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School-based family counseling

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School-Based Family Counseling (SBFC) is an integrated approach to mental health intervention that focuses on both school and family in order to help children overcome personal problems and succeed at school.[1] SBFC is practiced by a wide variety of mental health professionals, including: psychologists, social workers, school counselors, psychiatrists, and marriage and family therapists, as well as special education teachers.[2][3][4][5][6][7] What they all share in common is the belief that children who are struggling in school can be best helped by interventions that link family and school.[8][9][10][11][12] SBFC is typically practiced at the school site, but may be based in a community mental health agency that works in close collaboration with schools.[13][14]

The Need for SBFC

Family problems, such as marital discord, divorce, financial difficulties, child abuse and neglect, life-threatening illness, sibling in a gang, and poor parenting skills are associated with a wide variety of children's problems, e.g. delinquency, depression, suicide attempts, and substance abuse.[15][16][17][18][19] These family problems can have a negative effect on children's learning and school behavior.[20][21][22][23][24][25] However, there is research showing that healthy families that cope effectively with their problems help children succeed at school.[26][27][28] Traditionally trained school counselors and school psychologists may lack the family counseling training necessary to help students who are experiencing problems at home.[29] If school personnel recommend that a parent seek counseling from a community agency for family problems, the parent and family may not go because of the stigma associated with therapy or because of restrictions imposed by managed care.[30][31] SBFC reduces the stigma associated with therapy by emphasizing that counseling for family members has an educational goal: helping the student to succeed at school. Parents, guardians, and family members are approached as partners with the SBFC professional, all working together to promote school success.The SBFC professional is an advocate for the child, the family, and the school.[32] Some of the problems SBFC approaches have been used to address are:bullying and cyber-bullying,[33] depression,[34] marital problems,[35] school violence,[36] grief and loss,[37] trauma,[38] life-threatening illness,[39] school crises,[40] learning disorders,[41] immigrant families,[42] suicide,[43] and school suspension.[44] Some examples of large SBFC programs are: "The Copper River Project" in Copper River District Alaskan schools;[45] and "Place2Be" - a SBFC program based in over 200 British schools.[46]

Origins

The earliest pioneer of SBFC was Alfred Adler, the Austrian psychiatrist who developed 30 guidance clinics attached to schools in Vienna in the 1920s. Through these guidance clinics Adler and his colleagues counseled parents and teachers (often both together in large meetings where both groups were present) on how to help children overcome problems at home and school. This Adlerian home-school approach to counseling was strength-based with its emphasis on helping children develop Social Interest.[47][48][49]

Later Developments

With the advent of World War II, the Vienna guidance clinics closed. The psychiatrist Rudolf Dreikurs, who worked with Adler, emigrated to the USA in the 1930s and popularized the Adlerian approach to home-school intervention through books like: Children the Challenge (for parents), Maintaining Sanity in the Classroom (for teachers), and Discipline Without Tears (for parents and teachers).[50][51][52] In the USA, during the 1950s, 60's, and 70's the mental health professions developed somewhat independently of each other with the result that children having difficulty at school would typically be seen by a school counselor or school psychologist. Children having difficulty at home would typically be seen by a community-based mental health professional. Beginning in the 1970s the mental health literature begins to show an increasing emphasis on linking home and school interventions. By 2000 there existed a substantial literature on the integration of family and school counseling approaches.[53]

Strengths of SBFC

SBFC is a strength-based approach to counseling that emphasizes working with parents and guardians as partners. It emphasizes integrating intervention (remedial) and prevention approaches at school and in the family. This emphasis on working collaboratively with parents and guardians in order to help their children succeed in school is appealing to families because of its educational focus. SBFC is a multiculturally sensitive counseling approach because it reduces the stigma associated with the mental health professions. This approach is practiced by many different mental health professionals and educators.[54][55]

Challenges for SBFC

Most of the research supporting SBFC is descriptive and correlational. There is a need for rigorous randomized controlled trials of a variety of SBFC approaches.[56] Traditional mental health profession academic programs tend to emphasize interventions that focus on school intervention or family intervention, but not both. The development of SBFC programs requires both cross-disciplinary and cross-cultural thinking and a willingness to set aside mental health professional "turf" issues.[57]

