School psychologist-parent contact: An alternative model

Gilmore, George E.

doi:10.1002/1520-6807(197404)11:2<170::aid-pits2310110213>3.0.co;2-8

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…It is the appreciation of the effects of home, school, and home-school relationships on the life of the child that has prompted a call for greater parent involvement in education and the assumption by educators that a family orientation is present (Anderson, 1983; Gilmore, 1974; Lombard, 1979; Pfeiffer & Tittler, 1983). There are a number of possible interventions that derive from family system theory.…”

Section: A Systems-ecological Approachmentioning

confidence: 99%

Intervention from a systems-ecological perspective.

Fine

1985

Professional Psychology: Research and Practice

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A systems-ecological perspective integrates concepts and techniques from family systems theory and ecological psychology. This framework underscores the systemic nature of a child's relationships within and across settings and enrichens the possibilities for the selection of interventions. This perspective has particular usefulness for school psychologists who necessarily deal with the relationship of home and school settings in the context of a child's "problem." This article overviews the nature of a system-ecological perspective and presents a case study illustrating school-based intervention from this viewpoint.This article attempts to consolidate and extend ideas on a systems-ecological perspective in relation to school-based consultants such as school psychologists and social workers. The thesis is that by viewing the disruptive child in a systems-ecological context, some potentially successful interventions can occur (

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Section: A Systems-ecological Approachmentioning

confidence: 99%

Intervention from a systems-ecological perspective.

Fine

1985

Professional Psychology: Research and Practice

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“…This article presents rationales for family/school interventions by psychologists and a theoretical orientation that illustrates the basic similarities between school and family systems. The practical strategies by which to accomplish a family orientation among school psychologists are outlined (Gilmore, 1974; Lombard, 1979; Loven, 1978; Wendt & Zake, 1984; Worden, 1981).…”

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confidence: 99%

Schools and families: Theoretical and practical bridges.

Conoley

1987

Professional School Psychology

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It is argued that school psychologists draw on both theory and available assessment and intervention methods to form effective partnerships with families. The theoretical and functional similarities between schools and families are explored highlighting the usefulness of general systems theory. A guide for intervention that describes progressively greater positive interdependence between family and school systems is offered. Research supporting the efficacy of these approaches is reviewed.

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“…The practicing psychologist usually is trained to facilitate^ communication between other persons as well as problem-solving eff orts. Furthermore, the psychologist often is aware that problematic child behavior is seldom a phenomenon unique to the school setting or to any other single setting (Gilmore, 1974). A second assumption is that family/school contact ideally should result in a collaborative problem-solving effort on the part of both family members and school personnel whenever possible.…”

mentioning

confidence: 99%

“…The literature contains few formulations of appropriate or alternative roles the psychologist may take in working with parents alone in the school setting or family and school representatives simultaneously. Indeed, most psychologists in the schools spend a small amount of their time working with parents in any capacity (Gilmore, 1974)) a fact which is puzzling. This is probably due, at least in part, to the restrictive role expectations of the school psychologist prevalent throughout much of this country.…”

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confidence: 99%

Four alternative approaches to the family/school liaison role

Loven

1978

Psychol. Schs.

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Psychologists in the public schools traditionally have spent a small portion of their time working with parents. There is, however, a need for the psychologist to act aa a family/school liaison agent whose function is to promote collaborative problem-solving efforts regerdin problematic child behavior. Four different approaches to working with scaool personnel and/or family representatives are presented, including information imparter-gatherer, facilitator, consultant/educator or consultant, and counselor/educator. Advantages and disadvantages of each approach as well a s tarends in the research relevant to these approaches are discussed.It is a commonly accepted fact that the home and school constitute the two most important behavioral settings in which a child is active. Within these settings, the child's psychosocial development is facilitated or hindered by the quality, and in some instances the quantity, of interactions he/she has with significant others such as parents, siblings, teachers, and peers. Unfortunately, representatives of these two vital systems rarely communicate with one another except when the child is designated as deviant or problematic in one way or another. In such cases, the child's learning or behavioral characteristics necessitate the sharing of information between the systems' representatives, usually a parent and a teacher. When a problematic situation does indeed demand contact between the two systems, the parents or teacher may attribute the cause of the problem to the other party. Consequently, from their beginning, mutual problem-solving efforts may be handicapped by defensive or angry feelings.The purpose of this paper is to describe several roles the psychologist can play in order actively to involve representatives of the family and/or school in solving problematic child behavior. Two broad assumptions are made: First, the psychologist in the schools is well suited to fill the role of a family/school liaison agent. The practicing psychologist usually is trained to facilitate^ communication between other persons as well as problem-solving eff orts. Furthermore, the psychologist often is aware that problematic child behavior is seldom a phenomenon unique to the school setting or to any other single setting (Gilmore, 1974). A second assumption is that family/school contact ideally should result in a collaborative problem-solving effort on the part of both family members and school personnel whenever possible. The common goal is resolution of the child's inappropriate behavior. Ideally, there should be acknowledgement by both parties that the problem is located, to some degree, in the child's interaction with members of each setting, Hence, the problem is "owned" by the child as well as by members of both settings. Frequently, the identified child is viewed as the sole "owner" of a problem. Family members as well as school personnel often see the problem residing within the child and assume no direct responsibility for the child's behavior. In such Requests for reprink should be s...

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School psychologist-parent contact: An alternative model

Cited by 7 publications

References 9 publications

Intervention from a systems-ecological perspective.

Intervention from a systems-ecological perspective.

Schools and families: Theoretical and practical bridges.

Four alternative approaches to the family/school liaison role

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