Fostering Intentional Interdisciplinary Leadership in Developmental Disabilities: The North Carolina LEND Experience
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Fostering Intentional Interdisciplinary Leadership in Developmental Disabilities: The North Carolina LEND Experience Angela Rosenberg • Lewis H. Margolis Karl Umble • Linda Chewning
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Published online: 4 November 2014 Springer Science+Business Media New York 2014
Abstract This study describes the effects of interdisciplinary leadership training on a retrospective cohort (2001–2009) of the University of North Carolina MCH Leadership Education in Neurodevelopmental and Related Disabilities (UNC-CH LEND) program, including LEND graduates who were selected to participate in a focused Interdisciplinary Leadership Development Program (ILDP) in addition to their LEND training. Specifically, the study examined graduates’ reports of the relationship between LEND training and their attitudes/ beliefs about interdisciplinary practice, as well as their reported use of interdisciplinary skills in their post-fellowship practice settings. Using a post-test design, participants in the LEND and ILDP programs were contacted to complete an on-line survey. Using a Conceptual Model guided by EvaluLEAD, respondents were asked to rate the influence of the UNC-LEND training program on their attitudes/beliefs and skills using a 5-point Likert scale, as well as through open-ended descriptions. The 49 LEND respondents represented a 56 % overall response rate from years 2001–2009. ILDP participants
A. Rosenberg (&) L. Chewning University of North Carolina LEND, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7445, USA e-mail: [email protected] A. Rosenberg University of Arizona LEND, University of Arizona, Tucson, AZ, USA L. H. Margolis Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7445, USA K. Umble North Carolina Institute for Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7445, USA
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reported greater agreement with interdisciplinary attitudes/ beliefs and more frequent use of interdisciplinary skills than did the non-participants. Graduates of LEND as well as ILDP reported the influence of training through a range of qualitative responses. Response examples highlight the influence of LEND training to promote outcomes at the individual, organizational and systems level. Findings from this study illustrate that MCHB funded LEND training has a strong influence on the future employment and interdisciplinary practices of graduates for the MCH workforce as well as services for individuals with developmental disabilities, their families and systems of care. Keywords Interdisciplinary training Leadership training Inter-professional training Leadership Education Neurodevelopmental disabilities
Interdisciplinary Care for Individuals Specialized Needs According to the Maternal and Child Health Bureau (MCHB), children and youth with special health care needs are defined as ‘‘those who have or are at increased risk for a chronic physical, developmental, behavioral, or e
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