Module 4 Content

1. School-Based Parent Education and Family Intervention Module 4 Overview The Futures Task Force on Family-School PartnershipsGloria Miller, Univ. of DenverCathy Lines, Cherry Creek (CO) School DistrictVirginia Smith Harvey, Univ. Mass Boston

2. Module 4 Content • Three PowerPoint Presentations • Overview • Parent Education Programs - Aware Parenting (AP) • Family Intervention Programs – Parent Management Training (PMT) & Social Learning Family Therapy (SLFT) • Handouts Related to PP Presentations • Related References and Annotated Resource List • Activities and Case Studies See Overview Handout 1

3. Goals for Module 4 • Define and contrast Parent Education (PE) and Family Intervention (FI) • Establish PE and FI as part of a comprehensive multi-tiered approach to Family-School Partnerships • Describe core aspects of three evidence-based PE/FI programs • Demonstrate several key PE and FI practices and procedures • Provide cases to practice implementation considerations • Identify further resources and information on PE & FI programs

4. After Completing Module 4 You will be able to ….. • Explain differences between PE versus FI • Understand how PE & FI interventions can be embedded into an RTI framework • Know the general purpose, format, and content of three evidenced-based PE & FI programs • Demonstrate core practices covered in each program • Determine when to select one program over another • Know how to gain further training on program implementation

5. How to Use Mod 4 • Begin by discussing the content covered in the Overview powerpoint presentation • Independently review the Parent Education and Family Intervention powerpoint presentations • Practice key PE and FI program components using associated handouts and activities • Apply knowledge to hypothetical cases • Access further information on these and other PE and FI programs

6. Definitions of Parent Education and Family Intervention

7. Parent Education A systematic presentation of information to parents for the purpose of supporting their efforts and abilities to promote their child’s development. “Family support” is a newer term, implying a more equal power differential. See Overview Handout 2

8. Family Intervention A systematic therapeutic process with parents (and other family members) that focuses on interpersonal relationships and effective child management strategies for the purpose of modifying identified sources of child and parent distress. See Overview Handout 2

9. PE & FI within aMulti-Tiered Family-School Partnership Model Parent Education - typically occurs either as a Tier I-Universal or Tier II-Targeted Group intervention and is offered to a wide range (or targeted group) of parents to prevent the future onset of serious child problems Family Intervention - typically occurs as a Tier II-Targeted Group or a Tier III-Intensive, Individual intervention for families with children already displaying serious emotional or behavioral concerns.

10. The Multi-Tiered Approach to Family-School Partnerships Tier 3: Intensive, Individual Interventions Individualized supports for families and students unresponsive to the first two tiers (e.g., Parent Consultation [conjoint behavioral consultation] and Family Intervention). Tier 3 1-7% Tier 2: Targeted Group Interventions Specific preventions and remedial interventions for targeted groups of families and students identified as “at risk” and unresponsive to the first tier (e.g., Parent Education or Family Intervention, Parent Consultation). Tier 2 5-15% Tier 1: Universal Interventions Engaging all families as collaborative partners (e.g., 4 As, Family-School Collaboration, Parent Involvement, Parent Education). Tier 1 80-90%

11. Rationale for PE & FI • Builds on Family School Partnerships by providing parents information, services and resources that lead to heightened coping and ability to care for children. • Goes beyond an education and academic mission to help families foster children’s social emotional functioning.

12. Rationale for PE & FI(continued) • Supports parents in their parenting roles and responsibilities. • Facilitates positive home conditions and parent-child relations implicitly related to educational success. • Provides support and networking around parenting issues, eases parents’ isolation, and enhances parents’ ability to access resources.

13. Parent Education Covers broad typical developmental topics related to parenting or schooling Facilitator can have broad training, more like a teacher Geared towards a wide range of parents who come voluntarily Tied to a curriculum or developmental topic Family Intervention Addresses specific concerns/conditions interfering w/schooling Facilitator needs specific training, more like counselor Geared towards specific parents who are invited to participate Tied to relationship process and social learning principles Contrasting PE & FI

14. PE & FI OutcomesSupported by Research • Leads to significant improvements in students’ school achievement and educational success. • Leads to significant reductions in challenging behaviors. • Improves parents’ self-esteem and reduces parent stress. • Enhances parent and child relationships and satisfaction.

15. Mandates for PE & FI: IDEA (2004) • “In the IEP… there should be a statement of the needed related services, based on peer-reviewed research whenever possible” • “….any related service provided for parents must assist the child in developing skills needed to benefit from special education or correct conditions that interfere with his or her progress toward the goals and objectives in the IEP.”

16. Mandates for PE & FI: IDEA (2004) Related services may be provided directly to the parents of students with disabilities and may include: • Planning and managing psychological counseling for children and parents. • Group and individual counseling with the child and family. • Parent counseling and training.

17. Mandates for PE & FI: No Child Left Behind (2001) • Parents are partners in data gathering, intervention planning, and progress monitoring. • Parents are team members who must be educated on special education rights, process, and interventions. • Parents are active participants in the design and implementation of interventions.

18. PE & FI: The Role of the School Psychologist “School psychologists are shifting their focus toward improving academic competence, social and emotional functioning, family-school partnerships, … and school-based child and family health and mental health services for all learners.” School Psychology: Blueprints for Practice and Training III (Ysseldyke et al., 2006)

19. PE & FI: The Role of the School Psychologist Futures Goals: (1) Improved parenting skills and increased ability of families to support students and (2) Enhanced family-school partnerships and parental involvement in schools. “…changes in school psychology practice and service delivery will be required to maximize the benefits to the children and schools we serve.” The Conference on the Future of School Psychology (2002)

20. PE & FI: The Role of the School Psychologist “School psychologists encourage and promote parental participation in designing services … including linking interventions between the school and home, tailoring parental involvement to the skills of the family, and helping parents gain the skills needed to help their children.” Principles for Professional Ethics (NASP, 2000)

21. Implementation Considerations For School-based PE & FI

22. Philosophical Considerations • Are parent-school relationships valued and top priorities at your school? • How does PE & FI fit within the school psychologist’s roles and responsibilities? • How to foster teacher and administrator understanding and support of PE & FI? • How to provide culturally sensitive PE & FI in regards to race, ethnicity, socioeconomic class, sexual identity, linguistics or generation/age?

23. Structural Considerations • Is there a way to prioritize and implement PE and FI within a school setting? • Is flex time allowed to compensate for alternative hours to work with parents? • Is time given for training and collaboration with community resource professionals?

24. Practical Considerations • Access to and cost of program materials • Availability of training and supervision • Feasibility in a school setting or timeframe • Appropriateness for a specific population • Difficulty in getting families to commit • Scheduling so families can attend over time • Childcare needs (Also see Christenson, Carlson, & Valdez, 2002)

25. Module 4 - Overview Discussion Questions • What are key differences between PE and FI? • How can PE and FI interventions be embedded with in an RTI service delivery model? • To what extent are PE and FI expected or supported within school settings? • How will PE and FI impact school psychologists’ roles and functions? • What implementation barriers must be considered to offer PE & FI within school settings?

26. Professional Application Think about your own professional skills, typical caseload, school characteristics, access to supervision or training, setting, and administrative support. • How might you bring parent education and family intervention services to your practice as a school psychologist? See Overview Activity and Case Study