Learning The Language: Promoting Effective Communication for

Interdisciplinary Collaboration

WEBINAR

Facilitators:

Scott Bloom, LCSW

Sandy Schefkind, MS, OTR/L

Presenter:

Michael Valenti, Ph.D.

National Community of Practice (COP) on School Behavioral Health:

A network that bridges mental health and education A mission of shared work and common messages Multiple disciplines and perspectives represented

Partners include:National: Federal agencies and organizations State: TA Centers, State teamsLocal Partners: Family groups and individuals.

Focus of Learning the Language Community of Practice

Cross-system shared work:

Translating policy to practice

Aligning goals across agencies

Developing common indicators

Collaborative training efforts

Collecting State and/or local examples

Deepening understanding of roles

Building relationships

Bridging the Gap: Resources for Effective Communication and Collaboration

Michael Valenti, Ph.D.

mvalenti@pressleyridge.org

Pressley Ridge Schools

http://www.pressleyridge.org

Presentation Outline

Why is it important to use accessible language in communications and collaboration?

What are some of the barriers that exist when we use inaccessible language?

We’ll share three accessible (free) resources that can help you improve your communications and collaborations with stakeholders.

Accessible Language…

Makes ideas, concepts, and theories more relatable and accessible.

Helps to ensure that the goals of service providers and their clients are analogous.

Can foster improved relationships. Nobody likes to be “talked down to!”

Ensures mutual understanding.

Using Accessible Language Can Help To Bridge the Gap(s) Between:

Research and practice

Schools and mental health service providers

Organizations and their clients: Families

Youth

Common Issues Surrounding Communication and Collaboration

Communication Words, jargon

Style

Collaboration Exclusivity

Scheduling

Trust

Involving Families

Schools that develop strong partnerships with students’ families can expect improvements in school climate, increased parent skills, and can also make teachers’ work easier (Epstein, 2009).

Efforts to increase parental involvement in a child’s programming can result in: Reduced behavior problems (Reinke, Splett, Robeson, &

Offutt, 2009)

Improved attendance (Ingram, Wolfe, & Lieberman, 2007)

Increased achievement (Fan & Chen, 2001)

Increased motivation to learn (Covington & Mueller, 2001)

The Importance of Effective Communication with Families

How we communicate with families can improve their engagement in their children’s programming, which in turn predicts student outcomes (Farrell & Collier, 2010).

Se-

ries1Engagement/Outcomes

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nic

ati

on

When Communications Break Down…

Ineffective or confusing communications can lead to misunderstandings, frustrations, and disagreements.

Misconceptions about mental health programs in schools can lead to stakeholder disengagement (Acosta et al, 2002).

Often, communication failures result from: A misunderstanding of what

was read

A misunderstanding of what was heard

Written Communications

Given the widespread use of written communication materials (letters, emails, websites, pamphlets, etc.), it’s important that these materials are easy to comprehend.

All communications with the general public must be written at an 8th grade level (Office of Inspector General, 2003).

The Issue

Over 90% of parents of K-12 students receive written communications designed to disseminate information to all parents (Herrold & O’Donnell, 2008).

Schools may assume that parents understand the materials given to them…research confirms that many parents do not (Bratlinger, 1987; Shriver & Kramer, 1993; Peretz et al, 2004).

Example: FERPA or HIPPA documentation in a parent-student handbook.

Resource #1: Writing for the People

How it can help:

1. Provides simple tips for improving the “readability” of your writing.

2. Includes step-by-step instructions for assessing the grade level of your writing using Microsoft Word TM.

Resource #2: The University of Pittsburgh’s SBBH Website

Download family-friendly podcasts, brochures, tip sheets and more. All documentation is written at an 8th

grade level or below.

Each resource is designed to be shared with families, children, and staff members.

http:www.sbbh.pitt.edu

Effective Collaboration

Effective Collaboration (Syracuse School of Education, 2008): Takes time

Is based on respect

Shares control and decision making

Collaboration amongst whom?

Collaboration

Successful collaboration begins with a culture that promotes shared responsibility and respect amongst all parties.

How do we really know what kind of culture exists within our organization? It starts with self-reflection.

Do you: View families as guests

or equals?

Set goals together?

Trust them?

Resource #3: Schools That Say “Welcome” (STAR Center)

• A brief self-evaluation tool for school-community collaborations.

• How it can help:

1. Develops awareness of current practices.

2. Lists practical strategies that can be easily implemented.

3. Helps schools become more conscious of their family and community involvement efforts.

Final Thoughts on Communication and Collaboration

Avoid using technical language and jargon in your communications – they only serve to muddle your message.

In general, “less is more” in regards to written communications.

Be flexible when considering strategies for increasing family/community involvement in your program.

Don’t assume anything! If you are unsure about how your stakeholders will respond to a certain communication or initiative…ask them!

Questions?

Join Us!

Learning the Language Group

Attend 17th Annual School Mental Health Conference, Oct. 25-27, 2012

Visit SharedWork.org Contribute to 4LsStory Bank Share Tip and Fact Sheet with colleagues Role of LTL Consultant Share Dialogue Guide Join the Wiki

Get the Resources!

Please visit www.SharedWork.org: Links to each of the resources mentioned in this webinar can

be found on the SharedWork.org website.

This webinar has been recorded. You can view the presentation again, or share it with colleagues by visit the website.

To access this content, you’ll need to create a free account and join the Learning the Language practice group under the National Community of Practice on School Behavioral Health.

Scott Bloom, LCSW

SBLOOM5@SCHOOLS.NYC.GOV

Sandy Schefkind, MS, OTR/L

SSCHEFKIND@AOTA.ORG

Learning the Language Practice Group

References

Acosta, O.M., Tashman, N.A., Prodente, C., & Proescher, E. (2002). Establishing successful school mental health programs: Guidelines and recommendations. In Ghuman, H.S., Weist, M.D., & Sarles, R.M. (Eds.), Providing Mental Health Services to Youth Where They Are (pp. 57-74). New York, NY: Brunner-

Routledge.

Covington, M.V., & Mueller, K.J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational

Psychology Review, 13,157-176.

Epstein, J.L. (2009). School, family, and community partnerships: Caring for the children we share. In Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Salinas, K.C., Rodriguez-Jansorn, N., Van Voorhis, F.L., Martin, C.S., Thomas, B.G., Hutchins, D.J., & Williams, K.J. (Eds.), School, Family, and Community Partnerships: Your Handbook for Action (pp. 9-30). Thousand Oaks, CA: Corwin Press.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.

References

Farrell,. A.F., & Collier, M.A. (2010). School personnel’s perceptions of family-school communication: A qualitative study. Improving Schools, 13(4), 4-20.

Ingram, M., Wolfe, R.B., & Lieberman, J.M. (2007). The role of parents in high-achieving schools serving low-income, at-risk

populations. Education and Urban Society, 39(4), 479-497.

Reinke, W.M., Splett, J.D., Robeson, E.N., & Offutt, C.A. (2009). Combining school and family interventions for the prevention

and early intervention of disruptive behavior problems in children: A public health perspective. Psychology in the Schools, 46, 33-43.

Support for Texas Academic Renewal (STAR). (n.d.). Creating family Friendly Schools: A Guidebook for Trainers. Retrieved October 31, 2011 from http://www.idra.org/images/stories/Creating%20 Family%20Friendly%20Schools.pdf

U.S. Department of Education. (2003). Digest of education statistics 2002 (NGES Publication No. 2003-060). Washington, DG:

National Center for Education Statistics.