The Full Purpose Partnership Model for Promoting Academic and Socio-Emotional Success in Schools

Autor/inn/en	Anderson, Jeffrey A.; Houser, John H. W.; Howland, Allison
Titel	The Full Purpose Partnership Model for Promoting Academic and Socio-Emotional Success in Schools
Quelle	In: School Community Journal, 20 (2010) 1, S.31-54 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Psychological Needs; Focus Groups; Program Effectiveness; Interviews; Partnerships in Education; Integrated Services; Educational Improvement; Improvement Programs; Intervention; Stakeholders; Program Attitudes; Mental Health Programs; Behavior Modification; School Districts; Emotional Intelligence; Academic Achievement; Indiana + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Hochschulpartnerschaft; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Behaviour modification; Verhaltensänderung; School district; Schulbezirk; Emotionale Intelligenz; Schulleistung
Abstract	In 2003, a partnership between a local system of care and a large urban school district led to the creation of a schoolwide educational model called the Full Purpose Partnership (FPP). This model was implemented in several elementary schools in Indianapolis, Indiana to integrate the principles of systems of care and wraparound with the techniques of positive behavioral interventions and supports. The goal of the model is to build school capacity for simultaneously addressing students' educational, health (including mental health), social, and psychological needs. The overall objective is to positively impact school functioning for all students. The application of systems of care to schools and their integration with positive behavioral interventions and supports is relatively new, and thus, the purpose of the evaluation reported in this paper was to increase understanding. Data were collected through interviews and focus groups with members of the various stakeholder groups involved with the FPP. In addition, one member of the evaluation team acted as a participant observer in the FPP schools. Using an emergent case study design, this study focused primarily on the operation of the FPP model vis-a-vis stakeholder perceptions regarding model implementation. Emerging themes included: (1) the role of Care Coordinators in FPP schools; (2) adult "buy-in" and other factors impacting FPP implementation; (3) school climate; and (4) mental health and behavioral impact. Results suggest that the FPP model is positively influencing not only participating schools but the entire school district. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10