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The California School Psychologist

, Volume 2, Issue 1, pp 31–38 | Cite as

The School Psychologist’s Role Based on an Ecological Approach to Family-School-Community Collaborations

  • Bonnie S. Ho
Article

Abstract

As psychologists study and research child development theories based on more ecological perspectives, and as these perspectives are adopted by national and state policymakers and legislatures as a part of school reform initiatives which focus on family-school partnerships, school psychologists need to examine how these changes affect their role in the schools and the competencies they need to develop effective family-school-community collaborations. This article (a) briefly reviews the ecological theoretical perspective underlying the concepts of family-school-community collaborations, (b) describes California’s state policy and legislation backing these concepts, (c) presents a rubric of competency levels for the school psychologists’ role in developing family-school-community collaborations, and (d) explores implications for school psychology training programs.

Keywords

School Psychologist School Staff School Community Competency Level California School Psychologist 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© California Association of School Psychologists 1997

Authors and Affiliations

  • Bonnie S. Ho
    • 1
  1. 1.Department of Educational PsychologyCalifornia State University, HaywardHaywardUSA

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