School-Based Parent Education and Family Intervention

Module 4 Overview

The Futures Task Force on Family-School Partnerships

Gloria Miller, Univ. of DenverCathy Lines, Cherry Creek (CO) School District

Virginia Smith Harvey, Univ. Mass Boston

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 StudiesSee Overview Handout 1

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

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

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

Definitions of Parent Education and

Family Intervention

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

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

PE & FI within a Multi-Tiered Family-School

Partnership ModelParent 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.

Tier 2: Targeted Group InterventionsSpecific 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).

The Multi-Tiered Approach to

Family-School Partnerships

Tier 1 80-90%

Tier 31-7%

Tier 25-15%

Tier 1: Universal Interventions

Engaging all families as collaborative partners (e.g., 4 As,

Family-School Collaboration, Parent Involvement, Parent

Education).

Tier 3: Intensive, Individual InterventionsIndividualized supports for families and students unresponsive to the first two tiers (e.g., Parent

Consultation [conjoint behavioral consultation] and Family Intervention).

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.

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.

Contrasting PE & FI

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

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.

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.”

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.

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.

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)

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)

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)

Implementation Considerations

For School-based PE & FI

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?

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?

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)

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?

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