This chapter reviews a 25-year program of research on the benefits and optimal strategies for embedding evidence-based parenting supports into the public-school system. Specifically, translational research is described that led to the development of a systemic approach referred to as Positive Family Support (PFS). Implementation findings from a randomized hybrid effectiveness trial across 41 public middle schools facilitated the identification of three key needs related to enhancing implementation fidelity: (a) trained professional staff working within schools to provide parenting supports, (b) centralized training to minimize disruptions in family support secondary to staff turnover, and (c) district support to principals for monitoring and engaging parents of high-risk students in an effort to prevent school failure and expulsion.
|Title of host publication||Establishing Family-School Partnerships in School Psychology|
|Subtitle of host publication||Critical Skills|
|Publisher||Taylor and Francis|
|Number of pages||22|
|Publication status||Published - 2019 Jan 1|
Bibliographical notePublisher Copyright:
© 2020 Taylor and Francis.
All Science Journal Classification (ASJC) codes
- Social Sciences(all)