Disentangling low-value practices from pseudoscience in health service psychology

Farmer, Ryan L.; Zaheer, Imad; Schulte, Megan

doi:10.1080/09515089.2022.2144193

Cited by 2 publications

(1 citation statement)

References 50 publications

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“…Information from the needs assessment and resource mapping can help the wellness team identify gaps and new programs or supports to address these gaps. This information can further be used to identify what current initiatives, strategies, and supports can be deimplemented to free up resources and unburden staff (Farmer et al, 2022). Deimplementation includes reducing unnecessary workload (e.g., paperwork and meetings that do not meet an explicit purpose), eliminating practices that staff agree are no longer effective in meeting student needs, or replacing ineffective practices (low-value practices) with evidenced based ones (van Bodegom-Vos et al, 2017).…”

Section: Tier 1: Universal Supportsmentioning

confidence: 99%

Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.

et al. 2024

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The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of workrelated stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To this end, we recommend the use of a multitiered system of support framework to promote a supportive and balanced work environment for all educators, tailored to local needs. We provide a rationale for the use of a tiered model and give specific recommendations for implementation and sustainability of a continuum of supports for school-wide educator well-being. Impact and ImplicationsEducators are leaving the profession at alarming rates, resulting in critical and ongoing shortages, due in large part to high stress levels, high job demands, and underresourced schools. The present article presents a contextualized, school-wide, and multitiered approach to understanding and promoting educator work-related well-being. We provide examples of how to use a data-informed and team-based approach to identify and provide supports tailored to each school and educator.

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Section: Tier 1: Universal Supportsmentioning

confidence: 99%

Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.

et al. 2024

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Clinical Assessment in School Psychology: Impervious to Scientific Reform?

Dombrowski,

McGill

2024

Canadian Journal of School Psychology

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Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology where test authors and creators of interpretive and diagnostic systems make theoretical and empirical justification for their claims with correlational research and factor analysis. Although these methodologies may appear to support an underlying theory or interpretive approach, they can produce divergent results depending upon sample size and methodological choice. Consequently, greater replication and reproduction is required. Federal and state law in the United States may perpetuate low value practices among practitioners who view them as acceptable since they are legal. School psychology does not have regulatory agencies to oversee practices. All of these influences impinge on scientific progress in cognitive assessment and SLD identification. Fortunately, Canada is not beholden to omnibus special education law so its academic institutions and agencies (e.g., school districts) may be better poised to engender scientific progress in cognitive assessment and SLD identification.

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Disentangling low-value practices from pseudoscience in health service psychology

Cited by 2 publications

References 50 publications

Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.

Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.

Clinical Assessment in School Psychology: Impervious to Scientific Reform?

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