让家庭参与实施全校范围的积极行为干预和支持:荷兰行政人员和 SWPBIS 领导小组的经验

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk
{"title":"让家庭参与实施全校范围的积极行为干预和支持:荷兰行政人员和 SWPBIS 领导小组的经验","authors":"T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk","doi":"10.1002/pits.23266","DOIUrl":null,"url":null,"abstract":"Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (<jats:italic>n</jats:italic> = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (<jats:italic>n</jats:italic> = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences\",\"authors\":\"T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk\",\"doi\":\"10.1002/pits.23266\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (<jats:italic>n</jats:italic> = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (<jats:italic>n</jats:italic> = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-06-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23266\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23266","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

摘要

尽管研究表明,家庭与学校之间的合作有助于提高学生的学业成绩、社会情感发展和幸福感,但许多学校在建立家庭与学校的伙伴关系方面却举步维艰。本研究探讨了让家庭参与设计和实施全校积极行为干预和支持(SWPBIS)的成功关键和挑战。我们分两步进行了系统评估,包括一项在线调查(n = 27 名参与者)和五次焦点小组访谈,访谈对象为小学教育学校的行政人员和全校范围积极行为干预与支持(SWPBIS)领导小组成员(n = 15 名参与者)。然而,大多数参与学校并没有制定让家庭参与的政策或战略规划,也没有对其行动进行系统的评估。学校采用单向的方式与家长沟通,并发现很难根据新家长和已经熟悉全校性学前班的家长的不同情况调整沟通方式。学校没有就其学校实施 SWPBIS 所取得的成果进行交流。将家庭纳入全部门办法领导小组往往被认为具有挑战性。学校没有收集家庭对 SWPBIS 的意见,也没有收集有关家庭需求和(文化)背景的信息,以制定吸引家庭参与的策略。建议进一步研究学校在家庭参与方面的实际做法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences
Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (n = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (n = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信