CONSULTING WITH FAMILIES

HOME-SCHOOL PARTNERSHIPS

Various proponents such as Amatac and Fabrick (1984), Downing (1983), and Nicoll (1984) have
maintained that family counseling is a legitimate extension of the school counseling program. Home-
school partnerships have repeatedly shown positive results in children’s affective and cognitive
development.

Duncan and Fitzgerald (1969) found that individual counselor-parent conferences at the beginning of the
school year were effective in preventing problems of absenteeism, discipline, and dropouts. Therrium
(1979), Cox and Matthews (1977), and O’Dell (1974) are among numerous researchers who found parent
education to have lasting benefit. Furthermore, Lombana and bombana (1982) maintained that a
home/school collaboration model should differentiate between parent involvement, parent conferences,
parent education, and parent counseling, illustrating an inverse relationship between parental needs and
counselor time and skills. In Figure 8.1, The Home- School Partnership: A Model for Counselors,
illustrates the extent of parent involvement in relation to counselor’s time and skill requirements.

In reference to parent involvement strategies, Karnes (1979) provides some guidelines which can
enhance parent participation:

Plan activities that make sense to parents. Parents should be able to understand the value of the
counseling program, not only in general terms but also in relation to his or her own needs and interests.

Provide parents with the information they need. Recommendations and directions are more likely to be
followed if they are specific and suited to an individual situation.

Encourage parents to become involved in the classroom. For parents who are uncomfortable tutoring or
grading papers, assisting with field trips also helps develop an understanding of the educational process.

Plan activities in which parents can work cooperatively with other parents. Often parents can learn more
from each other than they can from the counselor or teacher.

Give parents adequate feedback on their contributions. Positive feedback encourages greater
involvement and commitment; in addition, it carries over into parentchild interaction. See Figure 8.2,
How Welcome Are Parents In Our School, is a survey used by PTA. The items listed suggest means for
making parents feel welcome in our schools.

Figure 8.1. The home-school partnership: A model for counselors.

There is a triangle. Bottom step is parent involvement. The upper step is parent conferences. The
following step is parent education. On the top of the triangle there is parent counseling. Halves of these
steps are counselor time required and the other half is counselor skills required.
VALUE OF PARENT CONFERENCES

The counselor-parent-teacher-student conference has the potential to be one of the most effective
means of strengthening the home-school relationship while serving to exchange information, solve
problems, and make educational plans for an individual student or the entire family (Lombana &
Lombana, 1982). Yet, very few studies contain empirical data about parent conferences. One of the few
studies measured the effects of establishing a parent-counselor conference relationship prior to the
student’s entry into junior high school (Wise & Ginther, 1981). Significant findings included increased
student attendance, increased grade point averages, and additional parent contact with the school.
Dropout rate and disciplinary referrals significantly decreased, and parent-child communication tended
to increase for those who participated in the conferences. In Figure 8.3 is a sample of a conference
planning sheet.

Strother and Jacobs (1986) provided a systematic stepby-step procedure for an effective conference if
parents are willing to come to school at least once.

Initial contact: Set the tone with the initial contact to the home. Convey a message of cooperation and
indicate that as the counselor you value their input. A statement like “we need your opinion” or “the
information you could provide us would be valuable” demonstrates a spirit of equality and openness.

Perception check: Assess the parents’ initial feelings about coming to school. Engage them in a dialogue
that covers questions such as the following:

• Have parents had previous contact with the school?

• Was the contact positive or negative?

• Do the parents understand the role of the school counselor?

• What are the parents’ feelings toward the school and their child’s school experiences?

• Are they willing to be part of the helping process?

Information delivery: Introduce the critical information concerning the child such as academic,
behavioral, or social difficulties. Explanation should be simple and concrete. Cooperation and
encouragement should be the mutual goal. The focus should be on the problem not on personalities
which may be involved. The focus should be in the “here-and-now.”

Reception check: Respond to feelings, understanding, and reaction of parents. Ask, “How are you feeling
about what I’ve told you?” Assess their commitment and understanding. Have alternative methods of
presenting information since parents differ in their knowledge, their level of understanding, and their
school experiences. Elicit suggestions from them about potential strategies to explore.

