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AModel for Interdisciplinary CollaborationLaura R. Brottsteitt

Social workers have worked with colleagues from other disciplines sin(t' (Ile

early dayso( the pro(essipn; yet, they were without dear models to quia/? (hisinterdisciplinary work. The author uses multidisciplinary theoreticul

literClcure and conceptual and research pieces from social work literarure tosupport the development of such a model. First, current trends relevarlf ro

interdisciplinary practice (;lye noted to emphasize irs importance. The (,Imele.describes a two-part model. Part one of the model consists of five

components thor constitute interdisciplinary collaboration between socialworkers and other professionals: interdependence, newly creare,j

professional activities, fleXibility, collective ownership ofgoals, and (p.f!~~u Ion

on process. Part two of the model consists of four influences 011

col/aborarion: professional role, structural characteristics, 1')(!/,'sona,'

charaderistics and a history of collaboration. Implicarions for socio! wmkprocrice are discussed.

Key words: collaboration; host settings; interdisciplinary teum.<>:interprofessional collabDration; model development

SOdal workers practice in schools. ho.spital~.

psychiatric clinics, juvenile courts, prisons.police depMtments, and a rangt" of other set­

tings (Abramson & R()SCIlthai. 1')95; Gibt'lman,J'»95), Current practice demands collahorationbctween social workers and the prot~ssi(ll1<llswhodOll1illat~thcst:agencies. Fur effective collabofa~

,ion, it is critical to know what constitut~sandinl1urnas col1;Ihorilti(ln.

Trends in Socia' Work Practice Relevant toInterdisciplinary CollaborationTrends in st)(jal prublcrm and profes:\ioual prac­tice make it virlu.'I.llY jmpos~ible tu strve dicntsdft(tivdy wilhoul collaborating with profession­als from \'ilrimlS di:~(iplint's. Tt.'al:her.s cU'(' les!> ableto educah: :.llIdcllts when larg<:r Ilumhers of them(ome 10 sch.jo! hungry. ;Ihll~ed, and ul,able to~pcakEnglish_ Phvsician~ a.nd nurses an' les~ ableIII mcet the Jl·mand.~of managed C<\TC without

~Issi·;t'lnce from social W(Ukl'rs., m;clIp;ltional and

physkal thcrapisb. and other" 1.· ',lli'pllrl p,lIit:ntsin the leasl expemivi.' ~~'lIil1g ..[ 1,<·,,- I'rohli.'llls are

I cOll1pollnd~d by {he lilllitOlti"I\' "t ,,,me disd­plines. limited undentandillf: l,t iI,,' r(.les and t'x·perti:.e of other pro(cssion,l!s, i Ild·C;' ".'d require·IT)en t~ for :lccnuntahilhy and ,1, Idllll('1l1Jtiol1, lindcomplex dhlgnuscs anJ trCalllh:ll! IllclhoJs,

PraCtice with Children and Families:Collaboration in Schools

Trends in publk edU~Jlinn r.:qulh. llwrc collahll'I ration hetween ~dll('IIl!"'; ilnd , ....:i,ll workers to

educate "the childr~n (If today.. \1.IIlY e>;pl:rt~ .:it(,changing deJ11()grilphk~ as prl1lllpling a 11.ltilm..Jconcern with rducatioli (Br,lwll ~ Ch;wkin, 11.)':14;Har~, 1994; P,llJas, N.llridltl, ~ \l~DiIL 1q89:Schorr & Both, 199 I), 1',111:\:, ,Ill..! ",Ileagucs idclI'til'ied Il\'c key indicilhHS .1:.~\),i'Il.·d wilh poorschool performance: millvriiv I," i.d or i.'lhnkgroup identity, living in [ll)Y':1 t \ _living in a singlc­parellt family, havillt! i' l'(.urly ,·,!Ia:,Il,'d m(lther,

t t ~ • ,.1 •· ..htl":·I~. ''!,'M .... :l..,.,~ ••'!.:;n.a'· ,"" ~l' "'<l.Jt l\ ••t!a.·'"., 1.1.\.­297

dud IlJ\'il1~ a nOll, r n~JI~h hlilguagc had:.ground.Whereas Olle in ,"I'l!l' c hildn:1l fit the firstfou(' ofthe livcindicatMs pi I'''''r ~d1()ol performance ad~C,ldc ago, projeelL'd ligures l.'slinlate th.u ourschoolswillscrvc ".4 million mllrt! children in}l0wrl\' in 2020 th,," Ihey st'rved in 1984. 13 per­cent (ewer whitt' mm -Hispanic .:hil~lren, triple thenumbl.'r ()fHj~rauh: dHkln'n, and 22 percentmore black childrt'll. h ith similar upward trend...ill ~in~lc-parent Ian lilil':'>. l'llllrJy educated moth·en•. and children wirh !WIl- Engli~h langurlge ba,:k­gl"l1l1lld tPl1llas l't ;11.,. ThI'S': SL.ltisti,~, indicate th'lts.:hnnb will/~cc morl' lhall~nge~and lhat theseehnncng.::~ will fI.'qulrl' l'xpl.'rtise beyond "te;,,:h­illg." In Illlwf wllrd~. ,11<:rt' will be a greater needfor .:ollaboratilln bl'I\Y\'I'11 ",holll social workl'rs.IlHl teachers. A dc;trl'1' ul1tll'rslrlnding of"what"thh (oUahoration ll'ok~ Jik,'.i~ a (jrst .step in maxi­miling it~ ocCUrrt'fKt',

Social wmkcr" han' hern aclivl' ill the school­linked St'rvi,-e!' mlll'I'I11I'IJ( to link health and social~ervices with. and 111(1.,;1 .11'1('11 wil'hin, school:-II Jr"foos, 1994; (hi <:. 19')·1: II.tr~. 1<)95:Prnnckamp. 1992). Thl' goal (Jf ~dlUo!·linkedse,­\'kl.'~ is to JC\dnp itl1 integraled systcm ofservicesfor childrcn .\IlJ f.unilil'~ that is characterized bycollab()f.nioll. Ikni .. k ;Imll )ucrr (1996) outlined(lptimal conditillns t; If s.::Iwol-linked services un­der which teachers 'lnJ sodal workers work to­getlt<.'1' to customi7,' 5t'l'"ke plans to increase at­tendance, (,l1hamc ,h:,l\kmil" performance, anddevelop creative ilk" li'r llhmaging childri:I1'~

classrO(lm beha\-iM, ~llpp()rtl.'rs of ~(hool-linkt'd~Cf\'iccs hope to adll(,\'(' ov(.'rallllyst~m.schange{Gan.lncr. 19~9}. Thl'~' hopE' that more collabora­tion bctwt'cn It'(\chC'r, ,Hid ~(hooJ socia.l workerseim better addres<' 1l1'1'IlS lit' students, families,~chools, and cr:llnmHnitic~. As Allen-Meares(l Y(6) said, Our s, h<wIs orten <.'f1(ouragc profes­sional "turfism" and .111 undermining of"a coor­dinakJ ilppW>ll.'h til t'lIthll t'uucational opportu­nit}' and the tkvdppmt"llt of uur hun,an laphaJ.Tht, need to ref"ml lh.' IiJlk.~ hdwccn systems isurgl.'l1t" (p. 538). Collahoration among incihriciualprofessionals is a first 'tel' in developing c:ollaho­rativt· rdationshit'~ afTh)l1g nllmnul1ityconstitu­ents, agencies, ilnd l'I,'!"c,siOlwlgwups,

