A School‐Based Case Study: Developing Interprofessional Competencies to Support Students With Dual Diagnosis
Bibliographic record
Abstract
Abstract This case study provides insight into the ways an interprofessional team developed collaborative competencies to enhance school‐based mental health support for students with a dual diagnosis of intellectual disabilities and mental health illness. The team was anchored by the school division coordinator, two resource teachers, a social worker, and a psychologist. It is also a site for preservice nursing, social work, recreational therapy, and psychology students who were completing their senior practicum in their respective programs. The purpose of this study is to develop a deeper understanding of how preservice and in‐service professionals experience interprofessional collaboration and competency development as a means to support students with dual diagnosis. Interviews were conducted with 21, preservice practicum students and in‐service professionals who participated on the team. Data were recorded, transcribed verbatim and manually aggregated, coded, and themed using two complementary strategies, constant comparison method and initial and focused coding. The Canadian Interprofessional Health Collaborative (CIHC) (Gilbert, ) framework helped illuminate the fundamental components, that is, the competencies, needed to be an effective collaborator. The findings suggest that four of the six CIHC competencies, role clarification, student centeredness, communication and team functioning emerged as core competencies. The practicum students described their experience on the team as an enriching way to develop specialized knowledge, skills, and attitudes with students with dual diagnosis and they continue to serve as advocates in their current positions. Reciprocally, the permanent structure of the interprofessional practicum offered a unique professional development strategy for in‐service professionals. This study queries the need to refine the CIHC model for school‐based mental health settings. It is suggested that the model would be enhanced by a greater emphasis on culturally responsible practice and a greater integration of inclusive education competencies for professionals who work with students who have dual diagnosis in schools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.165 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".