Standard 7: Family-School Collaboration

The  program provides candidates with  opportunities and  experiences to display an understanding of the ways  in which pupil  development, well  being, and learning are enhanced by family-school collaboration. The  program requires candidates to work with parents to foster respectful and productive family-school collaboration.

1. Awareness of Family-School Relationships

Candidates demonstrate awareness of the importance of family-school relationships in fostering pupil development  in the following courses:

Psychology 277 - Role and Function of the School Psychologist
  o Home-School Collaboration- Session 25
Psychology 278 - Intervention and Prevention
  o Learning Objectives 1,2,3
  o Home-school Collaboration/Homework Interventions - Session 9
  o Three-Tier Model for ADHD - Session 11
  o Preschool  Interventions-Social Skills/Communication - Session 16
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents - Session 25
  o Home-School Collaboration Continued; Conjoint Behavior Consultation-  Session 26
Psychology 286 - Instructional Consultation and Intervention
  o Goals 1
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
  o Teacher and Student Interviews – Session 2
Psychology 267 - Internship in School Psychology
  o Goal 11- Fall Semester, Spring Semester

2. Experiences

Candidates have experience helping to implement efforts to build and maintain family-school relationships in a number of practica and internship experiences. Specifically, during the first year candidates work in Parlier Unified School District conducting social skills training with students in grades K through 2. This project is the result of a collaboration  between Fresno State, the Fresno County Office of Education, and the Parlier Unified School District. Candidates work with children and their parents, as appropriate, to build and maintain family school relationships.  Candidates also complete practica experiences during their first two years of coursework in which they work with a credentialed school psychologist to learn how to maintain family-school  relationships.  In addition, during the internship experience candidates are required to work with families as a practicing school psychologist under the supervision of a credentialed  school psychologist and all candidates must have at minimum two parents complete an evaluation of their skills during the internship experience.

Psychology 277 - Role and Function of the School Psychologist
  o Home-School Collaboration- Session 25
Psychology 267 - Internship in School Psychology
  o Goal 2,4 - Fall, Spring Semesters
  o Field Experience, Pg. 3

3. Benefits of Family Involvement at Different  Grade Levels

Candidates become aware of the benefits of family involvement at different grade levels in the following courses:
 
Psychology 277 - Role and Function of the School Psychologist
  o Home-School Collaboration - Session 25
  o Multicultural School Psychology - Session 27
Psychology 278 - Intervention and Prevention
  o Learning Objectives  1,2,3
  o Home-school Collaboration/Homework Interventions - Session 9
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents - Session 25
  o Home-School Collaboration Continued; Conjoint Behavior Consultation-  Session 26
  o Multicultural Consultation - Session 15
  o Class Discussion of the Observations/Multicultural Consultation Continued/Case Study – Session  16
Psychology 285 - Assessment of Learning  and Developmental Difficulties
  o Course requirement: Final project, Final project rubric
Psychology 286 - Instructional Consultation and Intervention
  o Goals 1
  o Teacher and Student Interviews – Session 2
In addition, candidates are placed in practicum and internship experiences at both the elementary and secondary levels and faculty members insure that all candidates have experiences at both levels.

4. Overcome Barriers

Candidates demonstrate knowledge and skills in helping schools to overcome barriers to family involvement in the following coursework:

Psychology 277 - Role and Function of the School Psychologist
  o Home-School Collaboration - Session 25
  o Cultural and Individual Differences - Session 26
  o Multicultural School Psychology - Session 27
Psychology 278 - Intervention and Prevention
  o Learning Objectives 1,2,3
  o Three-Tier Model for ADHD - Session 11
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents - Session 25
  o Home-School Collaboration Continued; Conjoint Behavior Consultation-  Session 26
  o Multicultural Consultation - Session 15
  o Class Discussion of the Observations/Multicultural Consultation Continued/Case Study – Session  16
Psychology 286 - Instructional Consultation and Intervention
  o Teacher and Student Interviews – Session 2
Psychology 282 - Cognitive and Behavior Therapy
  o Goal 4
 
5. Respect for Families  and Socio-Cultural Diversity

All candidates demonstrate knowledge about and respect for family structures  and socio-cultural diversity in the following coursework:

