Joining forces: Bringing parents and schools together

被引：5
作者：
Blake Berryhill M. [1 ]
Vennum A. [2 ]
机构：
[1] The University of Alabama, Box 870168, Tuscaloosa, 35401, AL
[2] Kansas State University, 212 Campus Creek Complex, Manhattan, 665606, KS
来源：
Contemporary Family Therapy | 2015年 / 37卷 / 4期
关键词：
Children; Family therapy; School-based assessment;
D O I：
10.1007/s10591-015-9357-3
中图分类号：
学科分类号：
摘要：
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 homebased school involvement; (3) facilitating parental schoolbased 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. © Springer Science+Business Media New York 2015.
引用
收藏
页码：351 / 363
页数：12
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