Practicum in Family-School Consultation
Dr. Louise Silverstein
718 858-8342
EMAIL: LBSREMSEN@AOL.COM
Fall, 2002
Please note that you are allowed only one unexcused absence from class.
I. Course requirements.
1. Weekly journals of the student's consultation experiences.
2. Class presentations on family-school collaboration and on diversity.
3. A “publishable” paper describing your experience initiating a family-school
collaboration project or a participatory research project.
Note: Authors listed in bold are required reading. Others are for general
reference or for class presentations.
A. Why Family-School?
Kozol, J. (1992). Savage Inequlities. Children in America’s schools. NY:
Harper Trade.
Kozol, J. (1995). The lives of children and the conscience of a nation.
NY: Harper Trade.
Weisz, J. R. , Donenberg, G. R., Han, S. S., & Weiss, B. (1995).
Bridging the gap between laboratory and clinic in child and adolescent
psychotherapy. Journal of Consulting and Clinical Psychology, 5, 688-701.
B. APA Policy Statements.
APA Board of Professional Affairs. (1998, October). Report of the Task
Force on the Professional Practice of Child and Adolescent Psychology.
Lopez, E. C. & Rogers, M. R. (2001). Conceptualizing cross cultural
school psychology competencies. School pPsychology Quarterly, 16, 270-302.
C. Reference Texts.
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Christenson, S., & Conoley, J. C. (Eds.) (1992). Home-school
Collaboration: Enhancing children's academic and social competence.
Colesville,
MD: National Association for School Psychologists. Selected Chapters.
Christenson, S. & Sheridan, S. (2001). Schools and families. Creating
essential connections for learning. NY: Guilford.
Epstein, J. L. (2001). School, family, and community partnerships.
Preparing educatiors and improving schools. Westview Press.
D. Defining School-Family Consultation.
Doherty, B. & Peskey, V. E. (1992). Family systems and the school. In
S. Christenson & J. C. Conoley, (Eds.) Home-school Collaboration:
Enhancing children's academic and social competence. Colesville, MD: National
Association for School Psychologists.
Tharinger, D. (1995). Roles for psychologists in emerging models of
school-related Health and mental health services. School Psychology Quarterly,
10, 203-216.
Christenson, S. (1995). Families and schools: What is the role of the
school psychologist? School Psychology Quarterly, 10, 118-132.
E. Specific Examples of Family-School Projects.
Weiss. H. M. (2000) The Family-School Center. The Ackerman
Institute for the Family.
Weiss, H. M. & Edwards, M. (1992). The family school collaboration
project: Systemic interventions for school improvement. In S. L. Christenson & J.
C. Conoley (Eds.) Home-school collaboration: Enhancing children’s academic
and social competence (pp. 215-243). Silver Springs, MD: National Association
of School Psychologists.
*Eber, L., Osuch, R., & Redditt, C. A. (1996). School-based applications
of the wraparound process: Early results on service provision and student
outcomes. Journal of Child and family studies, 5, 83-99.
Epstein, J. L. (1995). School/Family/community partnerships: Caring for
the children we share. Phi Delta Kappan, 76, 701-712.
*Turnbull, A. P. & Turnbull, H. R. (1996). Group action planning as a
strategy for providing comprehensive family support. In L. K. Koegel, R. L.
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Koegel, & G. Dunlap (eds.) Positive behavioral support. Including people with
difficult behavior in the community (pp. 99-114).
*VanDenBerg, J. E. & Grealish, E. M. (1996). Individualized services
and supports through the wraparound process: Philosophy and procedures.
Journal of Child and Family Studies, 5, 7-21.
F. Research Evidence..
Christenson, S., Rounds, T., & Gorney, D. (1992). Family factors and
Student achievement: An Avenue to increase students’ success. School
Psychology Quarterly, 7, 178-206.
Ho, S. (2002). Application of participatory action research to familyschool intervention. School Psychology Review, 31, 106-121.
Tolman D. L. & Brydon-Miller, M. (Eds.) From subjects to subjectivities,
A handbook of interpretive and participatory methods. New York: NYU Press.
Changing Minds. A collaborative research project between City University
and Bedford Hills Prison. www.Changingminds.ws
3. Diversity Issues.
Casper, V. , Schultz, S., & Wickens, E. (1992). Breaking the silences:
Lesbian and gay parents and the schools. Teachers College Review, 94, 109137.
Croom, G. L. & Greene, B. (Eds.) (2001). Education, research and
practice in Lesbian, gay, bisexual and transgendered psychology. A resource
manual. NY: Gilford.
Fine, M. , Weis, L., Powell, L. C., & Wong, L. M. (Eds.) (1997). Off
White: readings on race, power, and society. New York: Routledge.
Jackson, L. & Greene, B. (Eds.) (2000). Therapy with African American
Women. NY: Guilford.
Leadbeater, B. J. R. & Way, N. (Eds.) (1996). Urban girls: Resisting
stereotypes, creating identities. New York: New York University Press.
Mahboubi, J. E. & Searcy, A. P. (1999). Racial unity from the
perspective of personal family history: Where Black and White entered our
families. In M. McGoldrick (Ed.) Revisioning Family Therapy (pp. 255-267).
New York: Guilford. (pp. 220-238).
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Silverstein, L. & Green, R. J. (1996, Summer). Gay fathers: A dialogue
about heterosexist bias in family treatment and research. The Family
Psychologist , 14-16.
Stevenson, H. C., Davis, G. , & Saburah, A-K. (2001). Stickin’ to,
watchin’ over, and gettin’ with. San Francisco: Jossey-Bass.
Tatum, B. D. (1997). Why are all the Black kids sitting together in the
cafeteria? New york: Basic Books.
Weis, L. & Fine, M. (Eds.).Construction sites: Excavating race, class, &
gender among urban youth.
H. Resistance.
Silverstein, L. (1997). Resistance to family-school collaboration. The
School Psychologist, 51, 74-75, 94.
Silverstein, L. (1997). A strategy for survival vs. a strategy for liberation.
The Family Psychologist, 13, 1, 4-5.
I. Examples of Student Articles.
Gurtman, M. (in press). School-Hospital collaboration: Improving the
quality of care.
Duffy, D. Learning to listen. (1997, Winter). The Family Psychologist.
Snader, E. (1997, Fall). Collaborating with the family and school as part
of a neuropsychological evaluation. The School Psychologist, 51, 126-7.
Shinkar, L. (in press). The seeds of change. The School Psychologist.
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Guidelines for Final Paper
1. Follow APA Manual 5th Edition.
This means paying attention to things like font, page numbers, margins,
headings, and tense.
2. References.
Do not refer to a reference with the notation, “as cited in” unless the
original source is either in a language you do not read, or is in a rare book that
you cannot access. If a source you are reading cites a reference that is relevant
to your topic, you are expected to get that reference and read it yourself.
3. Proof-read the paper carefully! Edit the paper ferociously! Remember each
word costs money. The editor wants to spend the least amount of money
possible. At the end of the paper, include the Word Count. It should be around
2000 words.
5. Give the paper to someone else to read before you hand it in. If that person
has questions about any part of it, that part needs to be re-written for clarity.
6. This paper is not a formal research paper. It is about your experience trying
to initiate systemic change. First tell the reader in the introduction what you are
getting ready to tell her/him. Then give the information. Then have some form
of conclusion, preferably with a zinger at the end. Use sub-headings to help you
organize your thoughts.
7. You will probably have to write several drafts of this paper as you learn how to
write a publishable paper. You will not get a grade until you hand in the final
draft with a cover letter submitting it for publication, probably to an APA
division newsletter.