Establishing Family-School Partnerships in School Psychology provides actionable, evidence-based practices toward effective family-school partnerships. Offering scoped and sequenced approaches to embed family-school partnership interventions within a three-tier prevention framework, the book covers mental health screening, cultural responsiveness, technology use, and more. This volume in the Foundations of School Psychology Research and Practice Series makes clear how sustained implementation of family-school partnerships can be achieved within existing educational infrastructures to promote student achievement across developmental periods and schooling levels.

Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better understanding of the complexities impinging on children’s development; and pooling of family and school resources to find and implement solutions to shared goals. This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. Key features include: provides comprehensive, cross-disciplinary coverage of theoretical issues and research concerning family-school partnerships. describes those aspects of school-family partnerships that have been adequately researched and promotes their implementation as evidence-based interventions. charts cutting-edge research agendas & methods for exploring school-family partnerships. charts the implications such research has for training, policy and practice especially regarding educational disparities. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences.

This book emphasizes the importance of collaboration between the school and the home/parents in enhancing the possibilities for students' success. Twenty-four individual chapters by 45 contributors include: (1) "Family Systems and the School" (William Doherty and Vida Peskay); (2) "Home-School Collaboration: Effects, Issues, and Opportunities" (Sandra Christenson, Theresa Rounds, and Mary Jo Franklin); (3) "Parent Involvement and Success for All Children: What We Know Now" (Susan McAllister Swap); (4) "Partners or Adversaries? Home-School Collaboration across Culture, Race, and Ethnicity" (Larke Nahme Huang and Jewelle Taylor Gibbs); (5) "Home-School Processes in Diverse Ethnic Groups, Social Classes, and Family Structures" (Sanford Dornbusch and Philip Ritter); (6) "Parent Education as a Means for Improving the School Achievement of Low-Income African-American Children" (Craig Frisby); (7) "Characteristics of Parent-Professional Partnerships" (Carl Dunst, Charlie Johanson, Theresa Rounds, Carol Trivette, and Debbie Hamby); (8) "Competence Enhancement Training for Children: An Integrated Child, Parent, and School Approach" (Gerald August, Deborah Anderson, and Michael Bloomquist); (9) "From Blame to Solutions: Solution-Oriented Family-School Consultation" (Cindy Carlson, Julia Hickman, and Connie Burrows Horton); (10) "The Family-School Collaboration Project: Systemic Interventions for School Improvement" (Howard Weiss and Martha Edwards); (11) "School-Based Interventions for Infants and Toddlers in a Family Setting" (Martha Farrell Erickson); (12)"Home-School Partnerships and Preschool Services: From Self-Assessment to Innovation" (Kathleen Paget and Susan Chapman); (13) "An Embedded Curriculum Approach for Teaching Students How to Learn" (Kenneth Kiewra); (14) "Training Parents to Facilitate Homework Completion: A Model for Home-School Collaboration" (Daniel Olympia, William Jenson, Elaine Clark, and Susan Sheridan); (15) "Behavioral Intervention: A Home and School Approach" (Richard Wielkiewicz); (16) "How to Deal with Difficult School Discipline Problems: A Family Systems Approach Adapted for Schools" (Michael Valentine); (17) "Involving Parents in the Special Education Process" (Joan Silverstein, Judith Springer, and Nancy Russo); (18) "Leadership Skills for School Psychologists: Improving Parental Involvement in Multidisciplinary Team Interactions" (E. Scott Huebner); (19) "A Public School for Students with Autism and Severe Handicaps" (Andrew Bondy and Kris Battaglini); (20) "Home-School Collaboration for Children from Substance-Abusing Families" (Margaret Walker); (21) "Nurturing Children of Divorce: A Shared Responsibility" (Jane Close Conoley and Theresa Bahns); (22) "Family-School Partnerships: The Response to Child Sexual Abuse as a Challenging Example" (Deborah Tharinger and Connie Burrows Horton); (23) "Utilization of Community Resources: An Important Variable for the Home-School Interface" (Dianne Apter); and (24) "School and Family Partnerships: Leadership Roles for School Psychologists" (Joyce Epstein). (NB)

Ongoing, strategic Family-School Partnering (FSP) is an essential component of every educational community. FSP is a multi-dimensional process in which schools, families, and communities engage in shared actions to ensure a child’s academic, social, and emotional success. With this text, the authors intend to offer a practical guide that demonstrates how this partnering can be strategically implemented in all levels of schooling. The main focus of the text is how to plan, implement, and evaluate FSP within existing school structures and resources. The authors begin with an overview of the foundational and organizational information necessary for successful FSP, including a review of ecological systems theory. FSP theories and strategies are presented at a universal, targeted, and intensive level, giving the school mental health professional insight into working with students and families who have differing needs. A school-based case example illustrates FSP in action and provides a practical roadmap for implementation. Each chapter contains easily adaptable tools and a list of useful web links to resources which can be used in conjunction with the strategies presented and discussed by the authors. An accompanying CD will also contain all the handouts, forms, and other such resources presented throughout the text.

This book presents general guidelines for integrating mind-body practices in schools, as well as a more detailed recommendations for implementing specific interventions using a three-tiered service delivery model.