Speaker
Description
Author: Andy Garbacz
Background: We developed a research-practice partnership with schools, community mental health, and researchers and used the eco-interactional developmental model to develop and test a family-school partnership intervention for adolescents with emotional and behavior concerns. Aims included: (1) Determine the core components of the family-school partnership intervention. (2) Determine the impact of the family-school partnership intervention on parenting, the parent-teacher relationship, and adolescent emotional and social behavior. (3) Examine implementation of the of the family-school partnership intervention.
Methods: For Aim 1, we used a participatory qualitative design. Within the context of a hybrid type 1 study, we implemented a randomized trial to determine the impact of the family-school partnership intervention (Aim 2) and embedded an implementation study (Aim 3). For the implementation study, we used a convergent mixed methods design to examine quantitative data; qualitative parent, teacher, and student data; and convergence and divergence across the quantitative and qualitative data.
Results: Findings suggested core components of the family-school partnership intervention included culturally responsive practices, relationship-building, and emotional and behavior support across home and school implemented across a three-stage partnership-centered approach. We observed impacts on the parent-teacher relationship, parent efficacy, and adolescent interpersonal skills. Providers adhered to an average of 90% of objectives. Parent-report of stress and teacher-report of behavior severity were negatively associated with implementation. We identified convergence and divergence across quantitative and qualitative implementation data.
Discussion: A participatory process facilitated identifying a family-school partnership intervention that emphasizes culturally responsive cross-setting support for adolescents, which led to improvements in cross-setting outcomes. We will discuss implications for developing family-school partnership interventions for adolescents with emotional and behavior concerns. We will emphasize how the mixed methods data can be used in iterative intervention refinement to promote positive outcomes for adolescents and reduce the risk of escalating emotional and behavior concerns during adolescence.
| Conflict of interest | None |
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