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    Best Practices in Scool Psychology - Communicating With Parentes

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    Anastasio um

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    © All Rights Reserved
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    Best Practices in School Psychology-IIl Edited by € ‘Alex Thomas Jett Grimes Mian University lows Departs of Pale Instruction ‘Oxford, Oho Dee Moines Towa “The National Association of School Psychologists ‘Washington, DC i ee Best Practices in 25 Communicating with Parents overview snag with parents" ene ree Imagine that you ae invited to tend a meeting cof the Sate Boa of Education regarding the stats ‘Sschool papehcgy in your state You ae the only cfeoslirsoieet il ede eng “you ae the only nowboarmember bn en ‘ance at the meting, The board members have ‘Morked together for tong cane. They throw terms ‘Cound with which you ae unfair, ell xvas over tat you dont understand, present dat about ‘Soot paychology that you are unprepared wo sub- ‘Sama or efit, an ale rather condescendngly Styou when ou hake a core. The board men ‘oe unanimously coneade that schol psychological Sevices in the state are woefully nadeqiate and Should either be improved or droped, A paper i then passed around tobe slgned bythe board ment bow land by you to show consensus, Breryone pecs jot gee if you wil ag. eetng treme ‘ous pressure to conform, eventhough you ae aso feling unconforable ad depressed, you go lon ‘wih the boud since youve no eold hard fats" on and to ete tot fds. ‘Nor very comfortable feting i ? Bspectally rirp meng tient femesig J Shook pechology. Yor eave the meeting dseueed STi te board for beg eo ston a digas With Juri for being oo teak You Tel 35 though 700 Five lt schoo psychology down, "Now imagiae You ae parent at » alii rar safing, Around the table ita group of pres. ‘oval eductors, most of whom ow cach other ‘Melvand have wotked together fora lng tne. You [Se the only nonschoo! person in atendance, The topic of dacusion is yout cis edietiona ware. {REE outa are presented snd diseased and every: ‘ne els tthe tale seems to understand the els ‘ar you dont know »procesing defi fom an tendon deeie I al of these educators ink tat our cid belongs in Tear lables resource Zoom who are you to dangre? Sach astafing repre ‘Sr what we mug eal the -worst practices in com 2 {ne comunlston occuring “refocus of he enaper son he usefulness the easily, andthe importance of improving schook fpeholgias coramutiatons wah parents. Some Erthe topics tobe dsussed icine + Why good communication between schoot psy ‘hololts al parents ean benefit cule. + How good communication betvcen school py ‘hologt and pares can bene chien + low school peyebologstparet communication fia iin the various roles and functions of ie Sho pychologse 1 addon, references wil be provided to assist, school papchologts i conmunating more elec: tel erent “ype of parents (og parents thew to apecial eduction, ng aces). Finally, Tr guidlines wil be provided facie schoo! parchologts improved. communlestion with par BASIC CONSIDERATIONS Communicating frequenty and effectively with parents snout be impor part ofthe shoo! Baychologt fo as assessing sents and consul {ng with teacher, The posage of PL 4142 in 1975 ‘rested by aren, special eduaiors and school Tycho ake having the potential o lead to “raetie improvement in parents volvement nthe ‘Sucatonl placement and programing of hi hi Gren wth lables. Yet wale parents of chien ‘tin disables have become more identified start Icnbers in snliispnay tatings over he last {ior yeu, they have oe some gourd as well. Since {91S when aangs replaced parent conferences 8s {he par forum forthe prsenation of assessment ‘sand the discussion of tervetion strategie, ‘sents have let some of their nique privileges a5 Parents wile gaining igs as lepine ‘ember: 0 es Practices School Pchoogy Several years ater the passage of PL 94-142 par. ‘espants a he Olympia Conference on te Futie of Schoo! Psychology emphasized school paychologsts! Felaonship wih paraiso eaoe area to ares (Grown & Cardon, 1082). At that conference, “con ‘em was expressed dat school psychologists have ‘ot been cesrlyrecogniaed by the poles parent ‘Svocates. twas recommended tht in mates rl {ng to eld welfare that parents ard school peychol ‘dots merge therefore i legilative and politcal ‘Seton (Brown & Cardon, 108, p. 196) Yet as fe ‘only a8 190, 2 random sample of