Assess the family dynamics: Explore relationships in the family in a nonthreatening way to assess if
strategies can be realistically carried out by the parent(s). For example, “Are there any problems that the
parents are aware of in the family regarding other children?” “Is the home atmosphere calm or tense?”
“Are work schedules erratic, is supervision reliable and consistent?” and “Do other family members get
along?”

Education and strategy implementation: Assess if the parent(s) is(are) willing to work cooperatively to
help the child. Involve the child at this stage of the process.

Summarize, confirm, clarify: The counselor should summarize the information discussed and presented,
repeat strategies to be used to help the child, and restate what each person has agreed to do in terms of
behavior changes, homework assignments, and family/ school responsibilities. This may also be
reinforced with a written contract signed by all parties involved. This helps solidify the agreement. Also
include your name and telephone number, as well as the best time to reach you in the event the family
needs some reinforcement or needs to amend the contract. Check for final questions and set a time for a
follow-up meeting.

Follow-up for follow-through: Follow-up on plans discussed in the conference 48 to 72 hours later.
Express positive feelings about the conference; offer support and encouragement Confirm a date and
time for the next meeting.

Figure 8.2. How welcome are parents in our school.

How welcome are parents in our school?

Directions: Think about the experiences you have had when you have visited your child's school. Your
PTA and the school staff want to make parents feel comfortable and a part of the school.

Please take a few minutes to fill out the following brief survey. Be honest. All answers will be anonymous
— please don’t write your name on the sheet. Your PTA leader will collect the surveys.

After the PTA has analyzed the results, a committee composed of PTA leaders and other parents, the
principal and teacher representatives will decide how best to use the Information and make
recommendations, if necessary, for helping parents feel more welcome in our school.

Am I always greeted in a friendly, courteous way when I contact the school either on the phone or in
person? (Circle One) Yes No Do Not Know

Does the school have a special area to greet visitors, equipped with Information about the school and
directions so that I can find my way around the building? (Circle One) Yes No Do Not Know

Did the school conduct some kind of orientation program for my family when I first enrolled my child?
(Circle One) Yes No Do Not Know

Do school staff and parents have informal occasions where we can get to know each other during the
school year? (Circle One) Yes No Do Not Know

Does the principal have regular office hours when parents and students can stop in? (İf "Yes” to the
above question) (Circle One) Yes No Do Not Know
Are those hours convenient for me? (Circle One) Yes No Do Not Know

Is there a school suggestion box where teachers'. students’, and parents’ ideas are encouraged and are
ideas implemented when possible? (Circle One) Yes No Do Not Know

Does the school encourage me to visit my child’s classroom outside of planned occasions (after checking
first with the teacher involved)? (Circle One) Yes No Do Not Know

Am I (and other parents) welcome to use the building after hours for community purposes? (Circle One)
Yes No Do Not Know

Does the principal ask for parents’ suggestions when making decisions that will affect the running of the
school? (Circle One) Yes No Do Not Know

Does the school provide a variety of means (written and verbal so all parents (including illiterate and
limited English-speaking parents) can understand the curriculum and participate in the school’s
activities?) (Circle One) Yes No Do Not Know

Does the school provide written information to parents about school rules, parent-teacher conferences
and other important items? (Circle One) Yes No Do Not Know

Feel free to write any comments and suggestions:

Figure 8.3. Conference planning sheet.

Student:

Grade: _______

Date:

Teacher:

Parent(s), Guardian:

Statements by Teacher:

Social Attitudes and Behaviors:

1. Accepts responsibilities Steady Growth/ Needs Improvement/ Needs Immediate Attention

2. Is thoughtful of rights of others Steady Growth/ Needs Improvement/ Needs Immediate Attention

3. Cooperates in work and play Steady Growth/ Needs Improvement/ Needs Immediate Attention

4. Receives and gives criticism in a friendly way Steady Growth/ Needs Improvement/ Needs Immediate
Attention
5. Is dependable Steady Growth/ Needs Improvement/ Needs Immediate Attention