Interdisciplinary Collaboration inHealth Care

W(.lfkl'rs in hl'allh Sdllll;';~ h.we ulways been ex­pecled to coll"bm'lLl'. J Jin'd sod;.1 wvrk practke

in healtheatc Wi\S c~labJished in 1~05, when sod,lIscrvkcs were introduced at Massac:hmetts GeneralHosl'itallCabot, 1915). Tulia)', hospital soci,'llworkers see increasing numbers ofimmlgrants\people in poverty, and patients with limited or noinsurail(c, S(hilling and Schilling ( 1987) arguedthat this changing population has prompted amove from health cJrc's entrepreneurial emphasi.~

to a focus on dinic$ and trea1ment(lfspecialpOplllations, Yet, manag~d ~are policies increas­ingly dictate the provision of carc, and hospitalstay, hecome shorler and rarer. This requirt:'s 1'0­eial workers ill medical setting... to work dose1ywith physicians, nurses, and OtllC'f medi'::ul prof\.'S­sionals to ensure that p.ltimt:'i and family mem­bers have the understanding and tools to maintllingains made in the hospital or regimens prescribedin the doctor's office when they return horne(Abramson & Mizrahi, 1996; Carroll, 19RO;Ctlwles & Lcfcowitz, 19Y1; Nening & Williams,199R~ Poole, 1995). Netting and William~ arguedthai "acrn~s thl.' professions- over thl:' leis I dCl:adc,psych(l~ocial ,lSrccts ofhcallh care have bcenvil'wed as increa~il1gly nitit:al In intervening Wilhpatients and their f,unilics" fp. 196),

Social Work Practi<:e in Mental Health

Like medical social work, sot:illl work pmctice inmental health settings began around the turn ofthe century when Elizabeth Horton was appointedas th<.' IIrst psychiatrk social worker to thl.' NewYork City Hospital Sy~tcm in 1907 (Rossi, /969).At th,ll time, sudal work and ps ·(hiatf)' wereviewed il~ having a close cotlaboratiw relationship(Deutsch, 1940), Todily, sodal workers arc enter­ing the mental health field in increasing numbers.Indeed, m~lltal health is the largest field of con­centration for j\,ISW students, and social workersare sc<;ond only to nurses in st3ffing mental healthfacilities (Lin, 1995). Social workers in mentalhcqlth senings are seeing cHen1s whose lives haveb~en a(f(;w~d by the expanding web ofSQcialproblems that kad to homdL'slmcs,~ and ethnkand language dlfferenl:t's thaI compound med.ica­tion noncompUam:e.

More than ever psychiatrists and ps)-chQloglstsin mental health settings are he1pcdenormouslrin their tasks by social workers' contextual under­sl;lTIding of the persfln-in-environmem. Clients inthe mental health system present with more com­plex s}'mptoms that require the t'xpertise of pro­fessionals with diwrse educational backgrounds,

Socu~{ Wor~ I Volume 48, Number 3/ July 2003-298

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Model for Interdisciplinary CollaborationDefinitionBerg· Weger •.lnd Schneider (1998) defined itlter­tfisciptillrlry collilbomtioll as "an interpersonal pro­cess through which members of diffcreiltdisci­plincs contributcw a Lommon product otgoaJ"(p. 698). I US,";l more positive definition for thisartide whereh~' illl<:rdisciplinary coJlabor. tion isan effective intl~rpi:rsonal process lhat f.\ciIitatl.'Sthe achieveml:'l1l (If goals thalcannot be rcachC'dwhen individllill pwfl'ssionals d.ct on their ',wn(Bruner. 1991). This dctinilion reflects the wayinterdisciplinary collaboration is written .thou'tand incrc,l"ingly rl:'ft'rrcu to when compared wilhother c1ns\'!Y rdalt'd inlt'rpersonal processes suchas coopcratino, communication, coordination,and partnership (lJrllncr; Graham &. Rarter. 1999;Kagan. 1992; Mailick &. Ashley. 1980.

Components ofIntcrdisclpliruiryCollabl;>rationI used four theoretical framL'works in the develop­ment of the model. including tI multidisciplinarytheory ofccill.lboralion, ~<'fvicrs inlegration-theprogram development model dil;l:ussed most fre­quently ill conjunction with collahora.tion-rolelheory. and ~col()gical systcm~ thc:ory.

Through ~ll't'vil'w (If the th':lIl"cticJlliteraturcand the social work praclkt.' Iitl'r.l[ un:', 1 identifiedcomponents ()fjntcrdjc;dpljll.lr~ ,,)Il.lhor..\tionthat consistently appear. AllJwllt:h dillcrcnces ex­ist among disciplines, this lll11dd I.- m....nnt to be ageneric depiction of the COIllf'~IIl"::I1L" ,,( tlptimumcollaboration between Suth,JI '.\'('1 k{'rs ant! otherprofessi()nals. lntt'rprolcs:;ioll<ll ,'fOU;l.SC:S amongone tlr more professionah I"rlllll (1IIl('I'I:nt disci­plines engaged in work-rd.lleu ,ldivilics shouldrepresent five core COmpllTlc:nh: . If intt'rdepcn­denc~,(2) newly cr~atl'd pruh:S~Il)(1,d d(ji\'itie~,

(J) flexibility. (4,) collccri\,(' \)wll~'f,hip ofgoals,ilnd (5) reflection on pmc!:S.' i Fit-:ul'1' 1L

Ifl1t.'rdcpc,u((mn' ref,'rs III th<' (}~l urrt'll<:c of andreli'!nce mlinterllCli0T1S alllUIl~ prllt....s.. ionalswhereby each is l[('pt'ndcl1\ ,m 1h\.' olhe-r h> .h':t()nl­

plish his or her goa15 Jnd t.iSks. Ttl function inter­dependently. pro(essi'lnals 1lI11l>1 have: ,1 dL'ar un·dl'fstandillg of the distilh:ti<UJ bCTWtX'n their owntlnd their collah()ratjn~profcs~inn"ls'mlcs andlise them appropri;\h'lr. C!J;\r;KI L'ri~tk~ of interde­pendence include formal and inilll'm~\l time :.pellttogether. oral and written (llOlIlHlllkatiun amongprofe~sionaJ collc<lguc,. und rt'~pect for colle'lgucs'pwfessional opinions and input. ror example. in

.Figure I

Components of an Interdisciplinary Collaboration Model---- , - .,~ _ .. __ .._ _._--------_ _._._ _-_._-.---".._--

I

:N

hlt.:rdcpeudencc

~T l

F. I)

!{ ,~cwly Crt'1\lcd l'rofessiona.l Mtivjtit's ~ ..

n I. ? I .\

S g

I I c (.

Flexibility ~ 1 l'l' '\

: VI 1

Col1edive Ownership of (;0<115 1 Il..: l.)

