232 pages | 11 B/W Illus.
Problem-Solving Parent Conferences in Schools presents a Problem-solving Parent Conference (PPC) model that integrates and applies empirically-supported systemic and behavioral intervention strategies to coordinated home-school interventions for student behavioral and social-emotional concerns. Though today’s schools seek to further understand student behaviors from ecological and systemic perspectives, there are limited resources available on how to effectively collaborate with families—a key social-environmental context. This unique book engages parents and teachers in a five-stage protocol towards more effective student support. These evidence-based, change-oriented approaches will be essential for graduate students in school psychology, school social work, and school counseling programs; in teacher preparation; and in any related course focused on parents and families in school settings. Its resources are also critical for mental health practitioners who work with children, adolescents, families, and schools.
1. Family-School Partnerships as Educational Cornerstones
2. Effective Home-School Collaboration for Behavioral Problem-solving
3. The Ecological Perspective and Need for Multisystem Interventions
4. Family and Multisystem Intervention Strategies
5. Introduction to the Problem-solving Parent Conference Approach: Integrating Systemic and Cognitive-Behavioral Interventions
6. Problem-solving Parent Conferences: Stage 1 – Tone and Goal Setting
7. Problem-solving Parent-School Conferences: Stage 2 – Problem Assessment and Definition
8. Problem-solving Parent Conferences: Stage 3 – Collaborative Problem-solving
9. Problem-solving Parent Conferences: Stage 4 – Action Planning with Behavior Contracting
10. Problem-solving Parent Conferences: Stage 5 – Follow-up Consultation and Implementation Monitoring
11. Teacher and Parent Skills: PPC Principles and Processes Applied to IEP Conferences
and other Parent-Educator Meetings
12. Epilogue: Integrating Individual and Systemic Interventions in Schools
Under the advisory editorship of Daniel Newman, the Routledge Consultation, Supervision, and Professional Learning in School Psychology Series will provide a full array of handbooks, textbooks, and books for practitioners focused on the areas of school consultation, supervision, and professional learning. Contributions to the series will focus on the process and outcomes of indirect service delivery in schools. Handbooks will be edited volumes that provide in-depth, up-to-date coverage of the latest theories, research, methodologies, issues, applications, and policies in targeted areas of study. Each handbook will profile the boundaries and various sectors within its field of study and will vary in length from 400 to 600 printed pages. Textbooks may be either edited or authored volumes that include some theory but focus mainly on the skills that are central to evidence-based practice. They will generally range from 200-400 pages. Books for practitioners will be authored volumes that provide actionable strategies for working professionals. They will generally range from 150-300 pages. Following is a list of recent publications and volumes currently in development: