Skip to main content
SpringerLink
Log in

Joining Forces: Bringing Parents and Schools Together

  • Original Paper
  • Published:
Contemporary Family Therapy Aims and scope Submit manuscript

Abstract

The influence families and schools have on positive child outcomes suggest that adopting a comprehensive multi-systemic parent–school framework is necessary. Guided by research, theory, and previous literature, the purpose of this paper was to develop a multi-systemic assessment and intervention framework for clinicians working with families of school-age children and adolescents. Thematic analyses of ten larger-systemic models working with families with school-aged children revealed five levels of therapist involvement: (1) family–school multi-systemic assessment; (2) facilitating parental home-based school involvement; (3) facilitating parental school-based school involvement; (4) working with school personnel as part of a multi-disciplinary treatment team; (5) helping school personnel improve family involvement and child outcomes through school-based systemic interventions. Best clinical strategies are discussed for each level.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Amatea, E. S., Smith-Adcock, A., & Villares, E. (2006). From family deficit to strength: Viewing families’ contributions to children’s learning from a family resilience perspective. Professional School Counseling, 9, 177–189.

    Article  Google Scholar 

  • Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. doi:10.1016/j.childyouth.2003.11.002.

    Article  Google Scholar 

  • Beal, E. W., & Chertktov, L. S. (1992). Family–school intervention: A family systems perspective. In M. J. Fine & C. Carlson (Eds.), The handbook of family–school intervention: A systems perspective (pp. 288–301). Needham Heights: Allyn & Bacon.

    Google Scholar 

  • Brandon, R. R. (2007). African American parents: Improving connections with their child’s educational environment. Intervention in School and Clinic, 43(2), 116–120.

    Article  Google Scholar 

  • Breunlin, D. C., Schwartz, R. C., & Mac Kune-Karrer, B. M. (1997). Metaframeworks: Transcending the models of family therapy. San Francisco: Jossey-Bass.

    Google Scholar 

  • Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513.

    Article  Google Scholar 

  • Carlson, C. (1992). Models and strategies of family–school assessment and intervention. In M. J. Fine & C. Carlson (Eds.), The handbook of family–school intervention (pp. 18–44). Needham Heights: Allyn & Bacon.

    Google Scholar 

  • Carr, A. (2009). The effectiveness of family therapy and systemic interventions for child-focused problems. Journal of Family Therapy, 31(1), 3–45.

    Article  Google Scholar 

  • Child Trends Data Bank. (2013). Retrieved from http://www.childtrends.org/databank/

  • Cox, D. D. (2005). Evidence-based interventions using home–school collaboration. School Psychology Quarterly, 20(4), 473–497.

    Article  Google Scholar 

  • Crabtree, B., & Miller, W. (1999). A template approach to text analysis: Developing and using codebooks. In B. Crabtree & W. Miller (Eds.), Doing qualitative research (pp. 163–177). Newbury Park: Sage.

    Google Scholar 

  • Crowson, R. L., & Boyd, W. L. (1993). Coordinated services for children: Designing arks for storms and seas unknown. American Journal of Education, 101, 140–179.

    Article  Google Scholar 

  • Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H. (2000). Maternal parenting characteristics and school involvement: Predictors of kindergarten cognitive competence among Head Start children. Journal of Research in Childhood Education, 15, 5–17.

    Article  Google Scholar 

  • Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653–664.

    Article  Google Scholar 

  • Department of Education. (2001). No child left behind act of 2001 (H.R. 1). Washington: Author.

    Google Scholar 

  • Department of Education. (2004). Individuals with disabilities education improvement act. Washington: Author.

    Google Scholar 

  • Department of Education. (2013). Strategic plan: Fiscal years 2014–2018. Washington: Author.

    Google Scholar 

  • DePlanty, J., Coulter-Kern, R., & Duchane, K. A. (2007). Perceptions of parent involvement in academic achievement. The Journal of Educational Research, 100(6), 361–368.

    Article  Google Scholar 

  • Epstein, J. L. (1992). School and family partnerships: Leadership roles for school psychologists. In S. L. Christenson & J. C. Conoley (Eds.), Home–school collaboration: Enhancing children’s academic and social competence (pp. 499–515). Silver Spring: National Association of School Psychologists.

    Google Scholar 

  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181–193. doi:10.1207/S15326985EP3603_4.

    Article  Google Scholar 

  • Fine, M. (1992). A systems ecological perspective on home–school intervention. In M. J. Fine & C. Carlson (Eds.), The handbook of family–school intervention: A systems perspective (pp. 1–17). Needham Heights: Allyn and Bacon.

    Google Scholar 

  • Garnier, H. E., Stein, J. A., & Jacobs, J. K. (1997). The process of dropping out of high school: A 19-year perspective. American Educational Research Journal, 34(2), 395–419.

    Article  Google Scholar 

  • Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123. doi:10.1007/s10648-005-394.

    Article  Google Scholar 

  • Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13, 161–164.

    Article  Google Scholar 

  • Ho, B. S. (2001). Family-centered, integrated services: Opportunities for school counselors. Professional School Counseling, 4, 357–361.

    Google Scholar 

  • Hodgson, J., Boyd, T., Koehler, A., Lamson, A., & Rambo, A. (2014). Supervising in the evolving contexts of schools, healthcare, and military. In T. Todd & C. Storm (Eds.), The complete systemic supervisor (2nd ed., pp. 131–148). Boston: Wiley.