;\ '\l

Retlection on Pro\.'cs~Ry

Br(ln~tejn / AModel for IllterdiSCIplmQrf Collabol'iJrJoJn-299

--_._ - .••....._ -

a ho~!,il,ll sl;"t1in~ ,I llll'llk.l11'r~)Ii::s$jomllpwvicle$.l ....~'-:jal worker I,jlh ,tll ,1'SI:S~ml?J1tof the patient'sm~Jk'll needs. whit h 111<.' social wl)rk~r relies untIl dl'\'e!oP an efledl\"l' discharge plan,

III th~ :iocial \'wrk litn;ltuce, frequent refer­('l1Cl'j\ to the import;llh:'C of interdependence occurin writill~s about an irJll'rdbdplinary "team:' Theword tCllIII deriwd from old Engli~h and referretiIn '\1 group or ..lIlilllab 11.lrnes~cd together to draw~(IIlll.' vehicle" (llill~\.;;]II. 19BO. p. U5), Socialworkl'rs have been pall' l)( teams l1lLlrL' than allyothL'r I'roiessiollals [K;ull', 1975). A ft',ml consistsIll" IWOIJ/' more l'Wt'ls·;ion.Jls working together,Kane (141\0 i identili,'d lW,l (Olllrasting patterus of!e,llnwork. CiJimlilldl,' r,,,wl\I'llrk is charal1.erizcdby dislim:1 pwt('~Silll1<11 nIles. dc~ignated teamI('illkl'ship, 110Jlllll1""1l~ual de.:i:;ion making, andlink t·lIlpha.~is lIll ~nllq' pwce:;s. IlIll'gmliw (('ellll­

work IIlllrC dosdy !'c"'mbles collabUTdtioll a~ de­tined in lhis articit' and iii charaderized by il beliefIh,ll group members' ,Ihililil'slo carry9ut thdriobs i" dCl'elllknl nil l'o ..:h lIther,

Frllln thdr lllrt.l·.lllillysis of literature on col­lahoration acTO:., dj,(il,Iilll'S. Maltl'ssich amij\hlllSCV (1992) ilkllll!'kd behaviors and attitudesIhal chanlc!,'rizc inkn1..-pclILlt'nct' as a componentni" collahoratiw pradi(t'. Thc~e include partici­Pitnt~' thinking that Ihey 1t.1\<: llwre to gain thanlust' by collabnf.tlion ,II"! an lmgoing tlow of com­municatioll al1llln~ \.' oIl..::.)gucs.

S\lkr and 5h.llll'kr ·f 'Jl).~) aJsu a(fll'lncd inter­J,'pl'nJl.'ncc as.1 Ctll;lI·lIn..·nt of cuilaborative d­fon~ in their exploratory rt"~t'Mi:h, They examinedd"forts It) ((lllrLlin;\lI~ cit ildrl.'l1 \ sl'rvices across thecOlllllry to clut:id.llt' (,\..'\ors th.H make them wmk.Th.:v round th,lt "\l~( l "ful dfof\s rl'lil'd on highlydin:t;\·(, (;Ommlllli':,tll"n IIMl spnnned pmk~­~lonaJ bnunJaril's..) Ili~ tinding parallels Kaganand wl1(,J~llI.'li' ( Jl)'):'> \ !>llJdy of ..emel! integrationinith\ll\'CS in i;llIr "l.lk~. ,,'hidl f"lInd that Sl.h:cess·luI colhlboralio[J:- .lllltlllg ~('rvi(c providers in pro·;.!rallh for dlildr"!1 ,\11.1 hHltilies Wl'fe char.Kll'r·11.1'<.1 \.y dt'aravcnllt··, ,Ii rl'dprodty,tnd":t'UlllllllliG,til)ll :lIllPl1t( k.:y '1L.'IOrs.

A frequently din! .Id \',1I11Jil" of teamwork isthat merging the ('~ tW!i is': and klwwlcdgc fcomdifft'rl'l1tdisdplillt:~ 1l1,lximizcJ> ':f(~ativily withh.d"y\ complex pr. ,HeJl1s ILOll:\d3Ic, Webb, Benri~f,!>. 19RO; Webb &. lll'hlldl, 1980). A relatedslIppntt tor collabol,1I II 1(1 i:> I'uutcd in the belief11t.11 rdi,mcc on \,Ih, r' lor Cl,£tJin lil~ks 'and re­~nlln:~'~ "Bows wILI1".'l",ll\lfS to spend their lim~

doing what each knows and does hest (Abramson& Ruscnlhal, 1995).

Billups (19871 identified a sulid professionalidentity as an importanlcomponcnt of successfulteamwork. Maltessich and Monsey (J 9~21 foundIh3t successful col1abor~tors had dearly under­stood roles. Both of these qualities are precursorst(lr interdependence; professionals need to be se~

Cure in th.eir own roles to know what they can of;.fer. and, inlurn, what they can rely on lJthcrs toprovide.

N~wly crmteJ prnli~ssi(lnul actjy;til's r~rer (0 col·laborative acts. programs,Jnd structures that (an

I achil:ve more than cnuM be ilt'hicwd by the sameI prol,,~sionals acting independently. These activi­

ties ll1;lximize the expertise of ~J.Lh collaboratur.Kagan (1992) identified newly created prufes­

slIm,11 ,Ktj\'ities as a critical component of caBaba­f;]tive work when slw defined ,(lIl,~/l()ratio'l as an;I(t hy which "an identifiablt' t1urable collaborativestrU(lUre is built" (p. 60), Mdaville and Blank(19921 echoed this. characteril'.ing col1ahoraliveinilhitiws as ([eating fundamental.:h'lllges in theway StrViCC5 are designed and deliwrl-d.Mattesskh and Moust'y (1992) identified this fac­tor as a component of.::ollabonttion when theynotl'(llhllt collaborators creal\? unique purposesfor their endctwors that do not replicate those ofindividual proics~innaJs or professional groups.

Kagan and Neville's (1993) applicJ.li,)n (If S}'S­

tems theory to servin' integTiltion emphasi7.edhow individual people anJ programs linked to­gether have the opportunity to create that whichthey (anllot create when acting independently.Kagan androlleagues' (1995) study ofservice In­kgratioll in four 5t<lle:> found that successful col­laborative effQrts involved mcdwlisms (or

"broad-based reform that :tffccts clients, prll­gram:-, p(,lky, JIld organi7.ational bllreaucracy"(p. 145i. (n other words, reform invl11\'ing col·1<lbor411101\ ~xtenth beyond the individual collabo­r<ltors and their direct servic\.'s t(l dienl;;. Such re­form may be observable in new ~tructures,

policies, and sl'rvice delivt'ry sy:;terns. These newstructures can be found in schools where tcach,'r5and social workers develop staffin-sen'ice pro­grams ~ollabQrativeJy, The)' (all be seen in hospi­tals where a structure is created for medic;!! ilndsocial work interns tQ pair together to work withpatlents and flllllilies. .

Fle-tibility extends bcyondinlcrdepcndence andrefers to the deliberate occurrem:c ofrole-blurring.

Social Work I volume 48. Numbe.r 3/ July 2{J03-300

H~havior tllal ch.lrach:rii'Cs flexibility includesr~a..:hing produclive ({lI11promisl's in the t~l(C ofdisJgrcel1u!01 <Iud the illtt'filtion of role as pf()f't::~,­

Silll1<lh. respond crc.1tivt.'h' to what's called for.I l(j~pke ~t)cial workers ilIl1~lr(\tc11t':tibilil)' whenl11('y use kn(lwl{'d~eg'lilll'd (rom working in teamswith nurses and physidans to answer patiems'simple tlllt'slions annut ptll1iative medical care.

