Book review: Gerrard,B A.,Carter,M. J.,& Ribera,D. (Eds.). (2020). School-based family counseling: An interdisciplinary practitioner’s guide

Four levels of the SBFC metamodel

The authors Gerrard, Carter and Ribera emphasise the holistic and ecological nature of SBFC theory and the impact of interconnected environmental factors on a child’s development. Accordingly, SBFC professionals engage with a child’s two most influential systems: home and school (Gerrard & Soriano, 2013). The book is organised around two primary axes: the school focus and family focus, as well as the prevention focus and intervention focus. These four quadrants occur in the broader community context and articulate the permeability of boundaries and the exchange of information with the culture in which the family, school and SBFC practitioners operate (Gerrard & van Schalkwyk, 2020). In chapter 2, the author, Gerrard, exposes the readers to a case analysis process and highlights the need for SBFC practitioners to think of all four levels of the SBFC metamodel and identify the challenges at each level.

In the following paragraphs, we will review the chapters in the book that deal with these four levels. Four chapters in the book address the theory and practices of interventions and four address prevention. Chapters 3 and 4 focus on family interventions. In chapter 3, the authors Hernandez, Ribera and Carter describe a seven-step procedure for integrating conjoint family counselling processes. In chapter 4, the author, Gerrard, relates CBT techniques to help a family member engage effectively with the other family members. Two principles guide the authors of these chapters: school personnel are in the best position to implement SBFC, and parents are more willing to attend counselling sessions or parent educational meetings at school than family therapy at a community mental health clinic. These insights emphasise the importance of the family crisis intervention process within the school setting.

Chapters 5 and 6 focus on school interventions based on two insights: SBFC practitioners cannot work with every student demonstrating a problem, and teachers who work with students daily should not be expected to address children’s problems without additional support. The authors of chapter 5, Garcia and Wallace, focus on the functional behaviour assessment model to address problem behaviour within the classroom and suggest using process consultation between the SBFC practitioners and the teacher, which supports the teacher throughout the process and places the teacher in the driver’s seat. Thanks to the positive relationship between SBFC practitioners and teachers, the authors hope that teachers will seek support from SBFC practitioners while enhancing their skills to prevent similar problems in the future. In chapter 6, the authors Marcias and Ribera emphasise the importance of classroom meetings to teach and improve students’ conflict resolution skills, effective communication skills, critical thinking skills and decision-making skills (Edwards & Mullis, 2003). Moreover, classroom meetings can help the teacher develop a sense of belonging and community, which are important to children’s well-being, especially in times of crisis (Arslan & Coşkun, 2023).

Chapters 7 and 8 focus on family prevention, emphasising that SBFC practitioners are well-positioned to collaborate with parents as a group. Both chapters explore ways in which SBFC practitioners can support parental psychological functioning and parent empowerment. Rosenbledt and Ribera recommend parent education workshops to help families develop skills that prevent problems at school and home. Morotti recommends that parent support groups implement specific parenting strategies for the child’s benefit on a range of topics tailored to the needs of specific parent populations.

Chapters 9 and 10 focus on school prevention. Hernandez emphasises the importance of classroom claimant for students’ sense of belonging and engagement to prevent student dropout and bullying. Chapter 10 concludes the series of chapters on the four levels of the SBFC metamodel. Sell integrates these levels to address bullying and violence, a critical global issue. The chapter emphasises the importance of collaboration between teachers and parents in preventing school bullying. If school staff are aware of bullying but fail to intervene or inform parents, it can damage teacher-parent relationships, leading to frustration and disappointment. To effectively reduce bullying, Sell advocates for action across all four quadrants of the SBFC metamodel.

Insight regarding SBFC’s role and responsibilities

Throughout the book, it becomes clear that SBFC practitioners do not work in isolation and that students struggling in school benefit most from collaborative efforts that connect family and school. SBFC practitioners are professionals and have the resources to prevent and intervene in school and family crises. They have the knowledge, skills and experiences to help schools and families at all four levels of the SBFC metamodel.

Conjoint family counselling approaches

The role of family counselling is a central theme throughout the book. In chapter 3, Hernandez, Riberia and Carter explore the vital importance of conjoint family therapy within the school setting, highlighting its effectiveness in addressing sensitive issues by focussing on the entire family unit. This chapter is a practical guide for practitioners, presenting a comprehensive seven-step procedure for integrating family counselling into schools.

The authors outline each step, beginning with the initial referral and information gathering, followed by strategies to engage families. Subsequent family meetings are designed to identify strengths and challenges, provide psychoeducation, co-construct rules and expectations and promote family engagement through fun activities. The final step focusses on termination, ensuring that the skills learned are generalised and transferred effectively.

This chapter distinguishes itself by including detailed scripts to support practitioners at each stage, making the process accessible and actionable. The authors also address potential challenges, such as time constraints and the need for specialised knowledge and training in family systems. They provide practical solutions to overcome these challenges, making this chapter a valuable resource for those working with families in educational settings.

While the step-by-step approach is beneficial, it may come across as prescriptive to some practitioners who prefer a more flexible and individualised methodology. Furthermore, the emphasis on a structured framework might not fully account for each school’s unique and dynamic nature and the diverse family and cultural contexts involved.

SBFC facilitates close working relationships

Throughout the book, it is clear that SBFC practitioners must collaborate with teachers, parents, students and the community; they cannot work alone. The authors stress the importance of collaboration among school staff, families and mental health professionals to create a supportive and cohesive student environment.

The book outlines strategies for building these relationships, including regular communication, joint problem-solving and shared decision-making. Additionally, it provides practical examples and scripts to help practitioners foster trust and cooperation among all stakeholders. By prioritising these close working relationships, the effectiveness of SBFC’s interventions is significantly enhanced. As Rosenbledt and Ribera, noted, SBFC practitioners need to adopt a collective approach as a key to the success of any intervention or prevention programme.

Respect for the culture and family background

Respect for culture and family background is a key priority in this book. The authors emphasise the importance of understanding and integrating cultural and familial contexts into counselling practices. They provide strategies for practitioners to develop multicultural sensitivity, ensuring that interventions are both sensitive and relevant to the diverse backgrounds of the families they serve.

The book includes specific sections on multicultural counselling considerations, offering practical advice for navigating cultural differences and building trust with families from various backgrounds. By prioritising respect for culture and family background, the authors aim to create more effective and inclusive family counselling interventions within the school setting.