological Association. https://doi.org/10.1037/10236-015
    • Chicago/Turabian: Author-Date:
      Short, Rick Jay. 1997. “Education and Training for Integrated Practice: Assumptions, Components, and Issues.” In Integrated Services for Children and Families: Opportunities for Psychological Practice., 347–57. Washington, DC: American Psychological Association. doi:10.1037/10236-015.
    • Harvard:
      Short, R. J. (1997) ‘Education and training for integrated practice: Assumptions, components, and issues’, in Integrated services for children and families: Opportunities for psychological practice. Washington, DC: American Psychological Association, pp. 347–357. doi: 10.1037/10236-015.
    • Harvard: Australian:
      Short, RJ 1997, ‘Education and training for integrated practice: Assumptions, components, and issues’, in Integrated services for children and families: Opportunities for psychological practice., American Psychological Association, Washington, DC, pp. 347–357, viewed 30 September 2020, .
    • MLA:
      Short, Rick Jay. “Education and Training for Integrated Practice: Assumptions, Components, and Issues.” Integrated Services for Children and Families: Opportunities for Psychological Practice., American Psychological Association, 1997, pp. 347–357. EBSCOhost, doi:10.1037/10236-015.
    • Chicago/Turabian: Humanities:
      Short, Rick Jay. “Education and Training for Integrated Practice: Assumptions, Components, and Issues.” In Integrated Services for Children and Families: Opportunities for Psychological Practice., 347–57. Washington, DC: American Psychological Association, 1997. doi:10.1037/10236-015.
    • Vancouver/ICMJE:
      Short RJ. Education and training for integrated practice: Assumptions, components, and issues. In: Integrated services for children and families: Opportunities for psychological practice [Internet]. Washington, DC: American Psychological Association; 1997 [cited 2020 Sep 30]. p. 347–57. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pzh&AN=1997-08914-015