Family-School Collaboration Services
School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools (NASP, 2010).
"Unity is strength ... when there is teamwork and
collaboration, wonderful things can be achieved."
- Mattie Stepanek
"Unity is strength ... when there is teamwork and
collaboration, wonderful things can be achieved."
- Mattie Stepanek
Course Work
EDPS 650: Family and Social Bases of Behaviour
This course explored the contribution of developmental and resiliency frameworks, along with significant ecologies, particularly the
influences of family, school, peer group, mass media, and culture, have on children's learning and behaviour.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to be an advocate for families and their children by supporting their involvement in their child's or adolescent's school through recommended strategies and accommodations, collaboration suggestions, and support for school programming; as well as recommending links between the school, family, and community agencies. In these practicums, I have had the opportunity to work with families from a variety of cultures, dynamics, and socioeconomic levels in which I was challenged to adapt my services to meet of their unique needs.
EDPS 650: Family and Social Bases of Behaviour
This course explored the contribution of developmental and resiliency frameworks, along with significant ecologies, particularly the
influences of family, school, peer group, mass media, and culture, have on children's learning and behaviour.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to be an advocate for families and their children by supporting their involvement in their child's or adolescent's school through recommended strategies and accommodations, collaboration suggestions, and support for school programming; as well as recommending links between the school, family, and community agencies. In these practicums, I have had the opportunity to work with families from a variety of cultures, dynamics, and socioeconomic levels in which I was challenged to adapt my services to meet of their unique needs.
Work Samples
School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture. This presentation depicts the family dynamics of a child or adolescent with ADHD. This presentation demonstrates my knowledge of the ecological influence on the interpersonal competence of children and adolescent with ADHD. This knowledge is essential while developing a working and collaborative relationship with a family who has a child with ADHD and their school.
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Recognizing the varying factors which may influence a child's or adolescent's mental well-being is beneficial for a school psychologist to have while collaborating and consulting with families. This paper examines the influence of a father's involvement in the mental well-being of young adult women from their perspective. I learned a lot about family dynamics and influence while researching this paper, but what stood out to me the most, was how influential perspective of an individual of family dynamics can be on their development. |
Level of Competence
Rate: Medium
Reflection:
This is an area I feel quite comfortable and confident in. Working in a community school, I am comfortable with working with families from a variety of cultural and economic backgrounds. I have had the opportunity to present workshops for parents and teachers on topics of behaviour management, using a child's strengths when considering programming and skill development, and addressing homework struggles and completion. I have often found myself in the role as a advocate for students and their families when working with outside agencies and other teachers to address student needs. I was part of a team that attended training with Eric Jensen on Teaching with Poverty in Mind, to gain a better understanding of how the various forms of poverty may influence a child in their learning and social development. From these experiences, I feel the transition into my role as a school psychologist in aiding family-school collaboration will continue to expand and develop.
Rate: Medium
Reflection:
This is an area I feel quite comfortable and confident in. Working in a community school, I am comfortable with working with families from a variety of cultural and economic backgrounds. I have had the opportunity to present workshops for parents and teachers on topics of behaviour management, using a child's strengths when considering programming and skill development, and addressing homework struggles and completion. I have often found myself in the role as a advocate for students and their families when working with outside agencies and other teachers to address student needs. I was part of a team that attended training with Eric Jensen on Teaching with Poverty in Mind, to gain a better understanding of how the various forms of poverty may influence a child in their learning and social development. From these experiences, I feel the transition into my role as a school psychologist in aiding family-school collaboration will continue to expand and develop.
Annotated Bibliography
Berns, R. M. (2007). Child, family, school, community: Socialization and support (7th Ed.). Fort Worth, TX: Harcourt College Publishers.
This text depicts how the school, family, and community can influence the development of a child's socialization abilities. Grounded in Bronfenbrenner's bioecological theory, complex issues, such as diversity, culture, ethnicity, gender, sexual orientation, and special needs) are discussed. This text has provided me with a stronger framework for promoting family-school collaboration to address student.
Bronfenbrenner, U., & Morris, P.A. (2006). The bioecological model of human development. In R. M. Lerner and W. Damon (Eds.), Handbook of Child Psychology (6th ed.). Vol. 3, 793-828. New York: Wiley.
Bronfenbrenner's bioecological theory is one of the key underpinnings informing my view of child development. The concept of bidirectional influences forms the basis of CBT, which comprises an approach to change I have become more interested in during my final year of courses. This article depicted for me the impact of individual reciprocal environments on adaptive and maladaptive trajectories of development.
Christenson, S. & Carlson, C. (2005). Evidence-based parent and family interventions in school psychology: State of
scientifically based practice. School Psychology Quarterly, 20(4), 525-528. doi: 10.1521/scpq.2005.20.4.525
This study examines the use of parent and family interventions that are implemented in schools to assist their children with
behaviours and learning problems at school. This review indicates that there is some evidence for positive outcomes; however, family interventions did not transfer to the school setting. Therefore, there is a need for more extensive research to determine whether parent and family interventions have an influence on behavioural and learning difficulties noted at a school level.
Berns, R. M. (2007). Child, family, school, community: Socialization and support (7th Ed.). Fort Worth, TX: Harcourt College Publishers.
This text depicts how the school, family, and community can influence the development of a child's socialization abilities. Grounded in Bronfenbrenner's bioecological theory, complex issues, such as diversity, culture, ethnicity, gender, sexual orientation, and special needs) are discussed. This text has provided me with a stronger framework for promoting family-school collaboration to address student.
Bronfenbrenner, U., & Morris, P.A. (2006). The bioecological model of human development. In R. M. Lerner and W. Damon (Eds.), Handbook of Child Psychology (6th ed.). Vol. 3, 793-828. New York: Wiley.
Bronfenbrenner's bioecological theory is one of the key underpinnings informing my view of child development. The concept of bidirectional influences forms the basis of CBT, which comprises an approach to change I have become more interested in during my final year of courses. This article depicted for me the impact of individual reciprocal environments on adaptive and maladaptive trajectories of development.
Christenson, S. & Carlson, C. (2005). Evidence-based parent and family interventions in school psychology: State of
scientifically based practice. School Psychology Quarterly, 20(4), 525-528. doi: 10.1521/scpq.2005.20.4.525
This study examines the use of parent and family interventions that are implemented in schools to assist their children with
behaviours and learning problems at school. This review indicates that there is some evidence for positive outcomes; however, family interventions did not transfer to the school setting. Therefore, there is a need for more extensive research to determine whether parent and family interventions have an influence on behavioural and learning difficulties noted at a school level.