Mattessitb and lvlonscy f 1992) argued thatflexihility is a critkal compimcnt of coUaborat.illnallJ noted that sULcc~sful Ct)lIaborator~ exhibita<.hlpI3bility, even under Chilnging conditions.Casc:;ludies of collahoration ,md service integra­lion emphasize the import,'nce of flexibility(Bord. 1~86; l.iehcrm<111, lqM; Soler &Shaufft'r,1993; Wjmpnu:imcr, Bloom, & Kr(lmer, 1990).Billups ( 1987) identifi~d tll.'xibility, espl'~'ially wilhregard lu tcam gnah.. dS a pnKl.'SS dtiu"lI:tcrilinginterJiscipli.oary tl:am 1111('ral-tions in whi(h ~odal

work~rs engage.Tosdand, Palmt'r-Gilndes, .md' Chapman

( 1980) surveyed professionals ill a variel y of Ji~,i­pliTlcS and intcrdis-:iplinary teams in p~y(hiatrk

settings. Thcy foullJ one of two tnJ.ior .lfl:3.5 ofdi&\grcem~J11t~) hI.' whether learn mernbt'rsshould hav~ equal power. As a (OmpOnCIlI of col­lahoration, nexjhilit~ in role demands less hil"rar­chical relationships. AbraOlson ,1Ild Mizrahi(1986) viewed this from a perspl'clive that did not;Itlcmpt m alter power, but rather drcunwent it.They argued that Mll:ial workers hJV(' greater suc­cess working with rhYliidans when they view theirrole as being ;1 resllurce ,lS Qppos~d to a r()\c in an"cqurdity-bascd collaborative" (p. 1). To have thekind of inlegrative t~ilOlS that Kane (' 1980) wroteabout, s.omc ddibcrate role blurring and tkxibiJity,Ire required. R()le~ laken should depend 1\(lt (lnlylHt a professional's lraihing,"but also on the ne<:d~

of the 1..1rg,tnization, siwati<ln, professional col­Icagu~s, client. ami faulily.

CLllkcttvl! owmmhip o/goals refers to sharedresponsibility in Ill(' entire proce~s of rcadlinggo,tls, including .i(~ill( de:;ign, definition, Jevdop­nll'nl. and achi('vcmenlo( goals. This indud,'~;1

c()mmifrncnt U1 dknh:entered citri.' when'!>)' pro­fl'sslunais from diffl'rcnt disdplines and d.il"nt~

and their families ,Ife all activc in the process Ill'

goal all.ainmcnt. To l'llgage jn collt'ctive ()Wll~r­

ship of goal..... ~·J(h professional must lakt' tesport­!<ihility for his uT her pan ill suct.:ess and faihm,'and supporl "-t111lolructivc disagreement and ddib­eratioOM1l011g colkagut's <lnd clients.

The mull idis.dplin.IJ v litt'I"!i .;I'<~ (In ,·I)J).lbora­tion id('Tlulics the w\lt:d iw 0\\ Ii ('!'Slup of goals a~

d (ort component for ~U':Cl'~;;f1il .:,llIahor.ttion(BruTler, )991; ~Jaftc~~kh &- ~l"n)("r, 1992).MJttcssich and ~lOnslT implit.',l \(I1k(ti\'~ owner­ship of goals wh~n Iht~y nOled Iklt ~ut:'c:~)fulcol·labor.ltive efforts includt:' ck.trly ddinc:d. r.:alisti..goalSi ,1 shared vi~jon; J~ret'd'\ln mbsiun, objec­tives, and strategy; bmad-b;lh'd involwll1cnt indl!cision making; and collabor,lwrs with th\: abil­ity m compromise. The !iti:r;ttun: ,m :-oerviccs inte­gration paralJds this in rt'cognil.ing the impm­tariceof clearly identified goa!:' !Kagan et OIL,1995; Soler & Shauffer, 19'.13) ,tnt! dient and f(lmBy involvement in pla1111ing 1:'I('ahurn, torem.,Cunn, Gawimki, & lvl.wbl h. 1"%; Solt'r &Si:h'lUffer).

Billups' 119~7), in hi .. alii, L: lin ~OI:ial w(Hkl'r~'

':llllaoofinion with othl:l' I'Tllk~~IP1HlJs, Jefin<:d the.:cntraJ dynami... 01 thl' illkr l'l'l il"'~~i(lOaileampro~e"s a~

il form (If (O/lSt:llSll' ;lIl1OIl}~ h'M!) memher~thai rdh,ets Iwithf..'r lIlt' l'):1 n'l11<' .,1 perfectunison nor Ih.11 of lIubridlLl.t ,~In ilid. Thh.(t'nlr<ll dynamic ml'lri.· Ofl<:1\ !l,\, 0\11 rihut~s of J

lkmt)cratk"lIy-orkllll'~1 Jl •. IW "t II\mSactiomthat makes po~~ible (re~' l·,'mll\llnication. rea·)onably full participation. ;111\1 .1 "t1l1icicntI..'"e! of agrcl'mcnl (olea,1 to oJ , • 'lIl'ert('d seril'~

oi"cl)Ucdivi.' dccisilll1s ,Hid ,L(II<"" II'. 14!lL

Billups emphasizeJ.lwtl ~lIbl\l'\I\""s~s of cot-hlhor,llionlhat .Ire parlicuLlrly II:LIl,'d to the wI­le"ive uwnership of goab: i,Jt'lltil\ing and asse~s­

ing problems \'0 he adJr('s~('''1, Wltjll~ goah, andd~V'dopjng action pl<lt\S; <Inti nql.ol lal ing andimplementing theaClion pl.U1 ;uld ,~ngaglng innecessary f(}lIQw-lhr(lu~h,

Abramson and RO"~lIlhal ( 1')';;-' L Mgl1c:d theimportallce of Cl~llectj\'t'o\Vnt:'t~hif' Ill'goals when;lffirming that greater it1l:lu~ivl'r,,:..~ indecisionmaking Jeild.s 10 <fa wider Il,l->t.' ul !l\\lwr.ship t)f thepro<:ess and incrcasl'd ,uPl'(l1'l lUI implementa­Lion" (p. 1482).ln<1 thall,ntad,h;",' ..1 interdiscipli-nary support for .:h;ln~~' h.b J hel t',T ..:hance l0Tsuccess than a so)itary dfllrl. JII ;In 1:1 hnogmphics()cio!ingl1istk ~Iud" to lltlJcr~t.l1id how "prn(t~S­

shmals llnd pwfc:s,j\)J1JIs·rn·tr,linlllg learn :lhlllllbecoming a le,llll rnt:mb~'r," S.md... I 1990, p. ·1 f

examinl'd (Jnt' "Pd.ll worl.:.,,'I" ~ Je-vehlprncnt;l:. ,Iteam member llvel lime. Sh" f\HlIld Ihat it kev :ti-"

pect of !;()ciillilUtillll tu the IlJl{'rdl""lplinary I~Jm

8ronstl!In I AModel lor Iflferdiseiplmo!y CollaborowJlI-30t

.-----_..- .._.- _ .

I'fth;eSS indudcJ tlt.:- w"l'kt'r\ incrt!a~ed involve­ll\('nt in temn rn)(I.'''~'.'s, indudingdisc:ussions andJcci,siol1s.