6. Shows self-control Steady Growth/ Needs Improvement/ Needs Immediate Attention

7. Is courteous Steady Growth/ Needs Improvement/ Needs Immediate Attention

8. Appears to make friends easily Steady Growth/ Needs Improvement/ Needs Immediate Attention

Work, Play, and Personal Habits:

1. Alertness: listens attentively and follows directions Steady Growth/ Needs Improvement/ Needs
Immediate Attention

2. Uses time to good advantage Steady Growth/ Needs Improvement/ Needs Immediate Attention

3. Takes care of materials Steady Growth/ Needs Improvement/ Needs Immediate Attention

4. Completes work neatly Steady Growth/ Needs Improvement/ Needs Immediate Attention

5. Begins and completes work in reasonable length of time Steady Growth/ Needs Improvement/ Needs
Immediate Attention

6. Obeys safety rules Steady Growth/ Needs Improvement/ Needs Immediate Attention

7. Is careful of personal appearance Steady Growth/ Needs Improvement/ Needs Immediate Attention

8. Participates in games Steady Growth/ Needs Improvement/ Needs Immediate Attention

9. Shows good sportsmanship Steady Growth/ Needs Improvement/ Needs Immediate Attention

Other Observations:

1. Profits from use of individualized instructional materials Steady Growth/ Needs Improvement/ Needs
Immediate Attention

2. Uses problem solving techniques Steady Growth/ Needs Improvement/ Needs Immediate Attention

3. Participates in class meetings Steady Growth/ Needs Improvement/ Needs Immediate Attention

Data From File:

Norm-referenced test data Test: __________________

Composite: ____________

Reading: ________ ______

Math: _________________
Language Arts: ________

Student Led Conferences

Little and Ailen (1989) maintained that school counselors can demonstrate support for teachers by
initiating and implementing student-led conferences, especially at the elementary or middle school level.
Guyton and Fielstein (1989) further outlined the educational objectives of the studentled conference: (1)
to foster a sense of accountability within the student for academic progress, (2) to encourage students to
take pride in their work, (3) to allow for more time for each conference, and (4) to encourage student-
parent communication with regard to school performance.

A schedule of events prior to the parent conference could involve developing mini-lessons to prepare the
student to handle his/her conference. Topics for the lessons could be explaining the report card and
grading system, selecting examples of classroom work to support the letter grade, making subject folders
for displaying daily work, identifying strengths and weaknesses, keeping a log of homework assignments
and time spent on task, using effective communication for leading a conference, and discussing
appropriate social conduct.

Guyton and Fielstein (1989) maintained that student-led conferences have the potential to

• improve student/parent communication and foster greater understanding of the child’s progress and
academic record;

• encourage students to assume greater ownership and responsibility for grades and academic progress;

• increase student accountability for daily work as well as homework prior to, and in preparation for, the
conference; and

• eliminate the negative connotation that parent/ teacher conferences often project.

Figure 8.4. Elements of effective parent-teacher conferences.

Teacher Initiated

Prepare for conference in advance.

Give parent(s) some idea of topic.

Specify points to be made.

Prepare mitten progress report to include:

1. survey of student
2. areas of concern

3. areas of strength.

Don’t wait for regularly scheduled conference if a matter arises; deal with it.

Structure conference for parent(s): why, what, when; explain purpose.

Allow parent(s) time to read and/or discuss mitten summary.

Common Elements

Allow enough time.

Determine whether student should be present.

Do not become defensive; maintain open mind.

Listen to what parent is saying, specifically and implied.

Seek clarification when necessary.

Avoid overwhelming parent with irrelevant material or use of jargon; be thorough.

Meet parent(s) at building entry point if possible.

Show parent concern and respect—respect as person, concern as patron of school; maintain positive,
professional demeanor.

Make environment for conference conducive to open communication; avoid physical barriers.

Attempt to part on positive note; set up future conference or referral procedures before parent leaves.

Be sure to carry out any promised follow-up.

Parent Initiated

Positively identify parent requesting meeting.

If parent shares topic, collect necessary background information.

Have pertinent student records accessible for conference.