Examples of Books on School-Based Family Counseling

  • Boyd-Franklin, L. & Hafer Bry, B. (2000) Reaching out in family therapy . New York: The Guilford Press
  • Dreikurs, R.; Cassel, P. (1965). Discipline without tears. New York: Harper and Row.
  • Fine, Marvin J. & Carlson C . (Eds.) (1992) Family-school intervention: A systems perspective. New York:Allyn and Bacon
  • Gerrard, B. & Soriano, M. (Eds.) (2013) School-based family counseling: Transforming family-school relationships. Phoenix, AZ:Createspace
  • Hinckle, J. & Wells, M. (1995). Family counseling in the schools. Greensboro, NC: ERIC/CASS Publications
  • Laundy, K. C. (2015). Building School-Based Collaborative Mental Health Teams: A Systems Approach to Student Achievement. Camp Hill, PA: TPI Press.
  • Miller, L. D. (Ed.) (2002). Integrating school and family counseling: Practical solutions. Alexandria, VA: American Counseling Association
  • Palmatier. Larry L. (1998) Crisis Counseling For A Quality School Community: A family perspective. New York: Taylor & Francis
  • Sherman, R., Shumsky, A. & Roundtree, Y. ( 1994) Enlarging the Therapeutic Circle. New York: Brunner/Mazel
  • Sheridan, S. & Kratochwill, T. (2008) Conjoint behavioral consultation, promoting family-based connections and interventions. New York: Springer
  • Steele W. & Raider M. (1991). Working With Families in Crisis: School-based intervention. New York: The Guilford Press
  • Walsh, W. & Giblen, N. (Eds) (1988). Family counseling in school settings. Springfield, Il: Charles C. Thomas
  • Walsh, W. & Williams, G. (1997) Schools and Family Therapy: Using Systems Theory and Family Therapy in the Resolution of School Problems. New York: Charles C. Thomas