school peycholo- asin New York Sate reported pending an average ‘Fon 3.4 races or BN) of tee day with fay ‘members of cide in chet school sh & Mase 100), OF the 30-4 nates per day, 40% was spect in telephone conversions, 20% in meetings with other people, presen, and twas span wring notes "9 Family members. Only 24% ofthe 94 munuts (85 ‘inues) was spent in indvidual mechigs Between {he school paychologs anda chs far meniers Fish and Massey also noted that of the total under ‘of contacts wih fan members, 71% tte the ‘othe only 160¥lavolve both parents, and 6% in ‘oted the tater onl. Fish and Macsey suggested that more efforts be made to ince father and ‘the amy siembers, and to ners the number of ‘ieee school patchologit family contacts (witout ‘ters preses) inorder fo enkance school pyeholo- ‘Bstlamly working relationships Way Good Communication Between School Peychologists and Parents is Important ‘Schon agckoops-parent communication ro ides the opportunity fo te schoo pyehoogist fo ‘Share information si the parent. When ld fe identified a being in need of poycologal Se. ‘ows ee import a answer the pants” questions {nd provide general information. Specie, the Schon pelo ees oor the parent at ‘ar wilbe foowed the nai thatthe parents an xpos the poets outcomes ofthe assessment and {he parents rigs and respons inthe asses ‘ent process, Parents shoul also have a eppor ty to ask qacstion bout these procedural acs Pollowng an individal seamen of eh, parents generally wish to now, How did ny child ors may eld normal” What are his strengths std ‘weaknesses? What can T expect. from her? What ‘Should do when he misbehave?” (Wise, 10, P. ). ‘Ran, paren should have an oppor to ask ‘questions, remot careason, and underand In feel terme the posible implications of your fn {Res keepingn md that decisions ae actualy mae thrg the multicpinrysenfng Parents Wh a {formed of assesment results porto te mls ‘Spiny stalin tay be better able to ac a cor eee ss s)he have hd dip dtp i ee et ct gy Sauce eee ee ws emt eternity tare me ‘Sp tl hue eines tte et elt Sle re ae eee ce cee a ne a be cons arama ee ees apa a oe 5 enone Ripert ore aero atone footers ares pen ret eke Pei tote tn laos cielepnt tat oe Petar pba re eee ceca Sorta ame ea ae Sete eee eee see ss ee ae as ee a ae sete pis paes fs tea eee ae Soest one secre Seatac tages Sopot anee aac earn ea et ee correeal oe eee an eine ren ere seme eer re a een emer specie ae Seccenrae Sa ee erated Ste ee tree Sree cian ds a Sse og omnes se See soe care er Sis td ve te Setaaceernre se Species cient meee See eee ea ee Ss ee een eine ere oe Seeaine mien feetioemecatseues $< Comming wth Parents a ‘und tha parents ar far rom unblasod observers of their eden. Ther iewpotns, however, are vial Input fora thorough undertandiag ofthe CAS i ‘alien ‘Often, parents may be uncertain as to the teachers fensons for refering her chil In fact, ‘Oe study Co 1062 when parents and achool per ‘Sinnel were asked independent to Went the rea Coppers ota paral chi fm ache for 7 reasons, agreement betwen the parents and School personel was found In only 6 of cases, Seen withthe parents peor to the gathering of ‘ther pe of aasetarent data can provide dhe forum {br carfcaion of any tbconcepdons the parents right ae School pychologist-parent communication pro- sides opportunites or parents and choo svete ists te cuoperets ind cnlaborate — to teu ck ther ales rather tam adversarics. Uschool py ‘hotogts tray want to aleve cooperative and ot {thors elaionsipe with pants, we mis spend nore time meeting with pares by themselves, aay [Bom he presence of other schoo personne Parte. {ery in enc in whic molar tings wal [edt own our efforts, pares tnd tobe com Forte by te fac tha they have met with he school (esSolitabead of ne and that there sa Hast ee famine and rend face” around the able — ‘ee person ty have met before and whom the re {itd an mda thelr ei loa pres ae Fearing forthe fie ne that See child has dsb fy ofseme pe they have dhe ight to hear thal news {ia oneto.oe meoting with he eco! payee, ft ina lage meting with may strangers preset. Bren reactions to such news fun the gx om ang toying to shock (Sater, 1002) but wile the ‘nu of the reaction may ifr, the impacto uch ‘ews on perenis meaty awa eis a strong em0- Tonal response, Such emotional displays warrant & ‘Stn amount of peeacy rater an peble for, uch has been ween about he eentage ste ‘wit school pychology. Thats, who the cent of he school pepeolog”Pantleno 1960) pat