At this year’s VCA Convention (November, 2001), VAMFC offered a special presentation on building collaborations among school and family counselors. In doing so, we sought to not only build collaborations but to offer service in a forum frequented by school counselors. We designed the presentation as a “think tank” in which leaders in school and marriage and family counseling could stimulate participants to think about particular questions, and then could lead brainstorming groups to generate ideas. Rip McAdams, past president and president elect of VAMFC, and faculty member at the College of William and Mary began the presentation by introducing the presentation’s goals and offering a marriage and family counseling perspective. Michelle Dowdy, coordinator of guidance in the Roanoke County School District, and Gary Waynick, Superintendent, Williamsburg-James City County Schools, followed with school counseling perspectives. After their thoughts, participants divided into small groups, led by a school counselor and a marriage and family counselor, to generate ideas in response to the introductory questions.

Rip McAdams introduced the theme and purpose of this session which was to promote family therapy and school collaboration.  Referring to participants in the New Horizons model, Rip summarized a survey of school principals regarding violence in the schools.  Findings suggested communication and coordination problems – schools leave out family context and family centers leave school context.  There seemed to be ambivalent focus on kids themselves.  The overall question presented to the group for discussion was “how can we best merge?”  Specific questions were 1. What are your visions for changing school systems to improve family support and counseling-related services, family involvement in the schools, family based school programs, and family-school-community collaborations? 2. How do you imagine bringing such visions to fruition? 3. What obstacles might hinder such visions?

    Michelle Dowdy, LPC, spoke about a parent-child-teacher-family therapy wrap-around approach.  She stated that she felt all players need to be able to agree about the approaches in working with students.  Communication, follow-up, and accountability are key, according to this presenter.  Michelle also addressed “turf” issues saying that, based upon her observations, school counselors are not always viewed by family therapists as real counselors. On the other hand, some school counselors perceive family therapists as having it easy as clients come to them willingly and they make “easy money.”  She also addressed the concern that teachers now spend most of their time focusing on SOLs which may take away from focusing on students in need of counseling. Other observations were that there is resistance toward school counselors taking time to see students, and parents don’t necessarily want school counselors and family therapists to collaborate. “Schools don’t get it (systems approach),” Michelle stated, and suggested the need for educating school personnel and moving them “back to counseling and away from an administrative process” to one of a “being a child support system with all the flavors coming together.”

    Gary Waynick started his response by addressing assumptions, including that parental, family support is critical to a child’s success and that schools do not approach collaboration in an unique fashion.  The routine attempts are made via presentations and school conferences between teacher, parent, and counselors.  Gary suggested that we need more “school in the community.”  He spoke about the nature of school, its mission, and things that limit what can be done with family counseling. School counselors are not trained systemically, according  to this presenter’s observations. What his school system offers is the New Horizons program, that offers parents a team approach to working with their children.  In addition to the school-in-community concept, Gary would like to bring more parents into schools to help them address family issues. Right now, he says, the focus is on child care. Obstacles to collaborative efforts, from Gary’s perspective, include weak coordination between school and family counselors, training limitations, space, time, staff, and compensation. His vision for the wrap-around concept addressed by Michelle, was for schools to provide time, space, and resources. Support by school administration, who traditionally don’t see a role for family therapy in schools, is key according to Gary.  If the “circle” is enlarged to include school administration then the resources may follow.

Small Group Work: Participants were asked to join small groups, led by a school and a family counselor, to discuss the same questions introduced in the introduction. Afterwards each group shared their ideas. The following is a summary of combined group outcomes.

1. What is necessary for changing school systems to improve family support and counseling-related services, family involvement in the schools, family-based school programs, and family-school-community collaborations?

Strong, committed leader and creator
Solid groundwork consisting of education and communication – public relations
Secure collaboration – all stakeholders buy into the plan

Use what’s already in place
Complete a community-based needs assessment, user survey
Make schools a community center with multi-disciplinary services
Use finances creatively: insurance, grants
Use university resources
Use time creatively, i.e. flex time

3. What obstacles might hinder such visions?

Lack of passion/vision
Lack of creativity