School-Based Family Counseling

An Interdisciplinary Practitioner's Guide

Brian A. Gerrard, Michael J. Carter, Deborah Ribera, Brian A. Gerrard, Michael J. Carter, Deborah Ribera

• Publisher: Routledge
• Year: 2019
• Print ISBN: 9781138492660
• eBook ISBN: 9781351029964
• Topic: Psychology
• Subtopic: Educational Psychology
• Index: Psychology

Written by experts in the field, School-Based Family Counseling: An Interdisciplinary Practitioner's Guide focuses on how to make integrated School-Based Family Counseling (SBFC) interventions, with a focus on integrating schools and family interventions, in an explicit step-by-step manner. Departing from the general language used in most texts to discuss a technique, this guide's concrete yet user-friendly chapters are structured using the SBFC meta-model as an organizing framework, covering background information, procedure, evidence-based support, multicultural counseling considerations, challenges and solutions, and resources.

Written in discipline-neutral language, this text benefits a wide variety of mental health professionals looking to implement SBFC in their work with children, such as school counselors and social workers, school psychologists, family therapists, and psychiatrists. The book is accompanied by online video resources with lectures and simulations illustrating how to implement specific SBFC interventions. A decision tree is included to guide intervention.

1 School-Based Family Counseling

The Revolutionary Paradigm

Brian A. Gerrard and Marcel Soriano

Overview: This chapter defines School-Based Family Counseling (SBFC), and explains its origins, scope of practice, and unique strengths. The SBFC metamodel is introduced with guidelines on how to use this book to make effective SBFC interventions.

Background

School-Based Family Counseling (SBFC) is an integrative, systems approach to helping children succeed academically and personally through mental health approaches that link family and school. The earliest large-scale application of SBFC was made by the psychiatrist Alfred Adler who developed 30 guidance clinics attached to schools in Vienna in the 1920s. Adler believed that schools were a logical and constructive place to bring mental health services for children and families because schools and families are the two most important institutions affecting the lives of children. Adler frequently held demonstrations of interviews with children and their parents and teachers, before an audience of teachers and parents, as a way to demonstrate his approach to helping children and in order to educate parents and teachers in effective approaches to helping children with behavior problems. In recent years continued research into the importance of both school connectedness and family involvement for the promotion of children’s academic success and mental health have underscored the value of mental health practitioners working with both schools and families (see Boxes 1.1 and 1.2). Although the idea of SBFC has been around since the time of Adler, the tendency of the mental health professions to focus on either school intervention or family intervention, makes SBFC still a revolutionary approach.

Box 1.1 Evidence-Based Support for the Benefits of School Involvement for Children

Aldridge, J. M., Fraser, B. J., Fozdar, F., Ala’l, K., Earnest, J., & Afari, E. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools, 19(1), 5–26.

Chapman, R. L., Buckley, L., Sheehan, M., & Shochet, I. (2013). School-based programs for increasing connectedness and reducing risk behaviour: A systematic review. Educational Psychology Review, 25(1), 95–114.

Denman S. (1999). Health promoting schools in England – a way forward in development. Journal of Public Health Medicine, 21(2), 215–20.

Frydenberg, E., Care, E., Freeman, E., & Chan, E. (2009). Interrelationships between coping, school connectedness and wellbeing. Australian Journal of Education, 53(3), 261–276.

García-Moya, I., Brooks, F., Morgan, A., & Moreno, C. (2015). Subjective well-being in adolescence and teacher connectedness. A health asset analysis. Health Education Journal, 74(6), 641–654.

Huang K, Cheng S, & Theise R. (2013). School contexts as social determinants of child health: current practices and implications for future public health practice. Public Health Reports, 128(S3), 21–28.

Jose, P. E., & Pryor, J. (2010). New Zealand youth benefit from being connected to their family, school, peer group and community. Youth Studies Australia, 29(4), 30–37.

Jose, P. E., Ryan, N., & Pryor, J. (2012) Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22(2), 235–251.

Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology, 25(1), 19–39.

Lau, M., & Li, W. (2011). The extent of family and school social capital promoting positive subjective well-being among primary school children in Shenzhen, China. Children and Youth Services Review, 33(9), 1573–1582.

Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31–49.

McGraw, K., Moore, S., Fuller, A., & Bates, G. (2008). Family, peer and school connectedness in final year secondary school students. Australian Psychologist, 43(1), 27–37.

McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 284–292.

Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50(4), 443–460.

Oberle, E., Schonert-Reichl, K. A., & Zumbo, B. D. (2011). Life satisfaction in early adolescence:Personal, neighborhood, school, family, and peer influences. Journal of Youth and Adolescence, 40(7), 899–901.

Prelow, H. M., Bowman, M. A., & Weaver, S. R. (2007). Predictors of psychosocial l wellbeing in Urban African American and European American youth: The role of ecological factors. Journal of Youth and Adolescence, 36(4), 543–553.

Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., & Udry, J. R. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. JAMA, 278 (10), 823–832.

Svavarsdottir, E. K., & Orlygsdottir, B. (2006) Health-related quality of life in Icelandic school children. Scandinavian Journal of Caring Sciences, 20(2), 209–215.

Thomson, K. C., Schonert-Reichl, K. A., & Oberle, (2015). Optimism in early adolescence: Relations to individual characteristics and ecological assets in families, schools, and neighborhoods. Journal of Happiness Studies, 16(4), 889–913.

Wang, M-T. & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352.

Box 1.2 Evidence-Based Support for the Effect of Parent Involvement on School Achievement

Anguiano, R. P. (2004). Families and schools: The effect of parental involvement on high school completion. Journal of Family Issues, 25, 61–85.

Chen, W., & Gregory, A. (2009). Parental involvement as a protective factor during the transition to high school. Journal of Educational Research, 103, 53–62.

Cheung, C. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82, 932–950.

Deslandes, R., & Cloutier, R. (2002). Adolescents’ perception of parental involvement in schooling. School Psychology International, 23, 220–232.

Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 3–34). Mahwah, NJ: Erlbaum.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13,1–22.

Fan, W., & Williams, C. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30, 53–74.

Flouri, E., & Buchanan, A. (2003). The role of father involvement and mother involvement in adolescents’ psychological well-being. British Journal of Social Work, 33, 399–406.

Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10, 465–488.

Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252.

Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P.,Dodge, K. A., Bates, J. E., et al. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75, 1491–1509.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763.

Jeynes, W. H. (2009). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–92.

Johnson, M. K., Crosnoe, R., & Elder, G. H., Jr. (2001). Students’ attachment and academic engagement: The role of race and ethnicity. Sociology of Education, 74, 318–340.

Newman, B., Newman, P., Griffen, S., O’Connor, K. & Spas, J. (2007). The relationship of social support to depressive symptoms during the transition to high school. Adolescence, 42, 441–459.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039–1101.

Shumow, L., & Lomax, R. (2002). Parental efficacy: Predictor of parenting behavior and adolescent outcomes. Parenting: Science and Practice, 2, 127–150.

Simons-Morton, B. G., & Crump, A. D. (2003). Association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73, 121–126.

Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17,125–146.

Wang, M. T., Brinkworth, M. B., & Eccles, J. S. (2013). The moderation effect of teacher-student relationship on the association between adolescents’ self-regulation ability, family conflict, and developmental problems. Developmental Psychology, 49, 690–705

Wang, M. T., & Eccles, J. S. (2012a). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895.

Wang, M. T., & Eccles, J. S. (2012b). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31–39.

Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multi-dimensional perspective. Learning and Instruction, 28, 12–23.

The Strengths of School-Based Family Counseling

SBFC has eigh...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Acknowledgments
• Foreword
• Contributors
• 1. School-Based Family Counseling: The Revolutionary Paradigm
• 2. How to Develop an SBFC Case Conceptualization
• 3. Family Intervention How to Build Collaboration between the Family and School Using Conjoint Family Counseling
• 4. Family Intervention: How to Do Family Counseling with Individuals
• 5. School Intervention: How to Consult with Teachers Using A Functional Behavior Assessment Model and Process Consultation
• 6. School Intervention: How to Facilitate Classroom Meetings
• 7. Family Prevention: How to Facilitate A Parent Education Workshop
• 8. Family Prevention: How to Facilitate A Parent Support Group
• 9. School Prevention: How to Increase Student Engagement
• 10. School Prevention: How to Develop an Anti-bullying Program
• 11. How to Develop Community Resources
• 12. How to Overcome Barriers to SBFC
• 13. Effective Referral Processes in School Mental Health: Multicultural Considerations in a Eurocentric System
• 14. Case Study: A Family in Distress
• 15. The Case of Collaboration: A Closer Look at a University/K-12/nonprofit Partnership
• Index