Do not make assumptions; ask teacher(s) or administrator(s) to express concern.

Get complete story before suggesting actions or solutions.

1. Was the tone and “opening” of the conference designed to help all members feel comfortable?
A = Always S = Sometimes N = Never
2. Were parents given some idea in advance of the topic to be discussed . . . ? A = Always S =
Sometimes N = Never
3. Was enough time allowed for the conference? A = Always S = Sometimes N = Never
4. Was the emotional climate of the conference positive? A = Always S = Sometimes N = Never
5. Was problem solving directed at personalities or behavior? A = Always S = Sometimes N = Never
6. Was there a balance between positive and negative remarks? A = Always S = Sometimes N =
Never
7. Did colleagues avoid becoming defensive when parents question judgment or procedures? A =
Always S = Sometimes N = Never
8. Did colleagues and parents maintain an open mind to problem solving ideas? A = Always S =
Sometimes N = Never
9. Were the goals of the conference understood by all persons present? A = Always S = Sometimes
N = Never
10. Were the goals of the conference met? A = Always S = Sometimes N = Never
11. Were efforts made to include the student in the conference to establish goals and to reinforce
resolutions? A = Always S = Sometimes N = Never
12. Were efforts made to avoid overwhelming parent(s) with the presence of other school
personnel? A = Always S = Sometimes N = Never
13. Were efforts made to avoid overwhelming parent(s) with irrelevant material or use of
“educanese?” A = Always S = Sometimes N = Never
14. Was the closure of the conference appropriate? A = Always S = Sometimes N = Never
15. Were there provisions made to follow up on commitments? A = Always S = Sometimes N = Never

INVOLVING PARENTS IN THEİR CHILD’S ACADEMIC PERFORMANCE AND CAREER DEVELOPMENT

Counselors, by themselves, cannot bring about students’ academic achievement or career development.
However, the counselor can capitalize on the existing interest and commitment that parents have for
their off springs. Although may parents may have unrealistically high expectations for their child, career
guidance and academic achievement are top priorities for students and their families. Many times all
families want is a structured arena to discuss some of their anxieties about academic preparation and
post-secondary opportunities.

Parents want validation that the course their child has chosen to follow is appropriate and congruent in
terms of ability, aptitude, and interest. The following suggestions are provided as interventions for
counselor involvement with academic performance and career development. Building parent
involvement in their child’s academic achievement include programs using the model of parents as
tutors or hometeachers increase academic performance; opportunities for families to supplement and
reinforce their child’s academic performance; and a systematic communication network for parents,
particularly on the high school level with a dual accountability strategy: (1) regular and timely newsletter
communication of important dates, programs, and enrichment opportunities; and (2) early notification
whenever possible when academic or interpersonal problems arise.

In addition, Roberts (1984) advocated “uncloseting the cumulative record” with parent-student-
counselor conference groups with discussion of the following:

Generally, explanation of a cumulative record and what it contains; discussion of ability as measured by
standardized tests and given by category; and discussion of achievement as measured by standardized
tests and interpreted by national and/ or local percentile rank.

More specifically, process past and present report cards with question number one—“Is my child/Am I
performing in school as well as the indicators (test scores) predict he/ she/I might?” And Question
number two—“If not, why not?” What steps are needed to improve school?; and examine interests and
tentative career choices— give the student and parent an opportunity to share expectations and
interests. Provide fact sheets with general information on (1) occupational job clusters and (2)
differentiated preparation programs offered at the district’s high schools (honors, academic, vocational,
or technical) with prerequisite grade point averages and percentile ranks for each program and student’s
potential eligibility.

