School psychology interns’ characterizations of family–school partnerships

Olivia R. Soutullo, Stephanie C. Sanders-Smith, Tina M. Smith-Bonahue

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)690-701
Number of pages12
JournalPsychology in the Schools
Volume56
Issue number5
DOIs
StatePublished - May 2019

Fingerprint

psychology
Psychology
school
school psychologist
experience
internship
Internship and Residency
Child Development
training program
parents
stakeholder
Education
interaction

Keywords

  • family–school partnerships
  • home–school collaboration
  • school psychology professional development

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

School psychology interns’ characterizations of family–school partnerships. / Soutullo, Olivia R.; Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M.

In: Psychology in the Schools, Vol. 56, No. 5, 05.2019, p. 690-701.

Research output: Contribution to journalArticle

Soutullo, Olivia R. ; Sanders-Smith, Stephanie C. ; Smith-Bonahue, Tina M. / School psychology interns’ characterizations of family–school partnerships. In: Psychology in the Schools. 2019 ; Vol. 56, No. 5. pp. 690-701.
@article{d79e2947830d4f0dbfc36ba339aeba60,
title = "School psychology interns’ characterizations of family–school partnerships",
abstract = "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.",
keywords = "family–school partnerships, home–school collaboration, school psychology professional development",
author = "Soutullo, {Olivia R.} and Sanders-Smith, {Stephanie C.} and Smith-Bonahue, {Tina M.}",
year = "2019",
month = "5",
doi = "10.1002/pits.22227",
language = "English (US)",
volume = "56",
pages = "690--701",
journal = "Psychology in the Schools",
issn = "0033-3085",
publisher = "Wiley-Liss Inc.",
number = "5",

}

TY - JOUR

T1 - School psychology interns’ characterizations of family–school partnerships

AU - Soutullo, Olivia R.

AU - Sanders-Smith, Stephanie C.

AU - Smith-Bonahue, Tina M.

PY - 2019/5

Y1 - 2019/5

N2 - 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.

AB - 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.

KW - family–school partnerships

KW - home–school collaboration

KW - school psychology professional development

UR - http://www.scopus.com/inward/record.url?scp=85060635613&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060635613&partnerID=8YFLogxK

U2 - 10.1002/pits.22227

DO - 10.1002/pits.22227

M3 - Article

AN - SCOPUS:85060635613

VL - 56

SP - 690

EP - 701

JO - Psychology in the Schools

JF - Psychology in the Schools

SN - 0033-3085

IS - 5

ER -