Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
Preface
How Do We Involve Parents?
The Ecological Perspective
The Challenge of Meeting the Needs of Multi-stressed Families
Access to Mental Health Services
Integrating Evidence-Based Systemic and Behavioral Intervention in Schools
Why Do I Write This Text?
Who Will Benefit From This Book?
Organization of This Book
For Children, Families, and Educators
Acknowledgments
Chapter 1: Family–School Partnerships as Educational Cornerstones
Ecology: Everything in Context
Family–School Partnerships: Foundations for Learning
Empirically Supported Family–School Intervention Programs
Summary
Chapter 2: Effective Home–School Collaboration for Behavioral Problem-solving
Importance of Parent–Teacher Collaboration for Behavioral Problem-solving
Ecological Perspective Consistent with Evidence Base
Collaboration Counters Isolation
Change-Oriented Parent–Teacher Conferences
School Mental Health Practitioners’ Skill Set
Summary
Chapter 3: The Ecological Perspective and Need for Multisystem Interventions
Bronfenbrenner’s Social Ecology Model for Human Development
Family Therapies: Systemic and Relational Approaches
Diversity, Culture, and Socioeconomics
Beyond Linear Assessments
New Perspectives on Psychopathology
Understanding the Confluence of Family, School, and Community Dynamics
Social Reciprocity: Family Systems and Social Learning Perspectives
Ecological Perspectives in Schools
Summary
Chapter 4: Family and Multisystem Intervention Strategies
Common Themes across Systemic Approaches
Contributing Family Therapy Intervention Approaches
Summary
Chapter 5: Introduction to the Problem-solving Parent Conference Approach: Integrating Systemic and Cognitive-Behavioral Interventions
Ecological Validity: Interventions at the Point of Performance
Expansion of Evidence-Based Interventions in School Mental Health Work
Problem-solving Parent Conference (PPC) Core Principles
Overview of the PPC Process
Summary
Chapter 6: Problem-solving Parent Conferences: Stage 1—Tone and Goal Setting
Character of the Invitation: A Request for Assistance and Collaboration
Getting the Essential People to Attend
Flexible Scheduling
Problems Require Shared Ownership and Responsibilities
School Staff Participants
Participant Roles
Engagement and Establishment of a Collaborative Tone
Introduction of a Solution-Oriented Dialogue
Block Excessive Blaming
Identified Psychological Disorders
Externalizing the Symptom Strategy
Summary
Chapter 7: Problem-solving Parent Conferences: Stage 2—Problem Assessment and Definition
Everyone’s Concerns and Perspectives
School Data
Home Data
Exploring Sequences of Interactions, Relational Patterns, and Functions of Behaviors
Extra-Familial Systemic Factors
Understanding Family Structures and Patterns
Understanding Classroom Structures and Patterns
Developmental Transitions
The Family Narrative
Summarizing Resources and Barriers for Change
Consensus, Motivation to Change, and a Commitment to Problem-solving
Summary
Chapter 8: Problem-solving Parent Conferences: Stage 3— Collaborative Problem-solving
Short-Term Goals: One Step at a Time
Facilitating and Shaping Dialogue
Collaborative Brainstorming
Address Barriers to Change
Evidence-Based Interventions
Motivating Change
Summarizing Goals and Initial Consensus
Summary
Chapter 9: Problem-solving Parent Conferences: Stage 4—Action Planning with Behavior Contracting
Behavior Contingency Contracts
In Writing
Prepare for Future Modifications of the Contract and Intervention Plan
Target Individual and Systemic Change
Addressing Secondary Gain and the Functions of Behaviors
Linking Parent and Teacher Efforts
Contract as Summary of Support and Change Plan
Case Examples
Summary
Chapter 10: Problem-solving Parent Conferences: Stage 5—Follow-up Consultation and Implementation Monitoring
Follow-up on Promised Materials and Communication
Plan Implementation Monitoring
Follow-up Progress Monitoring Conference
Progress Monitoring Data
PPC Closure and Long-Term Follow-up
Advocacy for Access to Community Resources
Summary
Chapter 11: Teacher and Parent Skills: PPC Principles and Processes Applied to IEP Conferences and Other Parent–Educator Meetings
PPC Core Principles
Teacher Attitudes, Skills, and Responsibilities
Parent Attitudes, Skills, and Responsibilities
Applications to Specific Home–School Conferences
Technology-Assisted Communication
Summary
Chapter 12: Epilogue: Integrating Individual and Systemic Interventions in Schools
The Power of a Multisystem Approach
The Advantage of School-Centered Intervention Services
Parent-Friendly Staff Scheduling
Implications for Professional Preparation and Professional Development
PPC Summary
References
Index