Abstract
Interdisciplinary collaboration is identified as best practice in delivering effective school mental health services. Pre-service training, however, often uses discipline-specific curriculum, limiting students' access to other disciplines and development of competency in interdisciplinary collaboration. Graduate students and faculty in this study worked collaboratively to develop a problem-based learning curriculum for promoting interdisciplinary collaboration in school mental health. Qualitative methods were used to evaluate the curriculum development process and its impact on the developers' own competency in interdisciplinary collaboration. Five curriculum developers provided narrative responses to questions developed by the authors. Using content analysis coding, several categories emerged from the data. Key categories include participants learning more about their own and others' disciplinary perspectives, training methods for interdisciplinary collaboration, and challenges and positive outcomes asso...
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
