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NASP Domain 7: Family-School Collaboration Services

NASP Domain 7: Family-School Collaboration Services. Rachel L. German Ball State University April 8, 2013. Outline for Literature Review and Presentation. NASP definition, importance, key components of Domain 7 NASP website Further explanation of key components NASP website

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NASP Domain 7: Family-School Collaboration Services

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  1. NASP Domain 7:Family-School Collaboration Services Rachel L. German Ball State University April 8, 2013

  2. Outline for Literature Review and Presentation • NASP definition, importance, key components of Domain 7 • NASP website • Further explanation of key components • NASP website • Cited sources and research articles • Course notes from EDPS 603: Human Development • Resources & strategies • NASP website • Cited sources and research articles • General search

  3. Domain 7: 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 • Strategies to develop collaboration between families and schools National Association of School Psychologists (n.d.a)

  4. Importance of Family-School Relationships • Home-school collaboration related to: • Improved student achievement • Better behavior • Better attendance • Higher self-concept • More positive attitudes toward school & learning National Association of School Psychologists (n.d.b.)

  5. Key Components of Family-School Relationships • Three “C’s” • Coordination • Consistency • Continuity • Joint problem-solving • Two-way communication • Shared decision-making National Association of School Psychologists (n.d.c)

  6. Knowledge of principles and research related to family structures, strengths, needs, & culture • Integrated into Ball State training program • Berk (2010) • When working in a new city/school/etc., research typical family dynamics, structures, beliefs, etc. • Remain up-to-date on research • Journal of Family Issues • Family Relations: Interdisciplinary Journal of Applied Family Studies

  7. Evidence-based strategies to support family influences on children • Presentations, workshops, newsletters (Canter;n.d.) • Home visits (Supplee & Adirim; 2012) • Concrete supports (Children’s Bureau; 2011) • Counseling, therapy, services information (Children’s Bureau; 2011) • Family-centered consultation (Woods, Wilcox, Friedman, & Murch; 2011)

  8. Epstein’s Model of 6 Types of Involvement • Parenting • Communicating • Volunteering • Learning at Home • Decision Making • Collaborating with Community Halgunset & Peterson (2009)

  9. Strategies to develop collaboration between families and schools • Potential barriers • Parents’ perceptions of education • Parents’ lack of trust for public agency • Parents’ fear of cultural values not being accepted • Schools may have negative ideas of parents • Schools may lack personnel, training, interpreters • 4 Essential Components: • Proactive, not reactive • Sensitivity and respect for culture • Recognition of teacher and parent contributions • Mutual trust and respect Raffaele & Knoff (1999)

  10. References Berk, L. E. (2010). Development through the lifespan (5th ed.). Boston, MA: Allyn & Bacon. Canter, A. (n.d.). Parents and teachers: Strategies for working together. Children’s Bureau (2011). Strengthening families and communities: 2011 resource guide. Retrieved from https: www.childwelfare.gov/pubs/guide2011/guide.pdf Halgunseth, L. C., & Peterson, A. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. National Association for the Education of Young Children. Retrieved from http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf National Association of School Psychologists. (n.d.). Domain 7: Family-school collaboration services. Retrieved from http://www.nasponline.org/standards/practice-model/domains/domain-7.aspx National Association of School Psychologists. (n.d.). Enhancing conditions for learning: Selected research. Retrieved from http://www.nasponline.org/advocacy/news/2011/may/Selected_Supporting_Research.pdf National Association of School Psychologists. (n.d.) School-family partnering to enhance learning: Essential elements and responsibilities (Position Statement). Retrieved from http://www.nasponline.org/about_nasp/ positionpapers/Home-SchoolCollaboration.pdf Raffaele, L. M., & Knoff, H. M.(1999). Improving home-school collaboration with disadvantaged families: Organizational principles, perspectives, and approaches. School Psychology Review, 28(3). 448-466. Supplee, L., & Adirim, T. A. (2012). Evidence-based home visiting to enhance child health and child development and to support families. Retrieved from http://www.apa.org/pi/families/resources/newsletter/2012/07/home- visiting.aspx Woods, J. J., Wilcox, M. J., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42. 379-392.

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