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Diversity Dialogue: Spotlight on School Psychology Innovators

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Presentation on theme: "Diversity Dialogue: Spotlight on School Psychology Innovators"— Presentation transcript:

1 Diversity Dialogue: Spotlight on School Psychology Innovators
What Do Culturally Diverse Parents Prefer? Ernesto R. Barnabas, Jr., M. Ed. Patricia H. Manz, Ph.D. Lehigh University

2 Agenda Background in diversity Professional experiences in diversity
Specific research interests in diversity Independent research in diversity Future research and clinical interests in diversity

3 Background

4 Background

5 Background

6 Background

7 Background

8 Background

9 Background

10 Background

11 Brief summary: Hopelessness
Exclusion High aggression Bullying, violence, gang activity Pervasive academic failure

12 Background

13 Background

14 Brief Summary: There is hope!
Cooperation Low aggression Differential Academic Problems Some problems, not failure

15 Professional Experiences
Lehigh University Coursework & Practica Provision of psychological services with low-income and ethnic minority families Lehigh University (Bethlehem, PA) Upper Darby School District (Upper Darby, PA) Sacred Heart Hospital (Allentown, PA) Children’s Hospital of Philadelphia (CHOP; Philadelphia, PA)

16 Professional Experiences
Community Partnership research Provision of psychological services with low-income and ethnic minority families Lehigh University Research Projects Systems-level prevention research Provision of psychological services with low-income and ethnic minority families, schools, & communities Devereux Center for Effective Schools (CES) Children’s Hospital of Philadelphia (CHOP)

17 Professional Experiences
Continuous work towards cultural competency Improved Spanish language skills Intensive work with families of diverse origin across multiple urban settings African-American Latino, recent immigrant, & ELL/LEP Puerto Rico, Dominican Republic, Peru, Ecuador, El Salvador

18 Specific research interests: Systems-level prevention science
Develop behavioral, social, emotional, and academic competence among low-income and ethnic minority families with or at-risk for developing chronic health problems Prevention of community, school, family, and individual health risk factors affecting antisocial behaviors and related health sequelae (e.g., violence, drug abuse, and crime). Competence and health promotion through partnership research, multi-systemic assessment and intervention, coursework and continuing education across pediatric and school psychology, and extracurricular community activities to promote resilience among “at-risk” populations

19 Independent Research Partnership-based research
Family, school, and social work systems Identify low-income and ethnic minority families’ preferences toward fundamental components of Behavioral Parent Training (BPT) programs. Evidence-based practice Effectively reduce challenging behaviors Preventing at-risk children from developing clinical levels of the antisocial behaviors Prevent the development of emotional and behavioral disorders (EB/D).

20 Independent Research Despite supporting evidence, BPT programs have had low participation levels among caregivers from diverse, urban communities. 1) What specific components of PMT are the most preferred for primary caregivers from low-income and ethnic minority cultures? 2) What specific components of PMT are the least preferred for primary caregivers from low-income and ethnic minority cultures? 3) Do the specific components identified from questions 1 and 2 significantly differ between African-American and Hispanic-American families?

21 Independent Research Partnership-based process of co-development and evaluation Pilot study to co-develop final Q-sort measure Quantitative and qualitative feedback to finalize measure Subjective perspective of specific population / “target market” 50 participants 10 in the pilot study development 40 in the final measure

22 l

23 Independent Research Partner with Head Start to provide family-based workshops Community providers of child and family services Satisfy needs of families & service workers Participation described and encouraged by family service workers

24 Independent Research Results 3 Preferences for BPT Programs
Active-Responsive Preferences MORE praise, attention, and home-based rewards LESS child development, accessing community resources for family services, and the relationship between culture and parenting style

25 Independent Research Results 3 Preferences for Parenting Programs
No-Nonsense Preferences MORE improving parent-child attachment, setting appropriate limits, and preparing children for school and life in the future LESS planned ignoring, avoiding physical punishment, and accessing community resources for family services

26 Independent Research Results 3 Preferences for Parenting Programs
Passive-Permissive Preferences MORE avoiding physical punishment, learning about child development, and preparing children for the future in school and life LESS setting appropriate limits, using home-based rewards, and using time out procedures correctly

27 Independent Research Results One size does not fit all
Variance is always greater within groups than between groups Innovative and effective approach for creating culturally relevant interventions in the future Potential Screening Measure Individualize BPT Instruction toward the specific needs of the parents Using programming preference factors

28 Independent Research Results
2007 National Association of School Psychologists “Graduate Student Research Award” Future of School Psychology priorities: Improving social-emotional functioning for all children Increasing child and family services in schools that promote health and mental health and are integrated with community services Enhancing family-school partnerships and parent involvement in schools

29 Throwing the baby out with the bathwater?

30 -Multi-finality: the concept that multiple long-term outcomes can occur among individuals with shared developmental contexts -concedes the idea of applying a “one-size-fits-all” approach to parenting interventions for low-income and ethnic minority families -Culturally diverse parents living in poverty may share many of the same environmental risk factors, but that does not mean they share the same parenting beliefs, skills, or behaviors. Nor does it determine the fit of an intervention developed primarily outside of their cultural contexts.

31 Future Interests Using marketing research to co-develop BPT programs
Better fit for the needs of a variety of diverse families Applying same marketing research to co-develop other existing, evidence-based “standard protocol” interventions Better fit the specific needs of diverse populations

32 Future Interests School-family-community partnerships
Research Institution Partnerships Universities / hospitals Additional funding avenues Advanced graduate practicum students in school psychology, pediatric psychology, clinical psychology, and clinical social work Other related resources

33 Future Interests School-family-community partnerships
School Partnerships School consultation School-Wide Positive Behavior Support Tier 1-3 Standard Protocol Interventions Response to Intervention and Instruction

34 Future Interests School-family-community partnerships
Family Partnerships Family-based community agency partnership to co-develop after school care Additional Tier 2 & Tier 3 Child & Family Supports

35 My Dream . . . Academic Systems Consultation
Behavioral Systems Consultation Family Co-Development Intensive, Individual Interventions Individual Students High intensity assessment & intervention School FBA & BIP Family Center Parent + Student standard protocol & problem solving Intensive, Individual Interventions Individual Students High intensity assessment & intervention School increased standard protocol (time, size, days.) Family Center Academic + Family Homework standard protocol & problem solving 1-5% 1-5% Targeted Group Interventions Some students (at-risk) Standard Protocol Reading and Math Remediation programs Develop basic math / skills (Big Ideas) Build academic strategies (SRSD) Family Center remedial intervention informed by school progress monitoring data 5-10% 5-10% Targeted Interventions Some students (at-risk) Standard Protocol Mental Health Prevention Programs Build coping skills and competence Reduce disruptive and aggressive, antisocial behaviors Reduce internalizing behaviors interfering w/ functioning Family Center group behavioral intervention supporting school-based intervention programming Universal Interventions RtII & Research-based core curriculum Preventive, proactive, engaging instruction Benchmark data collect- ion system Progress monitoring data collection system RtII Core Team with regular meetings RtII Grade-Level Team with 80-90% 80-90% Universal Interventions SWPBS Recognition System for pro-social behavior Consequence system for antisocial behaviors Data Collection System Leadership Team with regular meetings

36 Thank you! ebarnabas@lehigh.edu


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