Engaging Parents in Evidence-Based Treatments in Schools: Community Perspectives from Implementing CBITS

Abstract

This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed.

Incorporating Trauma‐Informed Care Into School‐Based Programs

“…The trauma specialist could have conversations with those in the school to suggest evidence‐informed ways to integrate trauma‐informed practices into their procedures. For example, adolescent pregnancy prevention curricula could include education about common reactions to stress or trauma, opportunities for students to engage in relaxation training and social problem‐solving to address reactions to trauma, evidence‐based cognitive‐behavioral and mindfulness strategies, and sessions for parents . In addition, it may be beneficial to have adult or young adult trauma survivors speak to staff about their experiences as students.…”

Parents’ Perspectives of School Mental Health Promotion Initiatives are Related to Parents’ Self-Assessed Parenting Capabilities

“…For example, a study by Santiago et al (2013) Trauma in Schools, finding extensive outreach and relatively good parent engagement in some schools, while in other schools, efforts to engage parents were not as consistent. Cox (2005) stressed the need to treat parents as equals in a two-way flow of information.…”

School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned

“…Although family involvement can be a key part of a successful school intervention, schools commonly have difficulty engaging parents in education and mental health services . Potential barriers to parental involvement include language barriers, negative attitudes from school personnel toward partnering with parents, lack of knowledge and skills among school personnel for engaging parents, and lack of outreach from teachers and administrators . These factors (eg, attitudes, experiences, local norms, and knowledge and skills), consistent with key predictors delineated in well‐established theories of behavior change, are critical to understanding school staff behavior as it relates to engaging parents of students at‐risk for suicide.…”

“…There are few investigations of parent engagement with school‐based mental health services and personnel . However, qualitative research points to the potential value of on‐site mental health resources in fostering favorable attitudes among school staff toward parents and engaging families in services.…”

“…Additional research suggests that school‐based mental health programs are generally perceived as helpful by both parents and school personnel, although parent engagement in programs may still vary . For example, consistent outreach (contacting parents multiple times through various methods), school culture that values parent involvement, and clinician views that parent involvement is important were linked to better parent engagement, whereas lack of consistent outreach and time on the part of school‐based clinicians in addition to logistical barriers faced by parents were linked to lack of parent involvement …”