Clinical Reasoning in School Psychology

Abstract

School psychologists typically conduct psychological and psychoeducational assessments, provide prevention and intervention services, and consult and collaborate with allied professionals (e.g., teachers, physicians, psychiatrists, physiotherapists, occupational therapists, social workers, and nurses) and parents toward better understanding and promoting the learning and development of children and youth. Within and across these roles, school psychologists maximize their judgments by utilizing psychometrically sound instruments, recommending and using empirically based intervention programs and approaches, and making informed decisions based on theory, research, and clinical experience. The purposes of this article and this special edition of the Canadian Journal of School Psychology are to promote the relevance and significance of clinical reasoning in this complex process of full service delivery and highlight examples of the effective thinking and decision making undertaken by school psychologists from assessment to intervention.

The messiness of LD identification: Contributions of diagnostic criteria and clinical judgment.

“…Clinical reasoning is a skill that enables practitioners to “bridge the gap between [their] experience and knowledge base and the strategies used to solve real-life problems” (Andrews & Syeda, 2016, p. 2). Of the few empirical studies of clinical reasoning specific to psychology, a recent study by Maki et al (2017) highlighted how clinicians may more widely and selectively consider additional information and use clinical judgment in formulating diagnostic decisions.…”

Raisonnement clinique et stratégies d’intervention : entrevue simulée auprès de mères consommatrices de substances psychoactives suivies en protection de la jeunesse

“…En effet, l'entretien d'explicitation permet d'engager activement l'intervenant dans l'explication du déroulement de son processus de raisonnement (suite des actions et informations considérées tout au long du raisonnement clinique) et de favoriser une prise de conscience du discours intérieur (Guillemette, 2016;Martinez, 1997). L'exposition au raisonnement clinique de différents intervenants, en opposition à un seul superviseur, représente, en effet, une riche occasion d'apprentissage professionnel (Andrews et Syeda, 2017).…”

“…Ce processus cognitif représente une « activité intellectuelle par laquelle le clinicien synthétise l'information obtenue dans une situation clinique, l'intègre avec les connaissances et les expériences antérieures et les utilise pour prendre des décisions de diagnostic et de prise en charge » (Nendaz et al, 2005, p. 236). Le raisonnement clinique est de nature complexe en raison de la tâche effectuée et des enjeux associés à chaque milieu (par exemple considérer les priorités de tous les partis, prendre des décisions; Higgs et Jones, 2008;Andrews et Syeda, 2017).…”

Don't do more do different: A qualitative description of teachers' perceptions of and experiences with the psychoeducational assessment process

“…Psychoeducational assessment is the key role of the school psychologist, with many studies showing that they spend much of their time involved in the assessment or related activities (see Bramlett et al, 2002; King et al, 2016; Pelco et al, 2009). Conducting a comprehensive psychoeducational assessment involves collaborating with teachers to ensure referrals for assessment are appropriate, to gather meaningful data to inform the assessment, to effectively communicate the results of the assessment, to make recommendations for services and classroom supports, and to support teachers in the implementation of recommendations (Andrews & Syeda, 2017). Although teachers are involved in many aspects of the psychological assessment, very little research has examined their experiences with and perceptions of the entire process.…”