Centering Families: Advancing a New Vision for School Psychology

Autor/inn/en	Sheridan, Susan M.; Garbacz, S. Andrew
Titel	Centering Families: Advancing a New Vision for School Psychology
Quelle	In: School Psychology Review, 51 (2022) 6, S.726-741 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheridan, Susan M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1954860
Schlagwörter	Family Involvement; Family School Relationship; School Psychology; School Psychologists; Ecology; Standards; Educational Policy; Systems Approach; Partnerships in Education; Intervention; Trust (Psychology); Inclusion; Minority Groups + Suchen Sie Ihr Suchwort? Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ökologie; Standard; Politics of education; Bildungspolitik; Systemischer Ansatz; Hochschulpartnerschaft; Inklusion; Ethnische Minderheit
Abstract	At the turn of the current century, Sheridan and Gutkin shared perspectives on the status and future of school psychology. Limitations of then-standard school psychological practices focusing on a medical model of service-delivery were raised, and approaches to realize a new paradigm, including advances in conceptual, empirical, and practical vantage points, were offered. Given the many challenges confronting society today, we argue that this paradigm be focused squarely on the oft-overlooked mesosystem as a critical malleable factor influencing children's learning and development. In this paper we summarize and critique the paradigm advanced in 2000 and offer a vision for school psychology that centers families as the essential focus of our work. We contend that our failure to do so heretofore has contributed to oppression and alienation of minoritized groups and reinforced White supremacy in U.S. schools. Further, we provide empirical evidence for centering on family voice and experience by partnering with families as co equal stakeholders. What is missing is an emphasis on family-school partnerships in professional standards, district and school policies and structures, and educators' role articulations. Thus, we offer and illustrate specific roles for school psychologists to lead systemic change recognizing that, if adopted, could change everything. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01