Citations

  1. ^ Carter, M.; Evans, W. (1997). "Urban school-based family counseling: Role definition, practice applications, and training implications". Journal of Counseling and Development. 75 (5): 366–374. doi:10.1002/j.1556-6676.1997.tb02352.x.
  2. ^ Casey, J.; Buchan, G. (1991). "Family approaches to school psychology: Brief strategic family intervention". School Psychology International. 12 (4): 349–353. doi:10.1177/0143034391124006.
  3. ^ Dicocco, B.; Chalfin, S.; Olson, J. (1987). "Systemic family therapy goes to school". Social Work in Education. 9 (4): 209–221.
  4. ^ Davis, K. (2001). "Structural-strategic family counseling: a case study in elementary school counseling". Professional School Counseling. 4 (3): 180–186.
  5. ^ Pittman, F.; Langsley, D.; Deyoung, C. (1968). "Work and school phobias: A family approach to treatment". American Journal of Psychiatry. 124 (11): 1535–1541. doi:10.1176/ajp.124.11.1535. PMID 5647018.
  6. ^ Rotter, J.; Boveja, M. (1999). "Family therapists and school counselors: a collaborative endeavor". The Family Journal. 7 (3): 276–279. doi:10.1177/1066480799073012.
  7. ^ Dawson, N.; McHugh, B. (1987). "Learning to talk to parents". British Journal of Special Education. 14 (3): 119–121. doi:10.1111/j.1467-8578.1987.tb00305.x.
  8. ^ Fine, M.; Carlson, C., eds. (1965). Family-school intervention: A systems perspective. New York: Allyn & Bacon.
  9. ^ Miller, L., ed. (2002). Integrating school and family counseling: Practical solutions. Alexandria, VA.: American Counseling Association.
  10. ^ Boyd-Franklin, L.; Hafer, B. (2000). Reaching out in family therapy. New York: The Guilford Press.
  11. ^ Sherman, R.; Shumsky, A.; Roundtree, Y. (1994). Enlarging the therapeutic circle. New York: Brunner/Mazel.
  12. ^ Walsh, W.; Williams, G., eds. (1997). Schools and family therapy: Using systems theory and family therapy in the resolution of school problems. New York: Charles C. Thomas.
  13. ^ Nicoll, W. (1997). "Ch. 9 A family counseling and consultation model for school counselors.". In Walsh, W.; Williams, G. (eds.). Schools and family therapy: Using systems theory and family therapy in the resolution of school problems. Springfield, Ill.: Charles C. Thomas.
  14. ^ Klein, E. (2004). "Forging partnerships to meet family needs". School Administrator. 61 (7): 40–45.
  15. ^ Henderson, A.; Sager, T.; Horne, A. (2003). "Mothers and sons: A look at the relationship between child behavior problems, marital satisfaction, maternal depression, and family cohesion". The Family Journal. 11 (1): 33–41. doi:10.1177/1066480702238469.
  16. ^ Evans, E.; Hawton, K.; Rodham, K. (2005). "In what ways are adolescents who engage in self-harm or experience thoughts of self-harm different in terms of help-seeking, communication and coping strategies?". Journal of Adolescence. 28 (4): 573–587. doi:10.1016/j.adolescence.2004.11.001.
  17. ^ Goldstein, S.; Davis-Kean, P.; Eccles, J. (2005). "Parents, peers and problem behavior: A longitudinal investigation of the impact of relationship perceptions and characteristics on the development of adolescent problem behavior". Developmental Psychology. 41 (2): 401–413. doi:10.1037/0012-1649.41.2.401. PMID 15769195.
  18. ^ Henry, C.; Robinson, L.; Wilson, S. (2004). "Adolescent perceptions of their family system, parents' behavior, self-esteem, and family life". Journal of Child and Adolescent Substance Abuse. 13 (2): 29–59. doi:10.1300/j029v13n02_02.
  19. ^ Hacker, K.; Suglia, S.; Fried, L.; Rappaport, N.; Cabal, H. (2006). "Developmental differences in risk factors for suicide attempts between ninth and eleventh graders". Suicide and Life-threatening Behavior. 36 (2): 154–166. doi:10.1521/suli.2006.36.2.154. PMID 16704321.
  20. ^ Crespi, T.; Gustafson, A.; Borges, S. (2006). "Group counseling in the schools: Considerations for child and family issues". Journal of Applied and School Psychology. 22 (1): 67–85. doi:10.1300/j370v22n01_04.
  21. ^ Lagana, M. (2004). "Protective factors for inner-city adolescents at risk of school dropout: Family factors and social support". Children & Schools. 26 (4): 211–220. doi:10.1093/cs/26.4.211.
  22. ^ Ponsford, K.; Lapadat, J. (2001). "Academically capable students who are failing in high school: Perceptions about achievement". Canadian Journal of Counselling. 35 (2): 137–156.
  23. ^ Sun, Y.; Li, Y. (2002). "Children's well-being during parents' marital disruption process: A pooled time-series analysis". Journal of Marriage and Family. 64 (2): 472–488. doi:10.1111/j.1741-3737.2002.00472.x.
  24. ^ Heard, H. (2007). "Fathers, mothers, and family structure: Family trajectories, parent gender, and adolescent schooling". Journal of Marriage and the Family. 69 (2): 435–450. doi:10.1111/j.1741-3737.2007.00375.x.
  25. ^ Abdelnoor, A.; Hollins, S. (2004). "The effect of childhood bereavement on secondary school performance". Educational Psychology in Practice. 20 (1): 43–54. doi:10.1080/0266736042000180401.
  26. ^ Lambert, S.; Cashwell, C. (2004). "Preteens talking to parents: Perceived communication and school-based aggression". The Family Journal. 12 (2): 122–128. doi:10.1177/1066480703261953.
  27. ^ Zimmer-Gembeck, M.; Locke, E. (2007). "The socialization of adolescent coping behaviours: Relationships with families and teachers". Journal of Adolescence. 30 (1): 1–16. doi:10.1016/j.adolescence.2005.03.001. PMID 16837040.
