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A Competence-Based Framework for Parent—School—Community Partnerships in Secondary Schools
Maurice J. Elias
Rutgers University, Piscataway, NJ, USA, mjeru{at}aol.com
Evanthia N. Patrikakou
DePaul University, Chicago, IL, USA, epatrika{at}depaul.edu
Roger P. Weissberg
University of Illinois at Chicago, Chicago, IL, USA, rpw{at}uic.edu
Among the many transitions and passages students face during their school years, the entry into middle school is one of the most difficult. During this period, it is crucial for schools and families to work together in order to establish a constructive framework that can foster positive development. This article discusses the important academic, social and emotional competencies on which schools and families should focus during this critical transition period. Promoting these competencies will help adolescents develop positive bonds to home and school, a greater sense of personal possibilities and a constructive view of themselves in their social contexts. A competence-based framework, based on providing adolescents with opportunities for appreciation, belonging, social-emotional competence development, confidence and contributions is presented to guide home—school collaboration. The article concludes with examples of collaborative activities that have been successfully implemented.
Key Words: academic learning • parent involvement • prevention • school—parent partnership • secondary education • social-emotional learning
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School Psychology International, Vol. 28, No. 5,
540-554 (2007)
DOI: 10.1177/0143034307085657
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