Encountering the family system in school-related behavior problems

Traditional roles of the school psychologist have not included the use of the family system for the intervention of school-related behavior problems. Because the child's symptom serves as a vital part of the family equilibrium, assessment and intervention must be considered within this context. Psychodynamic conceptualizations and Gestalt approaches to treating the family are presented. The expanding role of the school psychologist may become more potent by incorporating family treatment in cases of educationally relevant behavior problems.