  28. ^ Steward, R.; Jo, H.; Murray, D.; Fitzgerald, W.; Neil, D.; Fear, F.; Hill, M. (1998). "Psychological adjustment and coping styles of urban African American high school students". Journal of Multicultural Counseling and Adjustment. 26 (2): 70–82. doi:10.1002/j.2161-1912.1998.tb00188.x.
  29. ^ Wendt, R.; Zake, J. (1984). "Family systems therapy and school psychology: Implications for training and practice". Psychology in the Schools. 21 (2): 204–210. doi:10.1002/1520-6807(198404)21:2<204::aid-pits2310210212>3.0.co;2-z.
  30. ^ Vogel, D.; Wade, G.; Hackler, H. (2007). "Perceived public stigma and the willingness to seek counseling:The mediating roles of self-stigma and attitudes toward counseling". Journal of Counseling Psychology. 54 (1): 40–50. CiteSeerX 10.1.1.657.3589. doi:10.1037/0022-0167.54.1.40.
  31. ^ Crespi, T.; Hughes, T. (2004). "School-based mental health services for adolescents: School psychology in contemporary society". Journal of Applied School Psychology. 20 (1): 67–78. doi:10.1300/j370v20n01_05.
  32. ^ Soriano, M.; Hong, G. (1997). "School-based family services: Administrative leadership for a caring model of effective education". Journal for a Just and Caring Education. 3 (2): 180–191.
  33. ^ Murray-Harvey, R.; Slee, P. (2010). "School and home relationships and their impact on school bullying". School Psychology International. 31 (3): 271–295. doi:10.1177/0143034310366206.
  34. ^ Woods, B. (2001). Kiwi ACE - an indicated preventive depression programme in schools. New Zealand: Ministry of Education, New Zealand.
  35. ^ Migrant Family Resilience Project (2012). Making strong couples programme. Auckland, New Zealand: University of Auckland.
  36. ^ Marcheti-Mercer, M. (2008). "The value of using a school-based family counseling approach following an incident of school violence". International Journal for School-Based Family Counseling. 1.
  37. ^ Fitzgerald, H. (2000). Grief at school: Resource manual. Washington, D.C.: American Hospice Foundation.
  38. ^ Wasserstein, S.; La Greca, A. (1998). "Hurricane Andrew: Parent conflict as a moderator of children's adjustment". Hispanic Journal of Behavioural Sciences. 20 (2): 212–224. doi:10.1177/07399863980202005.
  39. ^ Stanco, C.; Taub, D. (2002). "A counseling group for children of cancer patients". Journal for Specialists in Group Work. 27 (1): 43–58. doi:10.1080/714860179.
  40. ^ Morrison, J.; Russo, C.; Ilg, T. (2006). "School-based crisis intervention: Its effectiveness and role in broader crisis intervention plans". International Journal of Educational Reform. 15 (3): 331–343. doi:10.1177/105678790601500303.
  41. ^ Shechtman, Z.; Gilat, I. (2005). "The effectiveness of counseling groups in reducing stress of parents of children with learning disabilities". Group Dynamics: Theory, Research, and Practice. 9 (4): 275–286. doi:10.1037/1089-2699.9.4.275.
  42. ^ Everts, H. (2007). Applying principles of school-based family counseling to preventive intervention with migrant and refugee families. University of Hong Kong, Hong Kong: Paper presented at the Fifth Oxford Symposium in SBFC.
  43. ^ Talbott, L.; Bartlett, M. (2012). "Youth suicide postvention: Support for survivors and recommendations for school personnel". Alabama Counseling Association Journal. 38 (2): 104–119.
  44. ^ Gordon, A. (2001). "School exclusions in England: Children's voices and adult solutions". Educational Studies. 27 (1): 69–85. doi:10.1080/03055690020002143.
  45. ^ Morotti, A. (2010). "The Copper River Project: Laying the foundation for school-based family counseling with Alaska's indigenous populations". International Journal for School-Based Family Counseling. 2.
  46. ^ Adams-Langley, S. (2012). Place2BE in the inner city: A school-based mental health service. Brasenose College, Oxford University: Paper presented at the Oxford Symposium in School-Based Family Counseling.
  47. ^ Adler, A. (1930). The education of children. Chicago, Ill.: Gateway.
  48. ^ Adler, A. (1927). "A doctor remakes education". Survey. 58: 490–501.
  49. ^ Ansbacher, H.; Ansbacher, R. (1956). The individual psychology of Alfred Adler. New York: Harper Perennial.
  50. ^ Dreikurs, R. (1958). Children the challenge. New York: Norton.
  51. ^ Dreikurs, R. (1968). Maintaining sanity in the classroom. New York: Harper and Row.
  52. ^ Dreikurs, R.; Cassel, P. (1965). Discipline without tears. New York: Harper and Row.
  53. ^ Gerrard, B. (2008). "School-based family counseling: Overview, trends, and recommendations for future research". International Journal for School-Based Family Counseling. 1: 1–30.
  54. ^ Soriano, M.; Hong, G. (1997). "School-based family services: Administrative leadership for a caring model of effective education". Journal for a Just and Caring Education. 3 (2): 180–191.
  55. ^ Carter, M.; Evans, W. (1997). "Urban school-based family counseling: Role definition, practice applications, and training implications". Journal of Counseling and Development. 75 (5): 366–374. doi:10.1002/j.1556-6676.1997.tb02352.x.
  56. ^ Gerrard, B. (2008). "School-based family counseling: Overview, trends, and recommendations for future research". International Journal for School-Based Family Counseling. 1 (1–30).
  57. ^ Soriano, M.; Hong, G. (1997). "School-based family services: Administrative leadership for a caring model of effective education". Journal for a Just and Caring Education. 3 (2): 180–191.
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