A Conceptual Framework for Counseling Psychologists in Schools

Abstract

This article explores how contemporary developmental psychology, specifically developmental-contextualism, provides a conceptual framework for practice and research by counseling psychologists who work with schools. Developmentalcontextualism articulates how human development (a) is affected by context, (b) involves bio-psycho-social levels, (c) occurs during the life span, and (d) includes strengths and deficits. The authors delineate how these four developmental principles, in conjunctionwith the traditional strengths of counseling psychology, can guide the application of effective interventions with school-aged children and their families.

Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists

“…Contemporary theory and research have also documented interrelationships among risk and vulnerability factors that contribute to negative developmental outcomes (Lerner, 2002;Luthar & Cicchetti, 2000;Walsh et al, 2002). According to the developmental contextual framework (Lerner, 2002;Walsh et al, 2002), cognitive, social, physical, and affective development are interrelated.…”

“…According to the developmental contextual framework (Lerner, 2002;Walsh et al, 2002), cognitive, social, physical, and affective development are interrelated. A single risk factor, such as poverty, for example, may be related to multiple adverse outcomes such as obesity, academic underachievement, underemployment, and emotional difficulties.…”

The Shifting Sands of Counseling Psychology Programs’ Institutional Contexts

“…Indeed, the September 2002 issue of The Counseling Psychologist (TCP) was devoted to elucidating the natural points of convergence of counseling psychology with schools and education, even though we have not typically established a strong presence in such arenas. One recurrent theme in that issue was that counseling psychology and other programs and departments within schools of education were well positioned to become collaborative partners (e.g., Walsh, Galassi, Murphy, & Park-Taylor, 2002). The more recent March 2004 issue of TCP continued to expand on these collaborative possibilities between counseling psychology programs and education.…”

Belongingness as a Protective Factor Against Loneliness and Potential Depression in a Multicultural Middle School

“…This increased understanding by counseling psychologists can enhance partnerships with school counselors, and other school personnel, in helping K-12 youth (Forrest, 2004;Gysbers, 2004). Additionally, Walsh, Galassi, Murphy, and Park-Taylor (2002) suggest the importance of developmental contextualism in working with youth in schools. The developmental-contextualism framework emphasizes the dynamic relationship between youth and their environments.…”