Connaway 0<)7:;1. CompLOIl and Galaway( 1984), and 1\1 ailii:!, ,l11d :\~hlc}' {1981) discussedthe so..:ial worker rok of dit'ut .ldv(lcate :I," potl.'Il­

tinily being in conIE'l wiTh (~)lIet.:tivc learn goakAn l"xilmple in tlw ~;;'hnol c~lUJd occur when .1

school $ocial w()rh~'r l'I'r,c;vcs a tcacher as imp.:d­ing the progress \"It ;\ dllid or family, How does Ihew\H'ker Jdvo.:ate I'm IllS or her .:Iient in a way thatJ(I~'s lwt compmmi,,(' J collaborative relationshipwith the teacher? In .1 1,lr!!..:r way, Dingwall (1980)cautioned thal "hettl'r tCJll1work might only in­crC,lSC Ihe power lIf prof,:sslon,,1s in rl.'lation totheir dient'i3l1d IIMny \\'\luld argue thaI that im­balance wa.'i alrc;lJy 1,)<1 ~T('at"J (p. 135).lndusionof the clienl and hi~ llr lwr family in gr;r..l scLtingaml<lchi~vemenl O},'i pan ui' a definition of imcrdisci­plin"rr mU"boratillll aItCOI.I.s to the importance ofthl' dienh ....oice ill .,11 .\sl'':~ to; of service delivery({,irah,11l1 & RJrkr. I '199; ~caburn el al.. 1996).

Nl'flectiotl 011 /,rn,,'s, n:f... rs h) ~ollabmators'at­tention 10 th<,ir prm:<"~ ,.• ( \,,'orking lllgell'wr. Thisincludes collabol ,Illlrs' thinking and talking abouttheir working r~bli'lr"lllp and proce:;s and incor­porating fecdb'1Ck tl.l ~l r.:ngtht'l1 collabonltive re­lationships .md df":,·j i\ ~n ...ss,

S,lll"c and Shaufli'r', i 199~~) study identified~uc.:ccssful,ser\'kc: illkgr,ltilln a~ incorponning a(lIrnmitnwl1t to 'il'!f· ...\'.\lll,1tion. Hillup!i (\987)induded openly a"dr"~~ing intratt.'am conflict .lndu.~e of feedba..:k to rL'lll.'ct on wllabordtive interal:'liolls as critkal':')Jllpl1l1<.:nt:; ~)fsucccs.sful inlel'dis­ciplimlry lcams, K.m ... ! 1'<180) defined fUtilltegm~

live 1<'0 III as OIlC' I.lht~ :dl\l";~ll~'S time for "reflectingon pnJCes5." L1St, ,\\I",II'hoO t IqH4} identifiedguidelines 1{lr Leam ,Idium ,md sp('dJled the im­I'I)rtanc(' oj3 pwn:dure whereby lealllS e.lwminethe eLhical dil('rnm,l:; lh,H (Onfronlthcm and howthese'dilcfllm<ls .HI' ,II'proachl'd.

Influences on Intcnlisciplinary CollaborationInclusiun oi inllu~/ll<'~DB interdisciplinary col­J.,bor.Hion plJces till' modd in context MU'r all1odelt'xists til dl'Sd'ibt' collaboration, and if ((II·Jilbor<ltion is dCCllll'J ;oil import,lnl component ofpr,lclice, an LlnJ('r~t.lTlc1ing of whal aids and whatpre.o;cl\ls barriers ltl,.,1I.1boration is needed to in­Gl'.)M: its {ICCUrrCllll', :\rl'.lS noled;ls intluences oninkrdisdplill.trr .:olhlhoration indudl' profes­sioTlal fl)le. Slnl(tltl,d l h'lractcristk~. persoll<ll

c);.iT<lcteristics, and a history of (oU.lboraI itJn(Figure 2); The presence ofeath supports inter~

disciplinary efforts, whereas t.heir ahsence pm;entsbarrien to its occurrence.

Profess;.cmal Role. A strof1~ sense of prof(::;­slonal role includes holding the values ilnd ethicsof Iht' social work profession; an allegiance Lo theagcmy sl"tling; an allegiance to the sud,,' workprofession; respect fur professional colleagues; an~wlvgi,al, hulisli{' view of practke consistenlwith Ihesodal work profession; .llld a perspet.:tivethat h similar or complementary to collaborators'perspectives.

Role theory irtforms311 understanding of howsocializatioTl inlo a professional role occurs ilndhow a person is able to interact with olherl> in hisor her work, Critical issues in understanding theinfluence of professional role on .~ocial workers'.;oHaboralion with oll1<.'r5 includes the effet;t ofsocializatio1l. the 3ettlngs, and status an4 hierarchy.

filCh profession socializes it~ members diff<)r­ently with regard loroJc. values, and pra':licc(Abramson, 1990), and the differences among theprofession!' are compuunded by lhe high value

• each rlac,~!. on autonomy, holding the ability lobeself·directed as an "iJ~;\I" of pmfcssiunalism

I (\\l.lllgaman, 1994). This sense \)f autonomy. pro­fessional identity. and skilJ~ tkvdop through thepro.:css ofprofc$.'tion.al 80ciali7.3t ion. Under­standing the socialization, and with it the roleexpct:tati(lns and heritage of a profus:;ion, arc pre·requisites for understanding a group ofprofes­sionals.' skills, ;3ttiludcs. and abililies to col/;Iborat~

wilh other disciplines (Lee & Williams, 1994;Waugaman)~ Sometimes, the divcn;e culture",norms, and language of each prote:ssion make theproces't of interdisciplinary coUaboratic.m re­semble the- bringing together ofinhnbilclrtfS fromforeign lauds.

Social workers take on em endless numbL'r ofroles ollinlerdisdpJinarr tC'ams ,tnd in their dr­adi(' interdisciplinary relationships. Several studies,nole that successful teamwork may be hamperedby al1e~i3.nces that lean lQQ strongly loward awork\!rs' profession or department (Abramson.1990; \{(I,h, 1965; Kane, 1975. 1980) ~lr toostrongly IowaI'd the inlenlisdplinary team(Ahramson) 1990; Kane. 1980}. A strong sen.'>e ofpr()f~'ssional rokas prerequisite for interdiscipli­nary l'ollabor<Jtion involves an allegian.:c to bolh.Becaust: intcrdisdplill.ll'}' relationshiJ1s differ for adbdpline .111(1 its status in the setting,:I competent

SaciQI Work I Volume 48, Number 3I July 2003-302

Figure 2

Influences on Interdisciplinary Collaboration---_. "-"'--' .__ _- - _._ _--_ _--_._._--

Inlerdisdplin:uy Coll:loorJ.i~lll

Interdependcn( cNl.'wly Cr~aled Professional ALliviries

FlexibilityCollective Ownership tlfGoals.

Reflectioh on Pro.:css

profession.t1 role th~t (an prolIwte collaborationrequires n:dl'rol.:;11 n:spcl:l n'g;ll'dk:;s of theprnfcssi(}Jl's status in 111<;' st.'uing.

Strut'tural Chllr«cleris/;C5. $lru(\uml dlarac­ll~ristks rdevnnt to il1tcnlisciplinary collaborationindulll' a malhlgc.lblt Glsdoad, an agenc}' .:ullurcth.lt slIppllrlS intt:rdh,c.iplinary (ollahorillitln, au­mini'itrat ivc support. professional a.u t()rJ(lOl)', andt·he ,jnl(' and space for co)Jabural ion to oelur.

