Child, School, Family: An Interactional View

Abstract

This paper provides a rationale for viewing symptomatic child behavior in terms of a family systems perspective. In their clinical and consultation work, the authors have found that the family context provides the most constructive avenue for modifying problematic child behavior. The child brings to the school the repertoire of behaviors learned in the family, and the classroom becomes an avenue for the expression of these behaviors. School staff have the unique opportunity to take a leadership role with the families of children. The school can create a nonblaming environment where dialogue and mutual planning can take place between families and school personnel. In this way, the child is unburdened as the conveyor of information and values between the two systems. Changes in traditional school practices can be achieved: school psychologists can take on new roles, while principals and staff can learn new techniques and skills for relating to each other and for approaching family-based school learning problems.