*Psychology 270T-2 – Working with Diverse Students and Families
  o Resources for Home-School  collaboration-  Section 1- Session 3
  o Supporting Families for Student Success- Section 1- Session 4
  o Entire Syllabus
Psychology 277 - Role and Function of the School Psychologist
  o Demographics- Session 6
  o Home-School Collaboration- Session 25
  o Cultural and Individual Differences- Session 26
  o Multicultural School Psychology- Session 27
Psychology 278 - Intervention and Prevention
  o Learning  Objectives-2,3
  o Three-Tier Model for School Violence/ Gangs/Resiliency Model -
Session 14
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents - Session 25
  o Home-School Collaboration Continued; Conjoint Behavior Consultation -  Session 26
  o Multicultural Consultation- Session 15
  o Class Discussion of the Observations/Multicultural Consultation Continued/Case Study – Session  16
Psychology 286 Instructional Consultation and Intervention
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
  o Reading Interventions with ESL Students - Sessions  27
Psychology 282 - Cognitive and Behavior Therapy
  o Goals 2,4
  o Working with Families and Students of Diverse Backgrounds- Session 4
Counseling 201 - Seminar in Multicultural Aspects of Counseling
  o Learning Objectives- 1-6
  o The multicultural  journey to cultural competence:  Personal Narratives - Session 1
  o The Superordinate  Nature of Multicultural Counseling and Psychotherapy - Session 2
  o The politics of Counseling and Psychotherapy Ethical guidelines in multicultural Counseling - Session 4
  o Sociopolitical  Considerations  of Trust and Mistrust- Session 5
  o Racial, Gender, and Sexual Orientation Micro-aggressions: Implications  for Counseling and Psychotherapy -  Session 6
  o Barriers to Effective Multicultural  Counseling/ Therapy- Session 7
  o Culturally Appropriate Intervention Strategies; Ethical considerations - Session 8
  o Multicultural  Family Counseling and Therapy - Session 9
  o Non-Western  and Indigenous Methods of Healing - Session 10
  o Racial/Cultural  Identity Development:  Therapeutic Implications - Session 11
  o White Racial Identity Development: Therapeutic Implications -
Session 12
  o Minority Group Therapists: Working with Majority and other Minority Clients - Session 14
  o Counseling and Therapy with Racial/Ethnic Minority Group Populations - Session 15,16
*Counseling 240 - Seminar in Counseling of Exceptional Children and their Parents
  o Outcomes- 7
  o Family Support Services in Schools - Session 3
  o Cultural and Language Differences - Session 7

6. Assist Families

Candidates demonstrate knowledge of ways to assist families to become actively involved in pupil development  and learning through the following coursework:

Psychology 277 - Role and Function of the School Psychologist
  o Home-School Collaboration- Session 25
Psychology 278 - Intervention and Prevention
  o Learning Objectives 1,2,3
  o Home-school Collaboration/Homework Interventions- Session 9
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents- Session 25
  o Home-School  Collaboration  Continued; Conjoint Behavior Consultation - Session 26
  o Multicultural Consultation- Session 15
  o Class Discussion of the Observations/Multicultural Consultation Continued/Case Study – Session  16
Psychology 282 - Cognitive and Behavior Therapy
  o Goal 4
  o Working with Families and Students of Diverse Backgrounds -
Session 4
Psychology 286 - Instructional Consultation and Intervention
  o Teacher and Student Interviews – Session 2
Psychology 270T-2 - Working  with Diverse Students and Families
  o Resources for Home-School  collaboration - Section 1 - Session 3
  o Supporting Families for Student Success - Section 1 - Session 4

7. Communicate and Collaborate

All candidates demonstrate the ability to help families and school staff to effectively communicate  and collaborate when developing educational or behavioral plans to assist pupil development  and learning through the following coursework:

Psychology 277 - Role and Function of the School Psychologist
  o Roles: Intervention- Session 16
  o Roles: Consultation - Session 15
  o Roles: Prevention - Session 17
  o Roles: Counseling - Session 18
  o Home-School Collaboration- Session 25
  o Cultural and Individual Differences - Session 26
  o Multicultural School Psychology - Session 27
Psychology 278 - Intervention and Prevention
  o Learning Objectives  1,2,3
  o Three-Tier Model for Health Promotion - Session 15
  o Preschool Interventions-Social Skills/Communication - Session 16
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home-School/Collaboration/Working with Parents - Session 25
  o Home-School Collaboration  Continued; Conjoint Behavior Consultation - Session 26
Psychology 282 - Cognitive and Behavior Therapy
  o Learning Outcome - 2
  o Behavior Assessment System for Children - Session 3
  o Working with Families and Students of Diverse Backgrounds -
Session 4
Psychology 286 - Instructional Consultation and Intervention
  o Teacher and Student Interviews – Session 2
  o Reading Interventions with ESL Students - Sessions  27

8. Family-Centered Approaches

Candidates demonstrate an understanding of family-centered approaches to collaboration with schools in the following course:

*Psychology 278 - Intervention and Prevention
  o Learning Objectives  1,2,3
  o Home-school Collaboration/Homework Interventions - Session 9
*Psychology 279 - Consultation and Supervision
  o Class Discussion of the Interview/Home- School/Collaboration/Working with Parents - Session 25
  o Home-School Collaboration Continued; Conjoint Behavior Consultation - Session 26
Psychology 282 - Cognitive and Behavior Therapy
  o Working with Families and Students of Diverse Backgrounds -
Session 4
Psychology 286 - Instructional Consultation and Intervention
  o Multicultural Issues in Instructional Consultation for ELL Students - Sessions 1
Psychology 285 - Assessment of Learning and Developmental Problems
  o Assessment in context: assessment in an ecological model
Psychology 270T-2 - Working with Diverse Students and Families
  o Resources for Home-School  collaboration -  Section 1 - Session 3
  o Supporting Families for Student Success - Section 1 - Session 4
Psychology 277 - Role and function of the School Psychologist
  o Home-School Collaboration - Session 25
  o Cultural and Individual Differences - Session 26

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