Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

Perfect, Michelle M.; Morris, Richard J.

doi:10.1002/pits.20612

Cited by 47 publications

(51 citation statements)

References 57 publications

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“…School mental health professionals typically include school psychologists, school social workers, school counselors, and other qualified service providers. Increasing school psychologists’ role in providing SBMH services has been indicated as a potential remedy for addressing student mental health concerns (e.g., Davis, Kruczek, & McIntosh, ; Perfect & Morris, ). Due to their knowledge and training in psychology, behavioral interventions, classroom instruction, child development, and educational systems, school psychologists possess the skills necessary to provide mental health services for children and adolescents, increasing the probability for improvements in a child's mental health (Abrams, Flood, & Phelps, ; National Association of School Psychologists [NASP], ).…”

Section: Providing Mental Health Services At Schoolmentioning

confidence: 99%

School Psychologists as Mental Health Providers: The Impact of Staffing Ratios and Medicaid on Service Provisions

Eklund

Meyer

Way

et al. 2017

Psychology in the Schools

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As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school‐based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health services at school; therefore, it is important to evaluate how staffing ratios, credentialing, and state Medicaid policies may influence school psychologists’ involvement in the delivery of SBMH services. A survey of 192 school psychologists found that as practitioner to student ratios increased, the availability and provision of SBMH services decreased. As state Medicaid policies have been found to influence the provision of mental health services at school, current study results demonstrate an association between state level Medicaid policies and the number of school psychologists qualified to bill for Medicaid‐reimbursable services. Implications for service delivery and policy development are discussed.

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Section: Providing Mental Health Services At Schoolmentioning

confidence: 99%

School Psychologists as Mental Health Providers: The Impact of Staffing Ratios and Medicaid on Service Provisions

Eklund

Meyer

Way

et al. 2017

Psychology in the Schools

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“…Youth with TIDM report higher levels of mental health symptoms than documented in the general population (Northam, Matthews, Anderson, Cameron, & Werther, 2004;Perfect et al, 2011). Further, higher HbAle levels are associated with various mental health symptoms (e.g., Cohen et al, 2004;Massengale, 2005;Northam et al, 2004).…”

mentioning

confidence: 96%

Relations between resiliency, diabetes-related quality of life, and disease markers to school-related outcomes in adolescents with diabetes.

Perfect¹,

Jaramillo²

2012

School Psychology Quarterly

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The current study examined the role that resiliency and diabetes quality of life play in school functioning and glucose control among adolescents with diabetes. Participants included 45 adolescents with diabetes who participated in a larger study evaluating the feasibility of a model of mental health screening, assessment, and referral/service coordination. We hypothesized that aspects of resiliency (e.g., self-mastery, optimism, interpersonal relations, emotional control) would be related to self-reported grades and glucose control Hemoglobin A1c (HbA1c). We also hypothesized that the relation between resiliency and HbA1c would be mediated by blood glucose monitoring. We found that self-mastery (i.e., the perception that one has the ability to overcome challenges and solve problems) predicted self-reported school grades. Fewer diabetes-related worries and parental reports of less school-related problems (e.g., absences, problems with teacher) also predicted better grades. Females and youth with less disruptive behaviors and higher levels of self-mastery were less likely to be viewed by parents as having problems in school. Self-mastery, in addition to later age of onset and more frequent blood glucose monitoring, predicted lower HbA1c. The mediational model could not be tested because the same components of resiliency that related to blood glucose monitoring did not relate to HbA1c. This study suggests that evaluation of positive attributes of adolescents, particularly the self-mastery component of resiliency, and consideration to the adolescents' perceptions of how diabetes affects their lives, may assist in understanding how these adolescents perform in school and manage their diabetes.

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“…However, given that these training directors do not accept or review applications from school psychology students, it is unclear how they are able to make this determination. In addition, these assertions do not reflect the evolving and expanding conceptualization of school psychologists as providers of both educational and MH services (Perfect & Morris, 2011). Furthermore, if school psychologists are expected to fulfill these roles, it is essential to provide ample training opportunities, including internship placements in settings that allow for training in the provision of both types of services, which may include non-school settings.…”

Section: Discussionmentioning

confidence: 99%

Internship Training Directors’ Perceptions of School Psychology Internship Applicants

Mahoney

Perfect

Edwinson

2015

Psychology in the Schools

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Since the mid‐1990s, an imbalance between the number of available American Psychological Association (APA)‐accredited internships and applicants has existed. In 2014, 14% of predoctoral psychology students who applied for internships accredited by the APA or members of the Association of Psychology Postdoctoral and Internship Centers (APPIC) did not obtain an internship. In 2014, school psychology students were less successful in obtaining APA or APPIC internships than either clinical or counseling psychology students. This may be, in part, because only 51% of APA‐accredited internships that report that children and/or adolescents are a major population served during the internship permitted school psychology students to apply. The present research investigated why internship training directors allow school psychology students to apply, or prohibit them from applying, for their internship training program by surveying and interviewing training directors of APA‐accredited internship programs. The results suggest that program type alone is often used to determine applicant desirability. Additionally, several perceived strengths and weaknesses of school psychology students were identified based on training director responses. These findings are used to make recommendations for students, training program directors, and internship training programs.

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Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

Cited by 47 publications

References 57 publications

School Psychologists as Mental Health Providers: The Impact of Staffing Ratios and Medicaid on Service Provisions

School Psychologists as Mental Health Providers: The Impact of Staffing Ratios and Medicaid on Service Provisions

Relations between resiliency, diabetes-related quality of life, and disease markers to school-related outcomes in adolescents with diabetes.

Internship Training Directors’ Perceptions of School Psychology Internship Applicants

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