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


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.


School Psychologist School Staff School Community Competency Level California School Psychologist 
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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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