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ERIC Number: ED338955
Record Type: RIE
Publication Date: 1991
Pages: 151
Abstractor: N/A
Reference Count: N/A
School-Based Collaboration: Constructing a Partnership That Works.
O'Callaghan, J. Brien
This guide is designed for therapists who are looking for faster, more reliable ways of preventing and solving child problems. It focuses on the variety of family-school collaboration that is school-based and involves interaction between families, school, and community agencies. Chapter 1 presents a collaborative model called FACETS (Families and Agencies Collaborating in Ecosystemic Teams in Schools) for working with families in schools. Within the FACETS model of child problem-solving there is a progression of intervention steps or stages from simple procedures involving only the teacher and student to more complex ones. Chapter 2 makes the case for greater collaboration between child caretakers, particularly between parents and school personnel. Chapter 3 discusses step six of the FACETS model, the Collaborative Team Intervention. This intervention involves a meeting of the student, school personnel, community workers and personnel, and family members. Case studies from preschool, elementary, middle, and high school levels are presented in chapters 4 through 7. Chapter 8 discusses eight obstacles in the path of the systems therapists and school coordinators who become interested in establishing a school-based collaboration program for children. This chapter also presents seven guidelines or suggestions as directives for those interested in establishing collaboration in schools. Chapter 9 discusses the effect of the collaboration approach on school personnel and climate, and on the community. In chapter 10, steps are outlined that must be taken if family-school collaboration is to move from the level of pilot project to that of prioritized standard practice. A bibliography is included. (ABL)
Publication Type: Guides - General
Education Level: N/A
Audience: Counselors; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A