Facilitators : Scott Bloom, LCSW Sandy Schefkind, MS, OTR/L Presenter : Michael Valenti, Ph.D.

1. Learning The Language: Promoting Effective Communication for Interdisciplinary CollaborationWEBINAR Facilitators: Scott Bloom, LCSW Sandy Schefkind, MS, OTR/L Presenter: Michael Valenti, Ph.D.

2. National Community of Practice (COP) on School Behavioral Health: • A network that bridges mental health and education • A mission of shared work and common messages • Multiple disciplines and perspectives represented • Partners include: • National: Federal agencies and organizations • State: TA Centers, State teams • Local Partners: Family groups and individuals.

3. Focus of Learning the Language Community of Practice Cross-system shared work: Translating policy to practice Aligning goals across agencies Developing common indicators Collaborative training efforts Collecting State and/or local examples Deepening understanding of roles Building relationships

4. Bridging the Gap: Resources for Effective Communication and Collaboration Michael Valenti, Ph.D. mvalenti@pressleyridge.org Pressley Ridge Schools http://www.pressleyridge.org

5. Presentation Outline • Why is it important to use accessible language in communications and collaboration? • What are some of the barriers that exist when we use inaccessible language? • We’ll share three accessible (free) resources that can help you improve your communications and collaborations with stakeholders.

6. Accessible Language… • Makes ideas, concepts, and theories more relatable and accessible. • Helps to ensure that the goals of service providers and their clients are analogous. • Can foster improved relationships. • Nobody likes to be “talked down to!” • Ensures mutual understanding.

7. Using Accessible Language Can Help To Bridge the Gap(s) Between: • Research and practice • Schools and mental health service providers • Organizations and their clients: • Families • Youth

8. Common Issues Surrounding Communication and Collaboration • Communication • Words, jargon • Style • Collaboration • Exclusivity • Scheduling • Trust

9. Involving Families • Schools that develop strong partnerships with students’ families can expect improvements in school climate, increased parent skills, and can also make teachers’ work easier (Epstein, 2009). • Efforts to increase parental involvement in a child’s programming can result in: • Reduced behavior problems (Reinke, Splett, Robeson, & Offutt, 2009) • Improved attendance (Ingram, Wolfe, & Lieberman, 2007) • Increased achievement (Fan & Chen, 2001) • Increased motivation to learn (Covington & Mueller, 2001)

10. The Importance of Effective Communication with Families • How we communicate with families can improve their engagement in their children’s programming, which in turn predicts student outcomes (Farrell & Collier, 2010).

11. When Communications Break Down… • Ineffective or confusing communications can lead to misunderstandings, frustrations, and disagreements. • Misconceptions about mental health programs in schools can lead to stakeholder disengagement (Acosta et al, 2002). • Often, communication failures result from: • A misunderstanding of what was read • A misunderstanding of what was heard

12. Written Communications • Given the widespread use of written communication materials (letters, emails, websites, pamphlets, etc.), it’s important that these materials are easy to comprehend. • All communications with the general public must be written at an 8th grade level (Office of Inspector General, 2003).

13. The Issue • Over 90% of parents of K-12 students receive written communications designed to disseminate information to all parents (Herrold & O’Donnell, 2008). • Schools may assume that parents understand the materials given to them…research confirms that many parents do not (Bratlinger, 1987; Shriver & Kramer, 1993; Peretz et al, 2004). • Example: FERPA or HIPPA documentation in a parent-student handbook.

14. Resource #1: Writing for the People How it can help: • Provides simple tips for improving the “readability” of your writing. • Includes step-by-step instructions for assessing the grade level of your writingusing Microsoft Word TM.

18. Resource #2: The University of Pittsburgh’s SBBH Website • Download family-friendly podcasts, brochures, tip sheets and more. • All documentation is written at an 8th grade level or below. • Each resource is designed to be shared with families, children, and staff members. • http:www.sbbh.pitt.edu

22. Effective Collaboration • Effective Collaboration (Syracuse School of Education, 2008): • Takes time • Is based on respect • Shares control and decision making • Collaboration amongst whom?

23. Collaboration • Successful collaboration begins with a culture that promotes shared responsibility and respect amongst all parties. • How do we really know what kind of culture exists within our organization? It starts with self-reflection. • Do you: • View families as guests or equals? • Set goals together? • Trust them?

24. Resource #3: Schools That Say “Welcome” (STAR Center) • A brief self-evaluation tool for school-community collaborations. • How it can help: • Develops awareness of current practices. • Lists practical strategies that can be easily implemented. • Helps schools become more conscious of their family and community involvement efforts.

27. Final Thoughts on Communication and Collaboration • Avoid using technical language and jargon in your communications – they only serve to muddle your message. • In general, “less is more” in regards to written communications. • Be flexible when considering strategies for increasing family/community involvement in your program. • Don’t assume anything! If you are unsure about how your stakeholders will respond to a certain communication or initiative…ask them!

28. Questions?

29. Join Us!Learning the Language Group • Attend 17th Annual School Mental Health Conference, Oct. 25-27, 2012 • Visit SharedWork.org • Contribute to 4LsStory Bank • Share Tip and Fact Sheet with colleagues • Role of LTL Consultant • Share Dialogue Guide • Join the Wiki

30. Get the Resources! • Please visit www.SharedWork.org: • Links to each of the resources mentioned in this webinar can be found on the SharedWork.org website. • This webinar has been recorded. You can view the presentation again, or share it with colleagues by visit the website. • To access this content, you’ll need to create a free account and join the Learning the Language practice group under the National Community of Practice on School Behavioral Health.

31. Scott Bloom, LCSW SBLOOM5@SCHOOLS.NYC.GOV Sandy Schefkind, MS, OTR/L SSCHEFKIND@AOTA.ORG Learning the Language Practice Group

32. References • Acosta, O.M., Tashman, N.A., Prodente, C., & Proescher, E. (2002). Establishing successful school mental health programs: Guidelines and recommendations. In Ghuman, H.S., Weist, M.D., & Sarles, R.M. (Eds.), Providing Mental Health Services to Youth Where They Are (pp. 57-74). New York, NY: Brunner- Routledge. • Covington, M.V., & Mueller, K.J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13,157-176. • Epstein, J.L. (2009). School, family, and community partnerships: Caring for the children we share. In Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Salinas, K.C., Rodriguez- Jansorn, N., Van Voorhis, F.L., Martin, C.S., Thomas, B.G., Hutchins, D.J., & Williams, K.J. (Eds.), School, Family, and Community Partnerships: Your Handbook for Action (pp. 9- 30). Thousand Oaks, CA: Corwin Press. • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

33. References • Farrell,. A.F., & Collier, M.A. (2010). School personnel’s perceptions of family-school communication: A qualitative study. Improving Schools, 13(4), 4-20. • Ingram, M., Wolfe, R.B., & Lieberman, J.M. (2007). The role of parents in high-achieving schools serving low-income, at-risk populations. Education and Urban Society, 39(4), 479-497. • Reinke, W.M., Splett, J.D., Robeson, E.N., & Offutt, C.A. (2009). Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective. Psychology in the Schools, 46, 33-43. • Support for Texas Academic Renewal (STAR). (n.d.). Creating family Friendly Schools: A Guidebook for Trainers. Retrieved October 31, 2011 from http://www.idra.org/images/stories/Creating%20 Family%20Friendly%20Schools.pdf • U.S. Department of Education. (2003). Digest of educationstatistics 2002 (NGES Publication No. 2003-060). Washington, DG: National Center forEducation Statistics.