Collaborative Family-School Partnerships: Theory and Research

1. Collaborative Family-School Partnerships: Theory and Research Alyssa Dretchen, B.A. and Avivah Dahbany, Ph.D., NCSP Seton Hall University Futures Task Force on Family-School Partnerships

2. Collaboration • Have you ever collaborated with another person or persons? • What did you do together? • What “characteristics” were the most important in your partner(s) during your collaboration? • What “stages” did your collaborative experience go through? • How do you define “collaboration”? See Intro Handout 4

3. What is Collaboration? • “…a service provided by a professional in which there is a shared responsibility for the outcome of the problem solving process, including participation in interventions” (Dougherty, 2005, p. 18) • Teams of professionals & stakeholders • Mutual, reciprocal consultation among the parties involved • NOT the same as Consultation • “…in consultation, the consultee retains responsibility for he outcome, is considered to be the determiner of the suitability of possible interventions, and is responsible for adequate implementation of the intervention” (Zins & Erchul, 2002, as cited in Dougherty, 2005, p. 13)

4. Indicators of Professional Behavior Facilitative of Collaborative Partnerships • Communication • Commitment • Equality • Skills • Trust • Respect See Intro Handout 5

5. Professional Behavior:COMMUNICATION • “The quality of communication is positive, respectful, and understandable among all members at all levels of the partnership, and that the quantity of communication is also at a level to enable efficient and effective coordination and understanding among all members” (Blue-Banning et al., 2004, p 174). • Indicators of Professional Behavior: • Sharing resources • Being clear & honest • Communicating positively & frequently • Being tactful & open • Listening • Coordinating information

6. Professional Behavior:COMMITMENT • “The members of the partnership share a sense of assurance about (a) each others devotion and loyalty to the child and family, and (b) each other’s belief in the importance of the goals being pursued on behalf of the child and family” (Blue-Banning et al., 2004, p 174). • Indicators of Professional Behavior: • Demonstrating commitment • Being flexible • Sensitive to emotions • Being consistent • Regarding work as more than a job • Accessible

7. Professional Behavior:EQUALITY • “The members of the partnership feel a sense of equity in decision making and service implementation, and actively work to ensure that all other members of the partnership feel equally powerful in their ability to influence outcomes for children and families” (Blue-Banning et al., 2004, p 174). • Indicators of Professional Behavior: • Avoiding use of clout • Empowering partners • Validating others • Advocating with other professionals • Allowing reciprocity among members • Being willing to explore all options

8. Professional Behavior:SKILLS • “The members of the partnership perceive that others on the team demonstrate competence, including service providers’ ability to fulfill their roles and to demonstrate recommended practice approaches to working with children and families” (Blue-Banning et al., 2004, p 174). • Indicators of Professional Behavior: • Taking action • Having expectations • Meeting individual special needs • Considering the whole child or family • Being willing to learn

9. Professional Behavior:TRUST • “The members of the partnership share a sense of assurance about the reliability or dependability of the character, ability, strength, or truth of the other members of the partnership” (Blue-Banning et al., 2004, p 174). • Indicators of Professional Behavior: • Being reliable • Keeping the child safe • Being discreet

10. Professional Behavior:RESPECT • “The members of the partnership regard each other with concern and demonstrate that esteem through actions and communications”(Blue-Banning et al., 2004, p 174). • Indicators of Professional Behavior: • Valuing the child • Being nonjudgmental & courteous • Exercising nondiscrimination • Avoiding intrusion

11. Seven Stages of Collaboration • Awareness • Tentative Exploration & Mutual Acknowledgement • Trust Building • Collegiality • Consensus • Commitment • Collaboration

12. First Stage of Collaboration:AWARENESS • Making a conscious entry into a group • Focus on goals of convening together • Generate definition of collaborative process and what it means to team members

13. Second Stage of Collaboration:TENTATIVE EXPLORATION & MUTUAL ACKNOWLEDGEMENT • Tentative Exploration • disclose professional skills for the desired process • disclose areas where contributions cannot be made • disclose values reflecting priorities • identify roles and disclose personal values • Mutual Acknowledgement • clarify each member’s potential contributions • verify the group’s strengths & areas needing consultation • clarify member’s work style, organizational supports, and barriers to collaborative efforts