    Google Scholar 

  • Imber-Black, E. (1991). A family-larger-system perspective. Family Systems Medicine, 9, 371–395.

    Article  Google Scholar 

  • Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27, 817–839.

    Article  PubMed  Google Scholar 

  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269.

    Article  Google Scholar 

  • Laundy, K. C. (2015a). Building school-based collaborative mental health teams: A systems approach to student achievement. Camp Hill, PA: The Practice Institute Press.

    Google Scholar 

  • Laundy, K. C. (2015b). Family therapy in schools. Family Therapy, 14(1), 52–57.

    Google Scholar 

  • Lusterman, D. (1992). Ecosystemic treatment of family–school problems: A private practice perspective. In M. J. Fine & C. Carlson (Eds.), The handbook of family–school intervention: A systems perspective (pp. 363–385). Needham Heights: Allyn and Bacon.

    Google Scholar 

  • Meidel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37(4), 379–402. doi:10.1016/S0022-4405(99)00023-0.

    Article  Google Scholar 

  • Melaville, A. I., Blank, M. J., & Asayesh, G. (1993). Together we can: A guide for crafting a profamily system of education and human services. Washington: U.S. Government Printing Office.

    Google Scholar 

  • Metcalf, L. (2008). Counseling toward solutions: A practical solution-focused program for working with students, teacher, and parents (2nd ed.). San Francisco: Jossey-Bass.

    Google Scholar 

  • Metcalf, L. (2013). Family therapy in schools. In A. Rambo, C. West, A. Schooley, & T. V. Boyd (Eds.), Family therapy review: Contrasting contemporary models. New York: Routledge.

    Google Scholar 

  • Miller, L. D. (2002). Overview of family systems counseling in a school setting. In L. Miller (Ed.), Integrating school and family counseling: Practical solutions (pp. 3–30). Alexandria: American Counseling Association.

    Google Scholar 

  • Moon, S. S., & Rao, U. (2010). Youth–family, youth–school relationship, and depression. Child and Adolescent Social Work Journal, 27(2), 115–131.

    Article  PubMed Central  PubMed  Google Scholar 

  • Nicoll, W., Piatt, J., & Piatt, A. (1983). Adlerian programs in the schools. In O. Christensen & T. Schramski (Eds.), Adlerian family counseling: A manual for counselors, educators and psychotherapists (pp. 317–348). Minneapolis: Educational Media.

    Google Scholar 

  • Patton, M. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks: Sage.

    Google Scholar 

  • Paylo, J. M. (2011). Preparing school counseling students to aid families: Integrating a family systems perspective. The Family Journal: Counseling and Therapy for Couples and Families, 19, 140–146.

    Article  Google Scholar 

  • Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373–410. doi:10.3102/003465430305567.

    Article  Google Scholar 

  • Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., & Udry, R. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. JAMA: Journal of the American Medical Association, 278(10), 823–832. doi:10.1001/jama.278.10.823.

    Article  PubMed  Google Scholar 

  • Sanders, M. G., & Epstein, J. L. (2000). The national network of partnership schools: How research influences educational practice. Journal of Education for Students Placed at Risk, 5, 61–76.

    Article  Google Scholar 

  • Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445–460.

    Article  PubMed  Google Scholar 

  • Sheldon, S. B., Epstein, J. L., & Galindo, C. L. (2010). Not just numbers: Creating a partnership climate to improve math proficiency in schools. Leadership and Policy in Schools, 9, 27–48.

    Article  PubMed Central  PubMed  Google Scholar 

  • Sherman, R., Shumsky, A., & Rountree, Y. B. (1994). Enlarging the therapeutic circle: The therapist’s guide to collaborative therapy with families and schools. New York: Brunner/Mazer.

    Google Scholar 

  • Silvestri, K., Steinberger, C., & Scambio, E. (2013). Collaboration and reform: A model for MFT in the schools. Retrieved from http://aamft.org

  • Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement. Journal of Educational Research, 96, 323–338.

    Article  Google Scholar 

  • Van Voorhis, F. L. (2009). Does family involvement in homework make a difference? Investigating the longitudinal effects of math and language arts interventions. In R. Deslandes (Ed.), International perspectives on student outcomes and homework: Family–school–community partnerships (pp. 141–156). New York: Routledge.

    Google Scholar 

  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Fostering educational resilience in inner-city schools. Children and Youth, 7, 119–140.

    Google Scholar 

  • Wetchler, J. L. (1986). Family therapy of school-focused problems: A macrosystemic perspective. Contemporary Family Therapy, 8, 224–240.

    Article  Google Scholar 

  • White House Council for Community Solutions. (2012). Final report: Community solutions for opportunity youth. Washington: Author.

    Google Scholar 

  • Winslade, J. M., & Monk, G. D. (2007). Narrative counseling in schools: Powerful and brief (2nd ed.). Thousand Oaks: Corwin Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The University of Alabama, Box 870168, Tuscaloosa, AL, 35401, USA

    M. Blake Berryhill

  2. Kansas State University, 212 Campus Creek Complex, Manhattan, KS, 665606, USA

    Amber Vennum

Authors
  1. M. Blake Berryhill
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Amber Vennum
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to M. Blake Berryhill.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Berryhill, M.B., Vennum, A. Joining Forces: Bringing Parents and Schools Together. Contemp Fam Ther 37, 351–363 (2015). https://doi.org/10.1007/s10591-015-9357-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10591-015-9357-3

Keywords

Search

Navigation