Advocating for the Rights of the Child Through Family–School Collaboration

Miller, Gloria E.; Colebrook, Jessica; Ellis, Benjamin

doi:10.1080/10474412.2014.870483

Cited by 44 publications

(3 citation statements)

References 36 publications

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“…Per United Nations Convention on the Rights of Children, it is fundamental that positive developmental frameworks based on the capacity for self-determination and decision-making are used to ensure worldwide human rights for children (Miller et al, 2014). As an ongoing chief public health concern, echoed frequently in the media, systematic procedures for capturing the multifaceted needs and associated strengths of students and families are critical to ensuring positive youth development.…”

Section: Rationalementioning

confidence: 99%

Building Better Schools with Evidence-based Policy

Allen

Oades

2021

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Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective fields. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use, adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.This book is relevant to every person who works in a schoolworldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices.

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Section: Rationalementioning

confidence: 99%

Building Better Schools with Evidence-based Policy

Allen

Oades

2021

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“…Both schools and parents can profit from the knowledge and service of psychology to achieve these good working relationships and to understand and respect the evolving capacities of the child. Miller, Colebrook, and Ellis (2014) set forth essential information and guidance for partnerships among school psychologists, parents and families.…”

Section: Provisions Of the Convention And Their Relevance For Psycholmentioning

confidence: 99%

Children’s rights and school psychology: Historical perspective and implications for the profession

Hart

2014

School Psychology International

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School psychology and children's rights have great potential, well beyond what has been realized, for advancing the best interests of children, their communities, and societies. A child rights approach infused into school psychology can significantly contribute to the fulfillment of this potential. To respect and illuminate these factors and possibilities, a brief history of children's rights is presented, its major components as embodied in the UN Convention on the Rights of the Child and their relevance for education and the school community are clarified, and the opportunities for school psychology to champion and deeply integrate children's rights in policy and practice are explored. Employing this base, a proposal is made for a new social contract between school psychology and those it serves which moves beyond reactive problem oriented interventions to give primacy to proactive promotion of the well-being and full holistic development of the child, employing a prospective human development models emphasizing progressive achievement of self-stewardship for all children.

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“…As systems‐level clinicians, school psychologists can advocate for the inclusion of families in administrative decision‐making and facilitate administrator support for partnership efforts (Esler et al, ; Jones, ). Moreover, school psychologists can integrate families into all tiers of Multitiered Systems of Supports, in leadership or community involvement efforts, and on school‐ or district‐wide activities (Jones, ; Miller & Kraft, ; Miller, Colebrook, & Ellis, ; National Association of School Psychologists, ). Recommendations for working with individual families include conducting home visits as needed, encouraging mutual and respectful communication, and accounting for the child's context and background in case conceptualizations (Jones, ; National Association of School Psychologists, ).…”

Section: Introductionmentioning

confidence: 99%

School psychology interns’ characterizations of family–school partnerships

Soutullo

Sanders-Smith

Smith-Bonahue

2019

Psychology in the Schools

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School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.

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Advocating for the Rights of the Child Through Family–School Collaboration

Cited by 44 publications

References 36 publications

Building Better Schools with Evidence-based Policy

Building Better Schools with Evidence-based Policy

Children’s rights and school psychology: Historical perspective and implications for the profession

School psychology interns’ characterizations of family–school partnerships

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