forth the relatively extreme but thought provoking notion thar parents shoud be considered the primary cies ‘ofthe school patos while eileen should be lewed a secoary eben. After all parents not only provide us wit children in end of our services {at they aso pay our elas through tei tax dol {ars While bers within the sooo sytem might Ihave terior moive in refering 2 eld or paycho- logeal sericea (es geting the child out of elas ‘oom ors school bing), stoopsychologts tend fo ahae the paren modve to de whatever can Be done to help the ch ‘aren can al work with schoo paychologtts ‘as change agers in schools Simpson & Pop, {260}, Working togeer as child advocates, school papehologt can conrbue their iowledge of tow ‘Soots work and ther avarenes of curren devel pmons In school elated legion and proces ‘erent ean conte pole cca through puting ‘ressure on schoo offi fob fr legato, {nd supporting les! stat, and federal legion ‘Sith favorable plats end wong records Sooo! poyeologst parent cenoauncation (it. together esc pary may tring to the meting cr. tat amount of saggage” based pon what the chil as ould or done, Ail may tl Ri parents how oean the teacher How se pcs on hm when ot ‘inthe clas are to lam, and tow she refs 10 Shower his questions. The same chuld may tll No {acer that hs paren le um sty up ate watching Rated moves oe that he has so ary home respo Siuliges with such severe consequences for noaeom ‘lance tat he unable to complete homework a Sennen "Te parent and teacher come to conferences with ‘one another armed with these pesconceivednotons Sh immediatly may be ince to blame the ther for the problems the cil is experiencing, Parents tay become tht he ls arg polos ia rol of the teachers unreasonable expects: ‘Tons, while the teacher may actu the chs dh ‘ulits tos howe enironment ier supportive of rence to edaton ‘The school peyehologt who understands tat {hog an ecological perepectve the childs behavior Inlunced. by and Invences the school and the ome ‘environment, ean real relalively, neta (Power & Bartholivew, 1985) Meeting indidually Sri ech party, the school pgshologst can Listen arf early tame an concer, emathze with ‘otk wile til addessng the cancers in a nonde fensve realistic manner "Soo! poyooloist-parens communication (8 necessary Jor compliance wit lal and ethical Juideines (ag, oyormed consi). There ae se iat tues fnvoived in commucating with parts that involve legal and ea pereipes: The fst con tact many school ayehologst have with parents may concern the need for ie parents tb consent 10 Fhelag thi ld reeive peehulgial services, I as Bea Prac a Schoo! char {formed consent is needed when assesment proce ‘ures are performed, individual or group coutecling Services are offered, research preject invave et ‘ren, records are se from he school to another pro- {easional or another school dtc nd o ford Six pot, parents Rave aight o know whats goon ‘eth respect to therein sehool cape fee child is weated dlifereny tn any way than hither dasmates. Jacob and Harshome (1801) note that parents must be provided with information regarding (nature and scape of series fered stent {cement oss and posed, the pected dre {orth ode (wean any Fats of ppc. (Se prc tet CU ate tenet a a eusonably "be expected the pose. con. ‘ineoetks of hot ec Wenner, ‘ite tht may oboe 9) In ation, parents must be provided with thls ‘eformadon inst understandable manner he par fs are non Englspeatin, for example, effort ‘ust be made to finds way t6 commana hei formation to the pared in thet naive language. Parents have other legal gts a well They have aright to review tr cideen’s sade recor, 3 Fgh to privacy ght to confidently of te infor. tation they do chose to shar, and rg to share Information with or withold information from other Individuals and agencies. (ee Pascher & Sorenson, 190, and Jacob & Hartshoene 10, fr further ca Sexi oe ha es sumo om ‘School yoyeologist parent commanication (3 important from 2. public rletions standpoint ‘Those of us Who work for achool diets or other loca, site, or naional agencies are poll Rgures ‘Oar alaries ae paid rom tx monls, an we are ae ‘ouneabt the publ fr our profesional actives ‘Theor poitive contacts we can have with parents {he more support we can probably hope or ifour jobs fre on the line or is school referenda ep for 3 How Good Schoo! Paychologist Parent Commonication Can Benefit Children ‘There are several ways in which good commun ‘aon between school peyehologsts and parents ean tenet cure, Fist, paronis