School Psychologists’ Family-School Partnering Experiences With Latinos

Abstract

The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family–school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre‐ and in‐service training to achieve effective FSP with Latino families. Five school psychologists working in school districts with greater than 40% Latino student enrollment participated in this study. Five major themes emerged from data analysis: Attitudes toward FSP, Knowledge and Skills Needed, Expectations for Engagement, Perceived Barriers to FSP, and Engagement Activities. The results of this study will help researchers and educators develop an awareness of the challenges school psychologists face and the actions they take to enhance relationships with Latino families.

Estudo de validação da Escala de Autoeficácia para Psicólogos em Contexto Escolar

“…A terceira dimensão identificada foi a relativa à intervenção junto as famílias. Sabe-se da necessidade de se envolverem as famílias como parceiros no processo educativo dos filhos e dos benefícios daí decorrentes podendo os psicólogos serem elementos centrais na articulação e no apoio à construção dessas parcerias (Bahr et al, 2017;Epstein, Sanders, Sheldon & Simon, 2018;Vega, Lasser & Fernandez, 2017). Os itens que integram essa dimensão contemplam dois aspetos centrais identificados na literatura: a comunicação e as estratégias para promover uma participação efetiva de famílias com caraterísticas e necessidades diversificadas.…”

“…Os itens que integram essa dimensão contemplam dois aspetos centrais identificados na literatura: a comunicação e as estratégias para promover uma participação efetiva de famílias com caraterísticas e necessidades diversificadas. As famílias devem partilhar objetivos e responsabilidades de modo a promover o seu envolvimento e uma parceria implica arranjos cooperativos nos quais a informação e os recursos fluem nos dois sentidos, em contraste com a tradição de comunicação unidirecional da escola para a casa (Filter, Ebsen & Dibos, 2013;Reschly & Christenson, 2019;Vega et al, 2017). Assim sendo, os resultados deste estudo fornecem evidências iniciais de que as propriedades psicométricas do EAPsi são adequadas, sugerindo que a escala é um instrumento aceitável para avaliar a autoeficácia dos psicólogos que atuam em contexto escolar.…”

Relationships and School Success: From a Social-Emotional Learning Perspective

“…For example, African American parents often feel less welcomed in schools and experience barriers in securing resources for their child, possibly due to past and current discrimination [79]. Due to cultural differences in the conceptualization of parental roles or frustration that resulted from previous collaborative attempts, Latino families in the U.S., context may feel uncomfortable to participate in school events [100]. When schools and teachers do not share a common culture with the students and their families, it is also more difficult to establish a collaborative relationship that aims to support learning [101,102].…”

“…Moreover, given that some families may be more resistant to forming a coalition with schools, it is imperative that school psychologists provide teachers with assistance and guidance to develop individualized approaches [100]. Furthermore, training workshops that are tailored toward instilling teachers with a comprehensive understanding on different cultures and traditions are needed.…”

“…Furthermore, training workshops that are tailored toward instilling teachers with a comprehensive understanding on different cultures and traditions are needed. Schools should also be prepared to include bilingual school personnel into the picture, who can help as an interpreter, or in preparing for bilingual signage and materials [100].…”