STRATEGIES TO İMPROVE ACADEMİC PERFORMANCE

Sometimes some very simple things can be implemented to improve student performance. Some
suggestions include systematically attending to homework at a specific time of day, every day; doing
homework in a specific study area; having a study partner for difficult subjects; re-copying notes in an
organized manner for systematic memorization; following a daily schedule for the completion of work;
following a weekly schedule for the completion of assignments; following a semi-quarterly schedule for
the completion of work; implementing a contract between teacher, student, and parent (A homework
contract encourages young people to accept responsibility for an agreement made between parent and
child contingent upon the completion of teacher requirements. Complying to academic requirements
and performing appropriately provides certain rewards agreed upon prior to the goal.); incorporating
time-management strategies between school, family, extracurricular, and leisure activities often creates
insight in itself (Time-management skills are often a critical component of anyone’s maximum
performance.); implementing a weekly “progress report” from the teacher, whose subject is most
difficult for the student, helps to align goals, objectives, and expected performance; and identify specific
academic study skill problems that a student may have and as a team focus on specific strategies that
may remedy the problem.

INVOLVING PARENTS AS CAREER COUNSELORS

Provide parent study groups to share current information about emerging careers, nontraditional
careers, income projections, occupational outlook, and local training opportunities. These study groups
could be provided through the community employment Services, or by local colleges on a quarterly basis
on the school premises. School counselors merely need to coordinate the activity and “get the word out”
to parents. Many agencies in the community would welcome the chance to participate because it also
increases their visibility.

Use parents as career resource people in parent/student workshops to facilitate discussion and
understanding of a particular career choice.

Conduct student sessions of family influence on their careers to process issues such as independence
and family differentiation. Techniques which can facilitate this process include family systems review,
paradigms of family interaction, family sculpting, family constellation diagrams, occupational family
trees, and exploration of family work values (Splete & Freeman-George, 1985).

PRIMARY PREVENTION AND EARLY INTERVENTION FOR FAMILIES

In the past, children and adolescents with school related problems were often understood to be anxious,
acting-out, depressed, immature, passive-aggressive, or emotionally disturbed. Today, however, children
and adolescents’ classroom behaviors have been explained as a function of the levels of health and
stress in their family systems. Boyer and Horne (1988) offer the following differences between functional
and dysfunctional families:

Functional Families’ Behaviors

• Use humor, praise, and encouragement;

• respect and prize each other;

• communicate clearly;

• solve family problems effectively and democratically;

• perform fairly and consistently;

• use effective disciplinary methods, and

• touch affectionately.

Dysfunctional Families’ Behaviors

• Use criticism, put-downs, and sarcasm;

• communicate poorly and infrequently;

• cannot solve family problems without resorting to power and autocratic decisions;

• perform autocratically and inconsistently;

• use ineffective corporal punishment methods; and

• use touch as a control method.

The level of stress and family dysfunction has increased in proportion to the number of school-age youth
from singleparent and disrupted families. Primary prevention strategies need to focus on education
through parent support or parent student groups. Concurrently, early intervention strategies should
focus on counselor assisted procedures to empower parents in caring for their offspring. Baruth and
Burggraf (1983) have suggested that parent study groups be developed for the purpose of helping
families. They have developed the following guidelines for helping professionals starting such study
groups: inform parents about study groups by providing basic information such as the time and place for
the group’s meeting. (Letters sent home with children or public announcements in local media can be
helpful in keeping parents informed.); limit the size of the group from 8 to 12 parents to foster better
parental communication; set the time and place for the meetings, preferably around the parents’
schedule; plan meetings to last two hours on a weekly basis for ten sessions; establish a deadline when
parents can enter the study group with no new members added after two sessions have been
completed; and before one teaches a parent study group, one should participate first as a group
member, then co-lead a group with supervision.

Parent networks and support groups aimed at restoring supportive family interactions by promoting
positive communication are gaining momentum in every community across the nation. Small grass roots
groups of parents have generated enormous attention as they empower parents to intervene in their
child’s life. Combatting peer pressure and it’s lure toward alcohol and drug abuse is one example.

The role of the school and counselor should focus on extending the parent groups’ potential to operate
independently. Definition of community goals and activities should be parent generated. The school
counselor should lend support and resources such as speaking or assisting with arrangements for other
speakers; providing films, articles, brochures, and resources lists of materials and curricula; training
groups in planning, evaluating, and prevention of self-destructive behaviors among adolescents; assisting
in the design and implementation of community needs assessment; facilitating interagency cooperation;
maintaining a community calendar and mailing list; and coordinating information in the community
newspaper.