School-Based Parent Education and Family Intervention Module 4 Overview The Futures Task Force on Family-School Partnerships Gloria Miller, Univ. of Denver Cathy Lines, Cherry Creek (CO) School District Virginia Smith Harvey, Univ. Mass Boston

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 childs
  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 a Multi-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 Indivi
dualized 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 childrens 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
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

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
  psychologists 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