ond to pass tar fee Ings about tings to thelr cdr If departs be eve that the school psychologist working with their cll is ely to have a postive impact onthe cls Tearing or Behar thea trough the “sl ling prophecy ofthe power of postive thnk, the i Deets more kay to occur Second, ifthe parents fer a5 thous they are partners with the school peychelogat and” Gur School person snd that they can hep to mak i ference in their cdr school experiences he parents may woe harder to scheve roms. To ea Dopulat buzeword of the 10B0y the pares are“ Powered” by te relations withthe school poy. hologit tote a more acti role in thelr cdc ‘uation. "Thus parenta ay be more consistent In Fevardng acids good bern put forth xa ef. {ort in orig a cds inappropriate bekavor, or fren tae extra cae n appiying consequences when the dd daobeye an ablated ae ‘The Importance of Good Schoo! Payehologise Parent Communication in Bach of the Roles and Functions ‘of dhe Sehoal Payehologise nthe tadonal eld sty or problem-solving assessment rie, the School pajehologat nes 10 ‘onumunicate with parents to obtain tormed om Sent and background Infortaton a8 well a8 peo ‘ide parents with information about the assesment proctathe Umeline tobe followed andthe posible ‘utcomés ofthe assessment addon, parents may be asked to partcpate acdily in the assesment process trough completing Pehsvior rating sralen, Powonalty inventories andor adapave behavior in evtories and colectng actual student performance {ta Some problems that sodens experience ‘School may sso be observable inthe home evan tent nsuch eases, parents can collect eleva data $ochas eadingathome, completion of homework os greats try hablesandsofor On lcs oral this aren ean be tefl sources of information Shout ehilreny sty able, reading peatces, sd ther social and behavioral obsessions. Parent so function as part of the multiscplary team And in that role they participa in the infornation- Staring and decslow'maling processes stam mer ber ‘Of course not all school paychologst- parent ‘communication fe oral wigen coniesion memos, report, and notcas ~ are alo Worthy of ‘consideration, Rose-Reynos 1900) notes that “the ‘undamertal purpose of report isto conmmneat oxmaton tothe refer pero in such away a {he Latter elf, feelings, andor behaviors relative {othechild are change” (p21), Reports have many ‘ter wes as wel including poesening and sus ‘icing aseasment data na (usa) sucenct manner, fan providing a “hardcopy” of results for teachers fd parents ead a thet eau way fom the de {tact presence of other pepe. los Reynolass spproach to report weling right be calle an "action rented” approach focusing on inerventons, 82 ‘ons, and outcomes rer th on the adios r= Ishin ofthe payehologit' fangs Tis alo active ose rh is aprech the colt a eset ence ange Ue len Some oo “second innovative approach torpor wating is put forward by Sandy (108) who calls his method a jpscgpive collaborative approach Sandy sugests ‘bari schoo! payehologts genulnely wish to have ‘ets communicate their thugs and feelings eis should aot include our own interpretations of the asa nthe welt report. Rather we should pe ‘Bc assesntent data inchoding some of he actal re ‘ogee of the cl. We should then, in conerences ‘Bar eating, encourage the parents and other par pant tointepret the esa and to provide ex Fick ot home and schoo! behaviors Sellar othe et suis. Sandy maine thats approach i mach ‘ot likely toad to parents and hers becoming ‘ensingly activin denying probe and suggest fig and inplementing uerventions and thatthe a also strengthens lisnces rather than aver ‘al ralationsipe beoreen parents and school pay- Siolodts Inthe ineroention rol, parents are needed to provide consent for suggest interventions. Tey {ay aleo pay an active ole trough such pracees Dang, invlved in. the “completion of dally ‘sehool-Rome nats ox providing reinforcements for “Spproprate behavog. Porter parents may be asked iS tay out intervention, collet prformance dats, fu svt with interenon decison malang, Sime Son and Poplin (061) suggest a numberof ways In ‘which pres canbe volved in behavioral aterven- tons and prove review of rary success peo frame desrivd inthe research erature Tn he consataton rol the pares re partners mth echol paychalogsts and other school personnel {nthe collaborative problem-solving proces (Sher fan, Kintctorl, Elo, 190). They may provide frpue into the problem, elaborate on the nate and scope ofthe dificult, help to generate solutions, ‘implement