Hurd (1l.JR6) reviewed the c:<periem:cs (If it

wiu\.' spt'ctrum of collaborators in human sl'l'vkes.edw:atilln. a~':ldcmia,and rnan'lgemcm ..lIld iden­tified ~!lmt fif lhl' stnlcrural barriers to (:olhlboTil­ti....c;H:livity. These indude insnfficiem time fornegotiation and eXdlange, per.'ional investment,and the financial \,'olTll11itment []C'c.t:ssary tll SUS;­

tain collaboration. Matlcssich and Monser (1992)found that collahmation is supporku wht:'n<lgcncy leaders advocate for it and when an ad­equate financial base exists,

Structural C'hara.:leri~li<:sthat inf]ucn~t' inter­disl:iplinary co(J~lboration indude W~}':; th,ll anurgani'l3tjon Jnd superv isM aJl<ll:al c rcsourcc:f,

Jnd assign work that eithn 'lIl'l" 'et,. Ill' poses hal­

rien; In ('ollaboration. H\lf,h~'~I!J,l l',.i1e'\gues(1973) noted that it hal. alw;l\" hlTIl Jillicult IU

separate social work .l'; a pruk~"'illl [r<tlll the or·~aniZali{)ns jn whit'h !o(Kialw"J her' pl'.l'lirc.Smalley (1965) extended lhi, '",...... ."Iying lhal"SOciill w(lrkcrsarc lrained il' \\\,,1 wilhin an ill­stilutional framcwnrk, :Ind 1,1 1;";ll<l' ,lIme agenLv';Of imtillilion's purpo~cs u"d>!,. I,v [he .Jicntclcscn'~'d flJr their own and t.lll' ll'nlmllnilY'~ wel·fare" (p. 63). As far b'lI:k ,h lill 1''',1('', GulicK andUrwilk ( 1937) argued that lile ':;1 , ..ltl',;t dangcr~ ti'org.Uliz,ttions' w(lrking h)pdkl W,I~ the "Ja<'K ofcO~(lrdinntionand danger pl' t'l i, I j. Hi" lhat ..().:~ LJ f',

belw{'cn departments. or ,11 lilt: r·linlS where tht'l'overlap" !.p. 3J),

The imporlan((' (If "tnl\:Ill1',li f,'ltofS in inlerdisciplinary collal!{lralioll i~ Il' .ld ill tht: S'o<;i.t1\~ork literature, HjJlup~ ( 1%7) ,It :(U('" the impur.tance ofhcinguble to mllxill1i/._ !hl'lwnetlts :Iudminimize the wnstrdinl:> lllt'Il\'!,(l1l111l:nlal andagelh."}' il1t1uel1.(e~ lin inkrJi'(l!'!IIl.llY praeti..t:,Brown (1995), in his :>()(\ill \\', '!! ,li.,"ertatioH.

BrOflSlelfll A, Model for Interdlsciplmary Colfabofawm-303

sOUghl \11 identify t:ll tnn tlMt support or posebarriers til inkrJi:,.;il'lil1<lfY ~()llab<Jralinn inhl",llh (are. He ftl1l1id tJut a sense of a commonmissioll fadlitah'd 1l11l,lboration. He also foundthaI thestruclunlll.ldlirs L1ndea/" mission, insuffi­cient time, c),.Lcssiw wmkloi.ld, ,md lack ofadmin­istrath'c support Wl.'fl' harriers 10 wllaboration.

Perso1lt,I ClwrlIriaislit'S, Personal characteristicsrelt" ..1111 to inlt'rdis...:iplin.lfy collaboration includethe WJys colbbOI.l\C:lr, \,it'\,\, l'acb olner as people.outside of their prpkssitloal rolt', Maltessich and:V1onsey (992) rC"I'ablllut paso»al characteris­lies areC.'xlrcmdy l'igniikaot (omp()nents of 5U(­

(e~sful (ollaboratiw oldeavors. in studies the~'

rt>vil.'W't'd rc!evant I'l'r~t.1J1,t1 .:haracteristics In­(hllkd trust, rl'~i'('(\, d r1d~rstanding, and informal(l.lITlI11U1Jic3tinn bi:l'\l'l'fl (olbborators. Maslow's( 1'105) humanist pt'r"l,.-c!iv\' 11M! undergirds ser'­,i~e iott>gration l'l't'orh ,tl~(} <lr~ut'd thai trust j;; acritkal hase:: tor suc.:cs"flll (ull"hofOltiQu.

Abrarmon and l\lin.lhi (1996) surn'yed socialworka:> and plJysid.lIls 'lIld found that both ofthese groups (t.'lt th.lI (1111'1boration W>\S enhancedhy rl'~pc(t. il positi\·<; '-!ll;llily uf (ommunication,and similar persp,;c1i\'cs. :\ "'cll-undt'rsl(Jud mleand quantity of COlllI11Uni..:;ltion were more valllr:dby so~iJI worker.., Whl'le;l" ~ "capable" coll<lbora­tor and on~ whll "kept ~"'IJ infurml'J" were morehighly valued by rlt ~·..i, iall:;, Brown'.. t1995) studyIll' t:Klors: that prcwnl b;lrricr:. to or ~urrtlrl col­l.tboratinn in health (.m: !clund lhat the followingpersonal chafa.cterisib Wl:r~ rdeviml to slIccessfulcoll,lhoration: pnsiti'" .lltitude:; toward collabora­tllf~, n:~peCI, ;lllJ ~'l!llfllTl with cllllaboriltors' per­,,()nal behaviClr,

History ofCOt/il/l,'r'lfitm. i\ history of collabo­ration rcfers to earli.·r ('x!wrienct's in interdiscipli­nary :;cttings with (l,Jk.lgU~S. This factor emergedas ,Ill indicator ~)r "1I~. \'.'>sfulwllaboralion in many(If the studi~s renewed br t\'!;ltlclisi"h dnd M(>nscy(J 992). Lonsdale .111<1 tt1lkagues (1980) nott'd tlMtlhe long tr,IJition ul 'f'<"ci,llizatlon and fragmcnta­li\H1 ill th ... ~Ll,i,11 ~Cl\ i',L' iJ~ a whole presents ob­qad6 lu ~uClO:~SfllJ ,,,Il,IL1\lr.ltiv... ['raLtice, In Old­dilion, p(lsili\'~ l'x~'(:ri(,IH:es wilh inlerdisdplinary(,IIl,lht/ration in paid and internship licltings havebct-II shown 10 be lJl\k\'J wilh (urrent levels of~uc,e~:,>rul collab(ll',m"ll (Bronskin, 20(2),

Conclusion and Implications for PracticeSod'll ,~orkcrs facl' Ihl' ch,lllengt;s ofincreasiog~()cial pwhkrns su\ It ,1\ ri"ing numbers offtlmilies

ill poyerty. new immigrants, and people who areilging, and dccreasinB n'.~ources make efficientpra~liLe css\'ntial. Intl'rdisciplinary collaborationwbereby coJleagu\'s work together Jnd maximiz~

the expertise each can offer is critical. Yet, withouta model ofinterdisciptinary collaboration, itspraCtice needs to he continually redefirlcd. Themodel or interdisciplinal")' collaboration put forthdllcidatcs tht'components of this sodaIworkskilL which is noW an imperative J(wprofessiQnalpractice. A high-qualit>' level of l;oJlaboration mayoccur in an elemetitary school when a school so­dell worker decides to accommodate parCllls' re­quests for help with their children's homework,and the s()~ial worker eHeilS teachers' input forh(lW to structure;l homework duh ((I maximizep.mkipation and results. In J rehabilitation h(ls­pit,l!, optimal wUabMiltion may l1ccur when anintcrdisdplinary team IIfsocial worker, do(wr,nurse. <lOd speech therapist meet:. regular!}' forcase \:(Jnft'rent'''l' that each lC)oks forward to as apJac<: to find solutions for dients lhat they havt;'been struggling with alone. In an inpJlient unit ofa communitv merit;,)l health center, collaborationoccun whel; a. tamily member ca.lls the unit with arequest that any of the professionals feel comfort­able responding 10 in a way that makes the familymembers feel respected and OJ p.ut of [he team.

