School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; empirically supported strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children. (2010 National Association of School Psychology standards )
Demonstration & evidence of knowledge: I received training in this domain through the following courses: Consultation (PSY 660), and Internship I & II (PSY 750 & PSY751). In Consultation (PSY 660) I learned the indirect delivery of services designed to help students; teachers, administrators, and parents. In this course I was provided with a foundation of the theoretical and practical underpinnings of the skill of collaborative consultation with parents, students, and other school based professionals. Internship I & II (PSY 750 & PSY 751) was a seminar course that allowed us to reflect on experiences from our internship sites regarding all aspects of school psychology, including services that facilitate family and school collaboration.
Demonstration & evidence of professional competency: As evidence of professional competency, I have included a Behavior Intervention Plan from my internship course (PSY 750 & 751) exemplifying knowledge of current data and best practice when collaborating with families and school staff. The Behavior Intervention Plan reflects a collaboration between school personnel and student’s (J.J) mother about student’s academic and emotional behavior. Together with student’s mother, a meeting was scheduled to discuss goals for a better learning environment. J was experiencing difficulties completing homework and class assignments on a regular basis, had difficulty arriving to class on time, avoided class work with an explanation “if I am not there, I cannot do the work” and school refusal. At the meeting, Mrs. J expressed her frustration with J's behavior and appeared frustrated. She did not know what her options were to help her son get to school. As she continued to express her frustration, it became clear that this was more than she could handle. Mrs. J is remarried and has two young children at home, in addition to J. She had gone through a divorce when J was younger, it likely had an impact on his overall functioning. At this meeting, Mrs. J stated that it had been extremely difficult at home and she had seen an overall decline in J's functioning. She attempted to get him out of bed, but he often would not get up. At the meeting, J expressed that he was frequently tired, lacked motivation, and hated school. The team recommended that Mrs. J bring J to a psychologist for an appointment to see if there could be a diagnosis of depression and/or anxiety. Additionally, a Home-based Reward System (e.g., video game time and playing outside for 30 minutes) was established and Weekly folders of student’s work was sent home for review and signed back to his teachers. Furthermore, implementation of supports at the high school, includes social work support, counseling, and school-based tutoring programs. Collaborative interventions can maximize opportunities for students to learn and diminish inappropriate behaviors and build a repertoire of positive, adaptive behaviors that will improve their overall progress as students. We also used weekly progress report to present to his teachers and failure to bring it home will result in the loss of desired privileges.
The second sample from (PSY 750 & 751) is a section 504 meeting together with the parent to identify student as disabled, determining appropriate accommodations and long term educational goals. The school district chose to invite parents as a matter of policy and to develop good relationships with parents. In addition, parents are often excellent sources of information regarding the child’s impairment and suspected disability. A 3rd grade student is demonstrating difficulty maintaining attention to tasks. Review of records indicates that the student is diagnosed with ADHD. Mrs. G (mother) expressed her concern with his behavior and lack of focus in class and at home. Mrs. G is a nurse, and her husband is a construction worker. Mrs. G explains that N (student) physically harms his older sister e.g., fighting, hitting her objects (pencil, eraser, pencil case, bag, etc.), pulling hair, pinching). School personnel, along with Mrs. G, discussed educational goals such as refocusing student while doing class work to ensure he stays on-task and medication management. Mrs. G has expressed her interests to have N medicated and has schedule an appointment with his pediatrician. She expressed that medication will help him at home as well as at school. According to NASP standards, school personnel should also inform parents of their rights in other areas that may be important to students receiving protections under Section 504.