Elementary School Integrated Services Teams: Applying Case-Management Techniques

By Shepard-Tew, Diane; Creamer, D. Andrew | Professional School Counseling, December 1998 | Go to article overview

Elementary School Integrated Services Teams: Applying Case-Management Techniques


Shepard-Tew, Diane, Creamer, D. Andrew, Professional School Counseling


The growing need for holistic interventions with at-risk families supports the need for an integrated services delivery model. In this model, professionals such as counselors, social workers, school psychologists, and nurses collaborate and serve as the nucleus for providing direct services to the child and the family. This multidisciplinary team approach meets academic, social, emotional, and physical needs of school-aged children and improves their chances to achieve academic success. Collaborative school-based or school-linked models for providing services to at-risk populations are found repeatedly throughout professional literature (Cohen, 1989; Edgar & Vadasy 1990; Eng & Jevne, 1989; Hacker, Fried, Bablouzian, & Roeber, 1994; Harold & Harold, 1991; Jehl & Kirst, 1993; Levy & Copple, 1989; Liontos, 1991; McCroskey & Einbinder, 1996; Melaville & Blank, 1991; National School Boards Association and American School Counselors Association, 1994; Opuni, 1991; Paavola et al., 1996; Stowitschek & Smith, 1990; Uphold & Graham, 1993). Although the process for creating and maintaining these teams has been addressed by the literature of each discipline, very little has been written on how to manage record keeping and measure accountability. This article presents a model for using case management as an effective record keeping and accountability system.

Case-Management Techniques

Some school counselors are school-based members of integrated services teams and are responsible for record keeping. They must find an expedient method for monitoring, evaluating, and recording academic achievements of referred at-risk students. Case management is a time-effective, flexible system that allows a collaborative team to monitor and coordinate care of many students at one time (Eng & Jevne, 1989). It has proven to be successful in education, public health, and child welfare agencies.

Eng and Jevne (1989) described how to apply a case-management approach to a K-9 school setting in Canada. The school counselor, principal, vice principal, resource room teacher, and referring teacher formed a Student Services Assistance Council (SSAC). In order to deal expediently with each case, a variety of forms were used to accurately record interventions and progress made toward goals in the academic and social/ emotional behavior of each child.

The SSAC met each week and members discussed new cases or gave status reports on continuing cases. All cases were evaluated to determine whether they should be closed, new interventions started, or new referral sources explored. Action or termination plans were created for each case. This approach allowed the school counselor to share responsibility with a multidisciplinary team of professionals for meeting the needs of many at-risk students. It also provided documentation of interventions for accurate reporting of accountability

Project EFECT

Project Education for Effective Collaborative Training (EFECT) used a similar school-based, multidisciplinary team approach that depends on case management for efficiency. The purpose of Project EFECT was to extend delivery of comprehensive academic, health, and mental health services to at-risk children and their families through a collaborative partnership between a school district and university training programs. Each Project EFECT team, consisted of one student intern each from the university's school counseling, social work, school psychology, and nursing programs. The team was assigned to work in a selected school 20 hours a week for two academic semesters. School administrators designed a referral system for the team. The team selected at-risk students who were performing below academic level from a referral list and assigned each student a case number. Team members met once a week for a 1-hr-and-30-min case-management staffing session under the supervision of a university faculty member from one of the disciplines and a school district supervisor. …

The rest of this article is only available to active members of Questia

Upgrade your membership to receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad‑free environment

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Upgrade your membership to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Elementary School Integrated Services Teams: Applying Case-Management Techniques
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved in your active project from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Upgrade your membership to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.