the hore ese par ofthe plan. Pat {hs may dso-e mvowes in coleting day gle ing behavior check ls, and prowling Tunforce- tent, Final in he consueao role, parents may be excelent sutoes of feedback a to How a plan proceeding and what changes shoud cr could be ‘made t improve te results In the school payesolgit’ role ata aison Be. tesen the sohool and community agencies, the ‘school ppchologst can provide nk between the Drenthe school and Ge agncy tying to match {he elo de fay up wih appropiate services ‘Under some circumstances I may be appropiate for {he school paychologit to rake the ial contact wan cutsids agency inorder to ease the parents ‘ray for fare contacts. The school poycelogst ay to's \uluable source of information to the paren hd to the school in providing information about ‘alibi services, es, wali sts, procedures and onmanicating with Parents 0 forth Parents who have had ite experince with isch services may not even now what questions (0 fel and thas maybe ininidaled rom following through inorder to resive much needed services ‘nthe school payehologts role as a researcher, parental enoperaion and ivan often ert Eat Not only wil parets be aed to ive informal ‘consent thelr tld i aked to participate are Search project the parents may ao be sed 9 com Dlete quesonaales about dhe family background, {rehome ervironment or scholrelated experiences ‘depending upon the nature of te project. All school peyehologt, whether or ot de ake an active role [conducting research, shouldbe invaved as con ‘mers of relevant research For example, eleva 0 {he area of communicating rth parents, recent re earch has ented aml zelate variables tat inte to school achieves (Chebtenson, Rounds Gorey, 198), Based pon thi esearch it hasbeen ‘magesied ot stat laa db noe BEST PRACTICES IN (COMMUNICATING WITH PARENTS. Ba famiior with communicating with diferent Lapeer groups of parents, Speihe pudlines for Communicating with parca woups or pes of parents have beon Mdetifed anc cased BeoUsh ‘ut the school paychology Irae. The rationale for ‘he provision of sick guidlines was sunmartaed by ‘engen and Poser (1900) as flows: “Parents ap roach a mcting wth school personne om ava Ef or pemesite an tmchghomnle. Te paycholo [getmust be senive to he unique needsthat parents [fing toa commnication sting and be responsive to those needs” (> 12). ‘Suggesdons for communiating with specif ‘populalon of parents ean be fad inthe following + Parents new to specal educaion Pag Willan, {O01 Jenson & Poe, 100; Ormerod & Hee 1068; Sater, 100; Simpson 1682), “+ Experienced parents Jensen & Potter, 180) + Passive parents Jensen & Pot, 100) + Assertive parents (Jeneen & Foe, 100) + Angry parents Jensen & Petr, 196; Margolis, 10 ™m es Pace in Shoo Pechology ‘Alenated parents (Calabrese, Mlle, & Dooley, 199) Handicapped parents (Le, parents with dss tie) Gensen ote, 190) Mobile pareres (Le, tansion fais) Jensen & Potter, 1990, Clturally diferent and minority parents (Jerson ‘8 Potter, 190, Lu, 189; Spoon, 1882), + Non-Baglshspeakng parents (Jenson & Potter, 1990) Singleparent fares and reconstituted fries (Gury & Brassard, 108; Carson, 1980, Simpson, 18). Nonustodil parents (Jensen & Pot, 1900) Parents at various developmental stages (Pierson & Whale, 1990) Other articles have provided gudetines for par én of partclar pes of groupe of eldren Such ar Seles include suggetons fr parents of College-vound sides with Veming dbs (Gane Jonrsen, 198) eh, 1d an Sle, 38) Cited eid (Anderson, 187; Brown, 198 Sa ter 182) Cen wth developmental abies Harts & Fone. 085) + ara chidien with dsbiies Latham & Bu fam 1965, + Adolescent drug users Severson, 1984) + Chidren wt lcs muti (azar Ga, & oor, 185) Socially withdenwn chien (Sheridan, Ki took Boe 00) + Chien wih severe siliies (Downing 1980) + Voualy impaired chen (Brchul & Tum, 987) In adton othe references Usted above which suarons particular populaons of parents, tere ae Sera general prineples which relate toll choot Dajchologt-paent comimunieatons. These pen ples ae a follows ‘Trot parcn's as you would wish to be trend if the otuation were reversed Moat ous wold expect to be Grated courteously and Kindy. Appolniments Should begin on time. Iormation should be pre ented candy yet in an understandable manner ‘Ample time shouldbe allowed for questions to be ‘sted and sdeqeatolyanswored. Meatngs should be hed a rooms which allow for pvay and conten. tally of tormation shared. Inaruptons of such ‘meetings should not be allow except