The School Psychologist’s Role Based on an Ecological Approach to Family-School-Community Collaborations
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.
KeywordsSchool Psychologist School Staff School Community Competency Level California School Psychologist
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