Promoting Family Centered Support Assessment and Intervention

ABSTRACT

This paper describes a new paradigm for addressing threats of school violence. We advance a family-centered approach to supporting students to address the contextual characteristics of school violence and promote collaboration among families, school personnel, and students. We present a case study that demonstrate the utility of this family-centered approach. We conclude by articulating practice and research implications for using this family-centered approach as a primary avenue to increase school and community safety and to improve social-emotional outcomes for students.

Disclosure statement

We have no known conflicts of interest to disclose.

Additional information

Funding

The research reported here was supported by Institute of Education Sciences, U.S. Department of Education through Grant R324B160043 to University of Wisconsin. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education;

Notes on contributors

S. Andrew Garbacz

S. Andrew Garbacz, PhD, is an Associate Professor in the Department of Educational Psychology at the University of Wisconsin–Madison. His work focuses on aligning and integrating family–school–community collaboration in school and community systems to promote behavioral and social–emotional outcomes for youth.

Kevin J. Moore

Kevin J. Moore, PhD, is a Senior Research Associate with the Prevention Science Institute at the University of Oregon. His work focuses on the development and implementation of evidence-based and evidence-informed behavioral health treatments for children, youths, and families.

Anne M. Mauricio

Anne M. Mauricio, PhD, is an Associate Research Professor and Family Intervention Scientist with the Prevention Science Institute at the University of Oregon. Her work focuses on examining how implementation processes function collectively to influence each other and outcomes and on understanding contextual factors that influence heterogeneity in intervention responsiveness and how this heterogeneity links to intervention outcomes.

Elizabeth A. Stormshak

Elizabeth A. Stormshak, PhD, is the Philip H. Knight Chair in the Department of Counseling Psychology and Human Services at the University of Oregon. Her work focuses on the prevention of problem behavior in children and families, family-centered intervention, dissemination of evidence-based practice, at-risk youth, and interventions to promote resilience and health.