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ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.  相似文献   

3.
Gifted students are among the most underserved population in American schools and are some of the most underperforming in the world, ranking last in Biology, Chemistry, Physics, Algebra, and Geometry among 13 other developed countries. To improve services for the gifted, possible gaps in training and service delivery must be identified. There is a lack of research addressing many of the practical aspects of the delivery of services to the gifted. There is also a lack of research examining how well school psychologists are prepared to provide services to gifted and talented students. We conducted a national survey of school psychologists to evaluate the amount of time school psychologists allocate for gifted assessment and consultation. We also collected information about graduate school and professional development on gifted topics, familiarity with prominent figures in the gifted field, and gifted assessment methods. © 2011 Wiley Periodicals, Inc.  相似文献   

4.
This study examined facilitators of and barriers to comprehensive and integrated services. A national sample of 267 full‐time practicing school psychologists who were Regular Members or Early Career Members of the National Association of School Psychologists participated. We administered a survey to participants that measured the extent to which they engaged in comprehensive and integrated services and the top facilitators of and barriers to those services using web‐based survey procedures. Results indicated that the majority of facilitators identified (Personal Attributes, Stakeholder Involvement, Resources and Support, School‐Specific Variables, Contextual Variables) predicted greater levels of comprehensive and integrated service delivery. Identified barriers—which often reflected the opposite condition of the facilitators—predicted lower levels of service delivery in some instances; however, they predicted services less often than did facilitators. Implications for research focused on better understanding factors that impact service delivery and on processes for facilitating increased comprehensive and integrated service delivery are discussed. Additionally, implications for practice include the assessment of facilitators and barriers, the use of data to plan for the delivery of comprehensive and integrated services, and advocacy for systems change.  相似文献   

5.
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.  相似文献   

6.
This article reviews the primary concepts underlying the current movement toward the provision of comprehensive school-linked services for children and families in low-income communities and the implications of this movement for school psychologists. The development of collaborative partnerships involving schools, public, and community-based agencies is an attempt to increase the availability and accessibility of needed services to children and families. The adoption of collaborative governance and a case management system is intended to offer an alternative to the proliferation of separate categorical programs and the associated lack of coordination among programs. The hope is to emphasize prevention and efficient early intervention. Collaborative efforts can provide an opportunity for role expansion among school psychologists. This possibility is discussed within a consultation model of service delivery that is consistent with the collaborative nature of school-linked services and with the preventive stance that orginated them. School psychologists are in a position to contribute to team consultation, case management, and needs assessment. Implications for training are drawn.  相似文献   

7.
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework.  相似文献   

8.
The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

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Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.  相似文献   

10.
School-based psychological services are typically provided through a triadic model of consultation in which a school psychologist works directly with a teacher or school staff member to address the academic, behavioral, or mental health concerns of a student. With advances in current technology, school psychologists have the capacity to use videoconferencing to engage in their consultative responsibilities. Teleconsultation has the potential to improve the provision of consultative services by increasing school psychologists’ efficiency and providing individuals, especially those in rural areas, access to greater service. The current study evaluated the effectiveness and acceptability of teleconsultation as a means to deliver behavioral consultation services to three teachers and their students. A nonconcurrent multiple baseline across subjects was used. Results showed that consultants could develop a behavioral intervention with a teacher and effectively implement the intervention to improve student outcomes. Teachers also rated teleconsultation as an acceptable means for service delivery.  相似文献   

11.
This article reports on a two year project in which educational psychologists offered consultation to groups of teachers, to help them find solutions to school-based problems. Teachers were drawn from within individual schools and from across a number of schools. Typically, teachers were trained by educational psychologists in group consultation processes. Group consultation sessions were usually offered on a termly basis (three times per year). The group consultation sessions were facilitated by two psychologists. A formal process was followed, using a problem-solving structure. A pilot project ran for two years and was evaluated using quantitative and qualitative methods. Data were collected from teachers, school principals and psychologists. Findings indicate that group consultation is an effective method of service delivery, particularly for clusters of small, rural schools. The evaluation considers aspects of group consultation that could be further developed and new directions for this model of working.  相似文献   

12.
Through collaborative consultation with school staff, school psychologists have increasingly helped schools add bullying prevention and intervention programming to their service delivery systems. As schools search for ways to lessen the impact of bullying on the social-emotional health and academic achievement of students, forgiveness education is an area that may offer another perspective to bullying prevention and intervention. In order to infuse forgiveness education into schools' current tiered-service delivery systems, school psychologists and their district partners can use the frameworks of collaborative strategic planning (CSP) and the concerns-based adoption model (CBAM) in tandem to guide the development and implementation of forgiveness-focused bullying interventions at the core, supplementary, and intensive levels of a multitiered system of service delivery.  相似文献   