The second parI of the model, the influ('nceson coll.lboration, offers workers areas to p"r at­tention to in maximizing coll.1borative work. Forexample. if social workers led Lhat lht'ir coJlabQra­tiw work is not as effecLive as ther would like,they can look to areas outlined in the model suchas their supervisor's support) their colleagues' andtheir own (,)mmiUnenL to agency and profession,,md lheit personal relationships for improvement.When c(lIlaboratins withprofessioJlal:i of higherstatus, workers c-an at,knowledge this diffcf~ncc

I.Abromson & Mizrahi, 1986) and attempt to.:l.1ril)· their c()ntrihution .md unique role. Work­ers ':.\Il be proactive br providing intnns withposilire collahorative experiences in tidd plac.:­menls ,llld allocating time for colh]borat()f~ toconfer.

As Seaburn andcoJleagUt's (1996) noted, t'Aculture ofcollaboration doe~ nl)t just happen. Itmust be formed and fashioned by many hands"(p. 23). The model put forth is intended 10 serveas.a map for the creation ofsoch a culture. Thenext step is to use this model to examine whetherinlerdlsciplinary collaboration ili being carried

Sorial Work i Volume 48, Number 3/ July 2003-304

--_._..-._..- ----------------------,

out. Ifit is, tht'll ducs it cellO wh':lt our Hlenllureand pradkc wisdom indicate and lead ttl the criti­~aJ work of our pmfc:.sil)n. improving the live.. ofthe dients we: serve?

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sd~TlCeofadmill;stmtirm. :-'1.'" \ '. 'rk \\I~LJ~tus Kd1r.Hare. I. (I9'1J4J. St:h()vl.-omll h'01~ III tr:ltlSilWll. S()fjtJf

\fork ;n Edt/clu;,,,,, /6, M-h".Il.irt!. I. (19Q5). S..:hool-link.:d ,,:f\lu:\.ln R. L

F:dwards I. hI.· in-L.1 !i\.'I). Er,r,l'.-!lJ['.:d;(/ ({SII':;'II "'N~(14lh cd.) lCD-HOM!. (Ree Nil. JI:i2fkWiil'.lj.W.tshingwn, DC: NASW Ptc!>.;.

Hlkh, E. L (1965). Tht'o/;,'\ "f itlki"pr"f,·"ion'll (om­municatinn.ln R. IJ. Ikd. (1',1 \ ',.'. t,'(r 111ft! Ill,'5cho'1ls: COI1lTIIIlll;(',ll;')'1 dlllll.·",.,· ;" I'oIw:lIt;(J11 o:JmJsl)t'iul work (flP. llJ.l-125 L ~..;.:,.. \ ", k: SJ.liiln;l1 As­siwiatinn Clf~()ciJI Wor\.;t:TS.

Hord, S. M. (19116).;\ $}'lllhesb '111"t:~':,ll'lh on m';,lIH­

lA1lilluaJ <::llJlaburalillll. l:ll/til/l;, '11.7/ l.,·rld/'f$!lil'.43(5). 22-i6.

H\lgh~.sj E. G., Thllrnc, B., l)c:H:I{{!!is \. M.. {~urin.:'\.,& Willianls, n. (1973). F,f!U:d/h'li I<lT til., (lr(lj(;s~101J$

v{mr:di.r.ill/:, 1['111'. rJr<,vh'~:r. 'illd " '.1.,1 h'fit~I(l'. "Berke··It,y, CA: C\rl1('gi(' fll\lTI.1,ltioli .

Ka~an,~. L. (1\1l.:Jll. Co(Jabllr,I:\lIt! ~., 1'1<:,'\ lht: rl~;lc!l•.nc~~ i1~lld.): J.)im~nsiuns.mol .hkrllma,. In CUUll(lJ

of Chief Still.: S..:hool Offin:fs . 1'.1. i. Tomllri/lg .<ludOif

~/lt:r:I:S$ thrv/l~h coUIIIJPmljo/1 'I'P. :'7-/'11;). \\.'Jshill!!­1(111, DC: C{)Uncil 01' Chid' <;1;\1'; ~l h, ",) t)t1in·ri>.

KJt(.li1, S. L... &. Nt:vilk, P. ( I\)'1 ~" I r,rl'F,llmg ~,:n·i.'t:.\ fi"rllllrl"·/I,lIldltllllilie). Nc:'" HilIYII. ( l: 1'.1](' l1niVt'r­.,itv.

J<:agaJ;.~ .. Guffin, S., Goluh. ..;,. & i', it .. h.lfd. E. (1~95).Toward S)'Slt""~': n:fiJrm: S,'r! i... IlIhgr,ulilll.for yaungchildrt1' ami theirJ;lmili,', II,". \ i. "II'", (A: NationalCenter r<~r Service Iml!E(ratl'ln

Kiln". R, A.. n915,. /l1I~l'proF'.;"""'I! ""iUf/I"tlrk. S~TilcUse.

NY: SyriICU$<' t'ni"('rsil~ S,h.."j ,,1 ",.d,d \\'nrk.

Bron5tein ( AModel for Iruer(/impliflJry (OUObof{/(,(jff-30S

":.In.:, It A. (I 'Jt:\o .1. ~I i1i1I,h~liplinarr leamwork in lh~'

l IlJlcd States: Tr"Il,h, 1:;SlICS and implication.!> forIh.: weial \\Iorh:r. 111 '.-. L,)md'ilc. A. W<:!bb. & r. L.llrig~~ tEd~.); Tr'JJI·/llwJ.;; III IJr.' pasO/wi mId ,(lrI«1'l"/Ti,'fS IIntlllt.'lli, I, ,,,1',: l pp. }Ml- l51 ]. London: Per­.,1 Ilia} SIKial :\eni,,', (~()ul1(iJ.

l...·~. 1>.1\.• &\VilJi.tllh, P. r.! 1'J'J41. Pmspt:ctive man­,\g"lIlt'lll <lud 1"lIf~lllJdjn;\! ,an:: The dynamic chang·ing lIaluH' ofh.l1l1 .ll. II\,j " ,111 It M. C:t51ro, & M. C.lulL\ ihk" JW''I'W•.,·" ..i,':11l1 r'i~r"IJnd (vl',ibarlltil'l'{'Tlll·t;ic' (pp. 71 ..·':!·1 . Ildl'lllllll. I'A; IlrlJllks/Ctlil',

Lldll'r01an••-\. (I'JSt,), I :"lIabor,II!\'l' work. I'dt,r,uimw/I.t·"Jrr"Il{l, :/.l(:i J.·I ~i.

I in. A.M.!'. fl9'J;i1, M~·":.ll he.l1th ,',·en'i{·w.ln R. LEdwards (Ed.-in·( ~hit'n. b,rydl'lll:dit/,'Jsodiil wurK.II\lth cd.llCl>·Ri ),\1) ,R,·c. nn.17"'li4-2!lIOO).\Vashingt<}n, DC: 1'<;\\\\' l'rc~s.

