Abstract
Family–school collaboration has been shown to increase positive educational and social outcomes for students. We propose an integrated theoretical model from which mental health counselors may intervene within the tiered intervention levels of the School-Wide Positive Behavioral Intervention and Support framework. We describe the use of a structural family therapy (SFT) framework to both assess the relationship between family and school personnel and identify objectives for family collaboration. Finally, we describe how techniques and processes from SFT and solution-focused therapy can be used to enhance the relationship and collaboration between families and school personnel.
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