Shashank Joshi - Trust and the Teacher-Family-Therapist Relationship: Lessons Learned from Urban School Settings

Date: 
Tuesday, April 29, 2014 - 5:00pm to 7:00pm
Note: 
5pm reception, 5:30pm talk
Location: 

CERAS Learning Hall, Stanford

Dr. Shashank Joshi is Director of Training in Child & Adolescent Psychiatry and Director of the School Mental Health Team of Lucile Packard Children’s Hospital at Stanford. Dr. Joshi completed combined training in Pediatrics, General Adult Psychiatry and Child & Adolescent Psychiatry at the Albert Einstein College of Medicine in New York City, and later joined the faculty there. For the last 14 years, he has been on the faculty at Stanford University, jointly appointed in the Departments of Psychiatry and Pediatrics, and also in The Stanford School of Education. In 2007, he became a Harvard-Macy Teaching Scholar, and has been a teaching faculty member of the Harvard Macy Institute since that time. He is national Co-chair of the Committee on Schools for the American Academy of Child & Adolescent Psychiatry, and is also on the Committee on School Health of the American Academy of Pediatrics for the San Francisco Bay Area. Dr. Joshi’s team of therapists have been supporting the East Palo Alto Academy Schools for the past several years, and currently there is a multidisciplinary team of 7 clinicians on the mental health team at EPAA High School.

He has been the recipient of numerous awards in teaching and public service, including an Unsung Hero Award for his work in suicide prevention from the Stanford Department of Psychiatry & Behavioral Sciences, and also from the Santa Clara County Mental Health Board in May 2012.

Dr. Joshi's teaching and research focuses on increasing knowledge and enhancing effectiveness of school mental health and therapeutic interventions in pediatric health. His publications focus on therapist-family-teacher collaboration in medical care, cultural aspects of pediatric health, and suicide prevention in school settings. He serves on the Executive Committees of Project Safety Net Palo Alto and the HEARD Alliance (which stands for Health Care Alliance in Response to Adolescent Depression). In 2013, he was appointed to the Student Mental Health Policy Workgroup for the State Superintendent of Public Instruction, Tom Torlakson.

Readings: 

The Supporting Alliance in Child and Adolescent Treatment: Enhancing Collaboration Among Therapists, Parents, and Teachers

Feinstein, Noah R.; Fielding, Krista; Udvari-Solner, Alice; Joshi, Shashank V., 2009

Research indicates that the therapeutic alliance between therapist and pediatric patient is most elective in the context of a productive supporting alliance—an alliance encompassing the network of relationships among therapists, parents and teachers. In this essay, we develop a model of the supporting alliance, arguing that the child's primary relationships with various parties (therapists, teachers, and parents) imply a set of secondary relationships among those parties (parent-therapist, therapist-teacher, parent teacher). We review the literature on these secondary relationships, focusing on their nature and discussing the benefits of and obstacles to establishing productive collaborations in each case. We also describe three sorts of pathology that can afflict the supporting alliance as a whole, and discuss the importance of patient autonomy and therapist-patient confidentiality relative to the supporting alliance- Finally, we identify directions for future research and highlight implications for practice.

Trust and the Family-School Relationship Examination of Parent-Teacher Differences in Elementary and Secondary Grades

Kimberly S. Adams and Sandra L. Christenson, University of Minnesota, 2000

Trust between parents and teachers is a vital element in building and maintaining the family–school relationship. Parents (n ! 1,234) and teachers (n ! 209) from a first-ring suburban school district were surveyed about issues of trust in the family–school relationship. Results indicated higher levels of parent trust and teacher trust at the elementary level than at middle or high school levels. Additionally, differences in trust levels between teachers and parents at elementary and high school levels were found, with parent trust being significantly higher. Improving home–school communication was identified as a primary way to enhance trust. Also, the perceived quality of family–school interaction was a better predictor of trust than was the frequency of contact or demographic variables. Trust was positively correlated with three indicators of school performance. Implications for school personnel to make more systematic efforts toward building trust between parents and teachers throughout a child’s academic career are discussed.