in ese of emergency Tn addition, parents shouldbe recognized and ‘weated as ndvidals: Some parents dono wish tobe Dottered with llending pressesmnent meeting, oscassecament- meena and multideepinary ating. Other parents wish to beau active ad vi be as possible in their chdrens eduestonal pan. fing ant welcome any and all epportnies for in Srlvement Simpson and Pld (1080) on the ope ‘of parental parcipation in TEP conferences noted whl PL O12 has etacelypramsted an {ist penpecve tard hen wah dot ‘Shorey tha et sped sane emp ‘eindvidaizaton pardon She ‘Sicidbe tad onthe asst peeeness ‘ther than swearaiond expects, (Spee ‘eta tw 1) ‘Simpson and Feder goon to suggest tht parents Should be given a choice ast how involved they wah {o'be in te IEP proces and thet schol personel Soul not amume tha more paral olenen finer beter or worse dan ew ovement ‘Schoo! pajehologit should make every effort lafor parents f th options. Parents, howere, Should have he final sy i choos from among he opto ‘ocus on the fuerpersonal apt of schon pe chologtt-parens communication Tent pares with ‘lglg, reapece honety, and ena Reinforce par. tents for the sot they make ad forthe postive things they do for their ren. I parents cone you ta the forthe trst ane thelr honesty SA {er 1002) Irparents make spec efforts to tend = oaference or stalin, scknowdge tei efor Find postive and ure things about each eld you ‘his Reusure parents, when appoptat, St ey ire "good parents" Make ovary efor tobe par fist doeusions during stalling jst sou ht {ryt "draw out” svete guest our home. Keep {mled how strongly tost paren entity with hele ‘hlrer. When negative comment made about ‘ll the parents often ake fess personal ric tether of temenves oro tel parenting sll “lp teachers, principal, and other achat or sonnel improve their commutation side wt Daronts Seton personnel often report that hey were {prepared in their own training to commutes ‘vn parents (Fish 100 Stchind, 182). Yet dea Ing with parents ig part of tb for hase who swore with children. Volunteer to adden com ton sills with parents aa ter orate tor inservice Provide opportunites for prtlpans Oo emma wit Parents to roleplay potentially dificult cass (og, defensive arena, feuding parents) and den discus the roe Dlying efforts Provide guidelines for way n whch {eachers ean orate thelr conferences such hat all ‘ofthe important information is covered whe making ‘re that te is allowed for parents to share tit ‘oncems or ask tel questions Suggest at an Sory group of parents be esabihed in your schools inorder elt opinions conceming parent-teacher conferences (6g ent equency, star) I he ‘aren in such ah sdvsory group area relatively ho ‘ogenous group and nt repreaenatve of ther ar- thus inte school dst consider conducting au ‘ey of al or of randomly selected parents to btn Inorediveoeepinlons, Perhaps the Improvement of parent-teacher conferences could be adopted aa {foal of the local parent teacher organization. Also Stggest that teachers communicate more ofan to ‘parents dough Informal newsletters or noes, Cl {ren can be atively poor wansmtrs” of fom ton ast classroom evens and actives Provide parents wth resourees. Ben if you scot wih parents before and afer assessing indi. ‘al children, mary parents want ore of yur me land expertise, Parenting generally i an isoated oc {band the advice recived from welleeaning ea Len, ends and strangers usual vanges from the Inappropriate to the offenave. To make males More, itmay ake 25,9, or more years fr pens to {nd oat how tey aid and whether or not hey made the right decision. Most parents are geraely cor- ‘comed about their children and wan t do wht fs ‘est for dm Schoo psychologists can each large uitence of parts trough speaking engagements at ‘thool fancons (eg PTA raetngy service ong ations (eg. Rosary’ Lions, and more specialized frowns (eg Parents whut Partsers) Ban) of {hee group have regularly achedled meting: and [rogram chairvare often desperate Tor speakers Vol {nee If publ speaing doesnot appeal to you, consider fering advice oe resenting new Kea to parents rough newapaper or ewer clus {The Nuonal Asociaion of School Payehalogts revgletenCommartqu hat feature eile, Tine School Pychology” wth sample colin you can ue o adapt Schoo! perchologists might also conser devel coping reading Is for parers who want ror Infor. ‘ation about paricular topes (eg, anton dete. Teyparactiviy disorder (ADHD, learning dsbiities,

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