I "1l~d;lIl'. S.• Wdlb, ..-\ .. ~~ Rrigg~, T, L (llJllll). Intro..llldion. In S. I.pll';d,llc:. A. I,'\'l'bh. 8: T, 1.. Briggs, hk), T'·{/I/IWIlr'. in ,lit' l't·r.'olUlI a"d $011111 ~lrv,CCS

l/llt! /'t'allh Cdr.' {pp I.X i. Lt'lllh'r1: Pcrs~mal Sod<llSt:r\,jct'~ Cmlll.. il.

~l,\ilkk. ~l. n.. I:'; .\,hl,'\, \ ..\. (l'll'l~. I'ulilks ufjnlt'r­pwle"i,'nal ,ol1.lhn".lli"lI: Chulkngi.' W.ld\llJ,a.:y.Social CtlSek'Mk', l>.!. j .ll-15ll.

M.Jslow, A. ( IY651. 1· 'W'rd/ian mQJllJsrmmr,IhllllL'woo,l. II.: RKh.lI'lllrwin.

!\lallcssich. P.. & M,'I)'C;.U. (J'.N21. Collahoration:\\'lllH 11I,,1.;1';; it ,..."k I '1Ih cd.). SI. P,llit, MN:Allllwrst H, WII.I,·r I·ound.lt;on,

:--kIJ~illc. A.• & m.ml... \1. i 1'1>,1:.'). \\'111I1 il tlikc...: Sfruc­

I1lmtx ;1I1i'r".I't"ll<'r f',II·I'jcr~l,iJl.' C,' 11'lIIt,','r dlil,lf<'llIIthl '~HlIi/l('; witll c, '''',(Jrtllt''hIV': $('I'l'il'(:~. W'lshinglt>ll.PC: Educal!"lt ;IIIJ IILlllltlll Savicc:s C<)Ilsortiul1I.

Ndtinl\. r. L. ~ \,Villi.HII" I·, t;. (19\.111). Cun we pre­I'M;: gl:ri.ltrj( S\1.:i.lt \., ,rkt-rs til colhtboratc in pri­marY' ~ilr(' PntdtLL": hllmlllll.~fS(1(jlllWork Edum­lion, 34. 195-21 (I

P"lb.~, A. M., Natril'lI .., t;" & !vldJill, E. L (l!181:l), Thedl.ll'lgi.ng n,l!lIlL' III Ih,' 1!i-:It!I':mtaltl.'d population:'.,urrenl dinh.'lhi.,lJ<, .llid future trends. EiI'/(rHilllwlU"S"IITflJa. /,'lI>l, j ....

Pl'1l1wk.I11ll'.1\1. i 1<)92" 1'''\,>,11 d .~du)('I·linked andsdluol-hmlcJ human ,en·j.:e~ rM .:hlldren <lnd fami·lies. S,'rial H'tlfk i,; billCllti,>tl. 1-1. 115-DO.

Poole. 0.09951. Hc;drh In It L E<lwllrds.(Ed.-in­Lhiefl. Encycl"{'I'cllil':( $11..i/l1 work (}lJth(:d.lICD·R(l~1j (Ree nt•. Ji)ll'l/i·! 'Hll I. Washington, DC::";:\SW Prt's.

)(,)"i, ,\. i 1')(1'11. ~"Ilil pI ... \,·.,rh,l \ .....,\1' JJ allteeedent~

IIi' ~IIII1IlH\llitv 1I11'11LIi l1..:alth Ibl;orr Jlld pr<l(lkl.'. InA. ). Hindman &. .\. IJ. :,pje~cl fFd~..J. PeTspert;l't'~ inmllw/I/Ility "1i'ul,1i h",;!tl, (pp. 11-2X). Chicago:Aldin{·.

",llld" It (" (I(Nfl i , Iit" ~"':"Il w"rk.:r j'liJl:' the team:,\ 111,)1.. ott til,' ~",'UIII.lli.·1\ I'r\l\l'~$. ).l'rill{ \'\'vrk ill/f,'"/ch C.III', /.r.:: I. I· 1'1,

S(hiUing, R. F., 8< Schilling, R. F. {l9N71. Sodal workand rncdkill~:Shared interests. 5I,.-i,11 Work, 32,231-2':\4.

~~horr. L, & Both, D. \IWl J. Altribul~s of dfedh'e.~eT\'ices for Y\lUllg t'hildrcn: A brief sunrq nf(ur­rcur k.nowl~dr.eand its implic3tions (or pmgramand polky de"dormenr. In L St,;hurr. D. Bl'lh. III C.Cllpr1dEds.), I'Hi" till/;' St·fl·jU:S fIJI' )''Ollllg "hildrl'll(1'1" 2]-47). W'l,hingwn, DC: Nalion,,} AC<l<'ll'myPress.

Seaburn. D. B., Lorem. :\. D., Gunn. W, B,. Gawinski.13. 1\.• &. :-'l:iukst.h, L B. (1996) . •\-1"(/('/s afc:ollabard­ti(lt!. N.:w YurI\: Bask Books.

Srnallcy, R. E. (1965), EdUl..-ation ofsllI.:i.al workers, InIt H. Beck (Ed,), Sodcty (ll1d tJll' sdlol!I$: Comlllun;­anion .-J1'11i'·I!~" to edllC4C;lJlI arrd ;()Chll w,'rk lPp.49-66). New York: National AssodatiMI ufSodalW,ukers.

~nlcr. M.• &Shauffer.C (l\1'l3'. Fighting fragmenla­tion: Cuordinilltlln of lIcrliices for children andfamHie~. Eduwrilltl anti tirblill Society• .zs. 121J-l4p.

Toscl.,nJ, R. W., Palmer·Ganel,·~. ,., &Chilpman, D.(19156). T.:amwllrk ill psydliatrk settings. SodnlWlIfk. J1. 46-52,

WaugJlllan, W. R. (1994l. Prot.:losiollJ.Jjzatlon ;'Ind so­cialization in itllcrprof~'ssi"lnal coll.lbllTillion. In R.M. OJstro $; M. C. Julin (Eds.), Itltt'Tpra;;'·ss;'mal care111111 col/ttbOTillil'l' [mlrti.-,~ [I'P. 71-94). Belownl. CA:nw()k~/C<)le,

W{'hll, ;\, L.. Be H{,bddl. ~l. [19801. Coordination and.l<:amWllrk in the hcahh and f'er)onal social sen'ic~'~,

In S. Lon:.dale, A. Webb, & T. L. Briggs (Eds.j.Tl'ilwwork itT th('.per.~(lrwl lIwl sod(lhrrl1ki's ,wdIIeah1t ((In' (pp. 97-110). Lllndon: Pt':r~I)Oal SocialSt·rviccs COl/nd!.

Wimptb~jma, R., B\()(Jl1l. M., & Krumer. M. (1990).Inlcr-:lgcncy ~'(}lIi1bnrillion: Some working rrin·.:ipk·s. Administfl/rit>n ill Social Work, 14(4), ~9-lU2.

Lauro R. Br(mstftin, PhD, ACSW, is assistaut pro­fessor, J)jv;~;o" ofSocil,IWork, Binghamton Ulli~

wmity, Binghult/llJtl. NY lJ902-fi(}OO; ~'-mai/:

lbronsL@binglwlltl{)f1.erlll.

Origin." nianlJ~(:ripl r~ceivt:d lull' H. 20()()Final r~visil1(l rccefvc:d OClo!ler 10.2000Accepted lJt:ccltl~er n, 2000.

SOCIal Work I Volume 48, NllIl'lbEr 3 i JulV 1003-3.06

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