Centering Family Voices in School Psychology Training: Examining the Impact on Students’ Learning

• In Event: Families and postsecondary students: Relationships and engagement

Abstract

Research on training methods to enhance culturally responsive practices in family-school partnerships is limited. This basic qualitative research study examines the implementation of the family as faculty (FAF) approach within a school psychology graduate program, where training is facilitated ‘with’ families. Eight first-year graduate students participated in focus groups to reflect on their experiences with FAF pedagogy. We identified four themes through data analyses including learning from families’ experiences and expertise, learning specific strategies, enhancing cultural and social justice awareness, and recognizing lasting effects. Findings indicate that involving families as co-educators prepares school psychologists in training to develop a greater awareness of the unique experiences and expertise of families from marginalized communities and how to enhance family-professional partnerships.

Author

• Terese Aceves, Loyola Marymount University