Contents

Disclaimer

Oxford University Press makes no representation, express or implied, that the drug dosages in this book are correct. Readers must therefore always check the product information and clinical procedures with the most up to date published product information and data sheets provided by the manufacturers and the most recent codes of conduct and safety regulations. The authors and the publishers do not accept responsibility or legal liability for any errors in the text or for the misuse or misapplication of material in this work. Except where otherwise stated, drug dosages and recommendations are for the non-pregnant adult who is not breastfeeding.

Show Summary Details
Page of

(p. 224) Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families 

(p. 224) Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families
Chapter:
(p. 224) Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families
Author(s):

S. Andrew Garbacz

and Linda M. Raffaele Mendez

DOI:
10.1093/med-psych/9780190918873.003.0012
Page of

PRINTED FROM OXFORD CLINICAL PSYCHOLOGY ONLINE (www.oxfordclinicalpsych.com). © Oxford University Press, 2021. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Clinical Psychology Online for personal use (for details see Privacy Policy and Legal Notice).

date: 25 January 2021

The purpose of this chapter is to describe how family–school partnerships can support positive parenting practices and promote healthy families. Theoretical underpinnings of family–school partnerships are reviewed, which convey foundational elements for understanding family–school partnerships as well as a framework that can be used to adopt and implement family–school partnership interventions in schools. Next, research support for family–school partnerships is described, research that suggests the impacts of family–school partnerships as well as the mechanisms through which they effect change. The multitiered systems of support framework is invoked as an approach that can guide identifying and implementing relevant family–school partnership interventions in schools. Examples of family–school partnership interventions are described, practical guidance is offered, and key issues in adopting and implementing family–school partnership interventions are provided.

Access to the complete content on Oxford Clinical Psychology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us.