13.
Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.  相似文献   

14.
The 2002 Future of School Psychology Conference called for reform of current models of professional school psychology, including a paradigm shift toward a public health model of practice. This article explores the role of school psychologists in efforts to achieve an integrated public health and public education model for delivering comprehensive school-based mental health services. Building on expertise as psychological and educational consultants, school psychooogists can play a unique role in facilitating the necessary systemic reform and capacity building for comprehensive mental health service delivery. This revised role requires redefining school-based consultation to include consultation for capacity building, and rethinking professional preparation to ensure expertise in public health models, inter-agency and interdisciplinary collaboration, participatory action research, and comprehensive service delivery.  相似文献   

15.
In this article we describe the design, implementation, and outcomes of a computer-mediated peer support group. Four school psychologists used an enhanced version of electronic mail (e-mail) referred to as groupware. The purpose of the e-mail messages was to provide two of the school psychologists with support in regard to their consultations with teachers. During the 15-week project, the school psychologists exchanged 65 e-mail messages. Their perceptions of the learning and social outcomes of the group were assessed. The school psychologists indicated that the majority of the messages contributed to their becoming more knowledgeable about consultation and knowing what support to offer the other school psychologists. Overall, the computer-mediated group experience seemed to meet or exceed the school psychologists' preproject high expectations in regard to learning about classroom-based interventions and receiving social support. Moreover, they also perceived their computer-mediated group to be highly cohesive.  相似文献   

16.
In 1984, the National School Psychology Inservice Training Network (NSPITN) published School psychology: A blueprint for training and practice (Blueprint I), which recognized that America's public schools were troubled and focused on how school psychology could help with a transformation; the role of school psychologists was divided into 16 practice domains. In 1997, the National Association of School Psychologists (NASP) published a successor, School psychology: A blueprint for training and practice II (Blueprint II), which credits the first edition with having “driven much of the progress in school psychology.” To better understand the impact of the Blueprint I, this study analyzes responses from Nebraska and Iowa school psychologists about it, finding that doctoral-level respondents believed that they were more competently trained than subdoctoral school psychologists in the research domain; quality of training was rated higher by respondents receiving degrees after 1984 in class management, classroom organization and social structures, interpersonal communication and consultation, legal/ethical and professional issues, multicultural concerns, parental involvement, research, and systems development and planning. Analyses revealed numerous areas of congruence and dissonance between training and practice. Respondents reported a preference to decrease the amount of time spent in assessment and increase the time spent in all other domains (except basic academic skills). The relevance to the Blueprint II and the implications for school psychology training and practices are discussed. © 1998 John Wiley & Sons, Inc.  相似文献   

17.
The purpose of this study was to analyze how school psychologists engage racial/cultural diversity when conceptualizing problems during consultation in a multiracial context. Four school psychologists were recruited to engage in computer-simulated problem-solving consultation. Each school psychologist was presented with three fictional consultation cases. The participants then used a computer-simulated school environment to interact with fictional teachers in a school-based setting to complete the consultation cases. Three themes emerged: (a) limited use of ecological approach, (b) lack of cultural responsiveness, and (c) divergent approaches to problem identification for African American versus European American referrals. Implications for using problem-solving consultation in a multiracial environment are discussed.  相似文献   

18.
The Invitational Conference on the Future of School Psychology held at Indiana University in 2002 had implications for consultation. It addressed projected shortages in school psychologists that provide a rationale for service delivery models integrating consultation and prevention. The conference discussed the need for effective work with children, families, and professionals from diverse cultures; success in fostering productive home-school connections; optimal and ethical use of rapidly changing technologies; and the use of empirical evidence to inform practice. This article presents a model of consultation and prevention informed by recent research in positive psychology as well as public health models. This model is discussed in the context of these and other important developments in the field of school psychology.  相似文献   

19.
Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas.  相似文献   

20.
A total of 636 full-time school psychologist practitioners in Pennsylvania were surveyed and asked to complete a demographic data form and to estimate the actual percentage of time they spent in assessment, counseling, consultation, research, clerical tasks, and administrative tasks, and the amount of time they desired to spend in each of these roles. No statistically significant differences were found between male and female school psychologists in actual time spent in various roles or the time desired to be spent in various roles. Male school psychologists were found to work longer contract lengths and to make more money than their female counterparts. When monthly salaries were compared (adjusted for differences in contract length), statistically significant salary differences between male and female school psychologists were found.  相似文献   

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