La collaboration interprofessionnelle au carrefour du travail social de groupe et de l’intervention familiale : analyse théorique de l’évolution de pratiques menant à des services intégrés au Nouveau-Brunswick
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Cet article propose une réflexion théorique sur les pratiques d’intervention de groupe avec des familles en contexte de collaboration interprofessionnelle. Un court historique de l’intervention de groupe avec les familles est présenté au début de l’article pour ensuite élaborer sur des nouveaux modèles hybrides de pratique. Ce qui est spécifique à ces nouveaux modèles est leur complexité structurale et fonctionnelle ainsi que la multiplicité des formes de collaboration employées lors de l’intervention. La Prestation des services intégrés (PSI) pour les enfants, les jeunes et les familles est l’une des pratiques novatrices basées sur la collaboration interprofessionnelle. Ce programme permet à des équipes interprofessionnelles d’élaborer des plans communs d’intervention afin d’accompagner les familles qui ont des enfants vivant avec des problèmes de santé mentale. Ces modèles de pratique soulèvent des enjeux par rapport à la formation des étudiants en travail social sur le plan des interventions collaboratives et de la résolution de situations complexes. This article proposes a theoretical analysis of group intervention practices with families in the context of interprofessional collaboration. A short history of group intervention with families is presented before we elaborate on new hybrid models of practice. These new models are characterized by their structural and functional complexity, and by the multiplicity of forms of collaboration used during interventions. One of these innovative practices based on interprofessional collaboration is Integrated Services Delivery (ISD) for children, youth and families. This program enables interprofessional teams to develop joint intervention plans to support families who have children with mental health problems. These practice models raise issues concerning social work education with regards to collaborative work in intervention and the resolution of complex situations.
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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 | 0.007 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it