14. Third Stage of Collaboration:TRUST BUILDING • Determine the degree to which reliance on others can be achieved • Examine congruence between words and behaviors • Set interdependent goals • Develop tolerance for ambiguity

15. Fourth Stage of Collaboration:COLLEGIALITY • Define the relationships of members with each other • Define the responsibilities & tasks of each • Define entrance & exit conditions

16. Fifth Stage of Collaboration:CONSENSUS • Determine the issues for which consensus is required • Determine the process used for clarifying the decision making to reach consensus • Determine the process for reevaluating consensus outcomes

17. Sixth Stage of Collaboration:COMMITMENT • Realize the physical, emotional, & material actions directed toward the goal • Clarify procedures for reevaluating commitments in light of goal demands and group standards for deviance

18. Seventh Stage of Collaboration:COLLABORATION • Initiate a process of joint decision making reflecting the synergy that results from combining knowledge and skills

19. Literature Review • Indicators of Professional Behavior • 17 studies reviewed • Most Support: • Communication • Commitment • Seven Stages of Collaboration • 12 studies reviewed • Most Support: • Tentative Exploration & Mutual Acknowledgement • Collegiality • Collaboration

20. Professional Behaviors Experience • How does your collaboration experience compare to the research? • Did you also find the first two items to be the most important characteristics of your partner(s) in the collaboration experience? • Why or why not? • Communication • Commitment • Equality • Skills • Trust • Respect

21. Stages of Collaboration Experience • Did you go through these stages of collaboration? • Did you also find the items in red to be the most important stages of your collaboration experience? • Why or why not? • Awareness • Tentative Exploration & Mutual Acknowledgement • Trust Building • Collegiality • Consensus • Commitment • Collaboration

22. Family-School Collaboration • What do you think are the most important professional characteristics you have that could enhance Family-School Collaborations? • What do you think are the most important stages in Family-School Collaboration? • How can you use your Professional Characteristics and Stages of Collaboration to enhance your Family-School Collaborations?

23. References Berg, M. (1986). Toward a diagnostic alliance between psychiatrist and psychologist. American Psychologist, 41, 52-59. Biaggio, M. & Bittner, E. (1990). Psychology and optometry: Interaction and collaboration. American Psychologist, 45, 1313-1315. Blue-Banning, M., Summers, J., Frankland, N., Nelson, L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Council for Exceptional Children, 70, 167-184. Bray, J. & Rogers, J. (1995). Linking psychologists and family physicians for collaborative practice. Professional Psychology: Research & Practice, 26, 132-138. Deaton, A. & Langman, M. (1986). The contribution of psychologists to the treatment of plastic surgery patients. Professional Psychology: Research & Practice, 17, 179-184. Dougherty, A. M. (2005). Psychological consultation and collaboration in school and community settings (4th ed.). Belmont, CA: Thomson, Brooks/Cole. Everett, C. (May/June 1990). Where have all the “gypsies” gone? Journal of Counseling & Development, 68, 507- 509. Gardner, D. & Cary, A. (1999). Collaboration, conflict, and power: Lessons for case managers. Community Health, 22, 64-77. Hansen, M., Litzelman, A., Marsh, D., & Milspaw, A. (2004). Approaches to serious emotional disturbance: Involving multiple systems. Professional Psychology: Research and Practice, 35, 457-465. Hinshaw, A. & DeLeon, P. (1995). Toward achieving multidisciplinary professional collaboration. Professional Psychology: Research and Practice, 26, 115-116. Johnson, L., Pugach, M., & Hawkins, A. (2004). School-family collaboration: A partnership. Focus on Exceptional Children, 36, 1-12. Kainz, K. (2002). Barriers and enhancements to physician-psychologist collaboration. Professional Psychology: Research & Practice, 33, 169-175. Kalpogianni, E., Frampton, I., & Rado, T. (2001). Joint working between occupational therapy and clinical psychology in a school setting: A neurorehabilitation case stuffy of a child with an acquired developmentaldisability. British Journal of Occupational Therapy, 64, 29-33.