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National Community of Practice (COP) on School Behavioral Health: A network that bridges mental health and education A mission of shared work and common messages Multiple disciplines and perspectives represented Partners include: National: Federal agencies and organizations State: TA Centers, State teams Local Partners: Family groups and individuals. Focus of Learning the Language Community of Practice Cross-system shared work: Translating policy to practice Aligning goals across agencies Developing common indicators Collaborative training efforts Collecting State and/or local examples Deepening understanding of roles Building relationships Bridging the Gap: Resources for Effective Communication and Collaboration Michael Valenti, Ph.D. [email protected] Pressley Ridge Schools http://www.pressleyridge.org Presentation Outline Why is it important to use accessible language in communications and collaboration? What are some of the barriers that exist when we use inaccessible language? We’ll share three accessible (free) resources that can help you improve your communications and collaborations with stakeholders. Accessible Language… Makes ideas, concepts, and theories more relatable and accessible. Helps to ensure that the goals of service providers and their clients are analogous. Can foster improved relationships. Nobody likes to be “talked down to!” Ensures mutual understanding. Using Accessible Language Can Help To Bridge the Gap(s) Between: Research and practice Schools and mental health service providers Organizations and their clients: Families Youth Common Issues Surrounding Communication and Collaboration Communication Words, jargon Style Collaboration Exclusivity Scheduling Trust Involving Families Schools that develop strong partnerships with students’ families can expect improvements in school climate, increased parent skills, and can also make teachers’ work easier (Epstein, 2009). Efforts to increase parental involvement in a child’s programming can result in: Reduced behavior problems (Reinke, Splett, Robeson, & Offutt, 2009) Improved attendance (Ingram, Wolfe, & Lieberman, 2007) Increased achievement (Fan & Chen, 2001) Increased motivation to learn (Covington & Mueller, 2001) How we communicate with families can improve their engagement in their children’s programming, which in turn predicts student outcomes (Farrell & Collier, 2010). Communication The Importance of Effective Communication with Families Engagement/Outcomes When Communications Break Down… Ineffective or confusing communications can lead to misunderstandings, frustrations, and disagreements. Misconceptions about mental health programs in schools can lead to stakeholder disengagement (Acosta et al, 2002). Often, communication failures result from: A misunderstanding of what was read A misunderstanding of what was heard Written Communications Given the widespread use of written communication materials (letters, emails, websites, pamphlets, etc.), it’s important that these materials are easy to comprehend. All communications with the general public must be written at an 8th grade level (Office of Inspector General, 2003). The Issue Over 90% of parents of K-12 students receive written communications designed to disseminate information to all parents (Herrold & O’Donnell, 2008). Schools may assume that parents understand the materials given to them…research confirms that many parents do not (Bratlinger, 1987; Shriver & Kramer, 1993; Peretz et al, 2004). Example: FERPA or HIPPA documentation in a parentstudent handbook. Resource #1: Writing for the People How it can help: 1. Provides simple tips for improving the “readability” of your writing. 2. Includes step-by-step instructions for assessing the grade level of your writing using Microsoft Word TM. Resource #2: The University of Pittsburgh’s SBBH Website Download family-friendly podcasts, brochures, tip sheets and more. All documentation is written at an 8th grade level or below. Each resource is designed to be shared with families, children, and staff members. http:www.sbbh.pitt.edu Effective Collaboration Effective Collaboration (Syracuse School of Education, 2008): Takes time Is based on respect Shares control and decision making Collaboration amongst whom? Collaboration Successful collaboration begins with a culture that promotes shared responsibility and respect amongst all parties. How do we really know what kind of culture exists within our organization? It starts with self-reflection. Do you: View families as guests or equals? Set goals together? Trust them? Resource #3: Schools That Say “Welcome” (STAR Center) • A brief self-evaluation tool for school-community collaborations. • How it can help: 1. Develops awareness of current practices. 2. Lists practical strategies that can be easily implemented. 3. Helps schools become more conscious of their family and community involvement efforts. Final Thoughts on Communication and Collaboration Avoid using technical language and jargon in your communications – they only serve to muddle your message. In general, “less is more” in regards to written communications. Be flexible when considering strategies for increasing family/community involvement in your program. Don’t assume anything! If you are unsure about how your stakeholders will respond to a certain communication or initiative…ask them! Questions? Join Us! Learning the Language Group Get the Resources! Please visit www.SharedWork.org: Links to each of the resources mentioned in this webinar can be found on the SharedWork.org website. This webinar has been recorded. You can view the presentation again, or share it with colleagues by visit the website. To access this content, you’ll need to create a free account and join the Learning the Language practice group under the National Community of Practice on School Behavioral Health. Learning the Language Practice Group Scott Bloom, LCSW [email protected] Sandy Schefkind, MS, OTR/L [email protected] References Acosta, O.M., Tashman, N.A., Prodente, C., & Proescher, E. (2002). Establishing successful school mental health programs: Guidelines and recommendations. In Ghuman, H.S., Weist, M.D., & Sarles, R.M. (Eds.), Providing Mental Health Services to Youth Where They Are (pp. 57-74). New York, NY: BrunnerRoutledge. Covington, M.V., & Mueller, K.J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13,157-176. Epstein, J.L. (2009). School, family, and community partnerships: Caring for the children we share. In Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Salinas, K.C., RodriguezJansorn, N., Van Voorhis, F.L., Martin, C.S., Thomas, B.G., Hutchins, D.J., & Williams, K.J. (Eds.), School, Family, and Community Partnerships: Your Handbook for Action (pp. 930). Thousand Oaks, CA: Corwin Press. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22. References Farrell,. A.F., & Collier, M.A. (2010). School personnel’s perceptions of family-school communication: A qualitative study. Improving Schools, 13(4), 4-20. Ingram, M., Wolfe, R.B., & Lieberman, J.M. (2007). The role of parents in high-achieving schools serving low-income, at-risk populations. Education and Urban Society, 39(4), 479-497. Reinke, W.M., Splett, J.D., Robeson, E.N., & Offutt, C.A. (2009). Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective. Psychology in the Schools, 46, 33-43. Support for Texas Academic Renewal (STAR). (n.d.). Creating family Friendly Schools: A Guidebook for Trainers. Retrieved October 31, 2011 from http://www.idra.org/images/stories/Creating%20 Family%20Friendly%20Schools.pdf U.S. Department of Education. (2003). Digest of education statistics 2002 (NGES Publication No. 2003-060). Washington, DG: National Center for Education Statistics.