Expanding School Psychology Service Delivery Within the Context of National Health and Mental Health Reform

Hughes, Tammy L.; Minke, Kathleen M.; Sansosti, Frank J.

doi:10.1080/15377903.2017.1317139

Cited by 4 publications

(5 citation statements)

References 11 publications

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“…Many participants indicated that they would like legislators to gain further knowledge of their training, skills, and broader roles outside of assessment. Therefore, as is consistent with previous literature, school psychologists appear to be interested in utilizing their extensive training and expertise beyond their traditional duties of assessor and special education gatekeeper (Brown & Sobel, 2019; Brown et al, 2006; Hughes et al, 2017). Participants in this study also wanted legislators to know about the national shortage of school psychologists, which previous research suggests is a hindrance to role expansion and mental health service delivery (Brown & Sobel, 2019; Brown et al, 2006; Eklund et al, 2019; Splett et al, 2013).…”

Section: Discussionsupporting

confidence: 70%

“…These results suggest that even in light of COVID‐19, school psychologists’ training and knowledge in mental health supports may have been not fully accessed in a time of need. Compared with previous studies suggesting that school psychologist training and skills may be underutilized, this study provides a real‐life context in which school psychologist training in mental health and crisis intervention may have gone largely untapped during a pandemic (Brown et al, 2006; Eklund et al, 2019; Hughes et al, 2017; Splett et al, 2013). Although school psychologists training went largely untapped during the COVID‐19, previous literature suggests that professionals in the field are frequently involved in crisis prevention teams and can further assume leadership roles on these teams by taking part in training, such as through the PREPaRE school crisis prevention and intervention curriculum (Nickerson et al, 2014).…”

Section: Discussionmentioning

confidence: 91%

“…Due to the potential negative side effects large‐scale disasters and pandemics may have on children's mental well‐being and academic performance, legislators across the nation should highly consider maximizing children's mental and behavioral services through adequate school psychologist to student ratios and through the licensure of specialist‐level school psychologists. Such licensure would assist in bringing awareness to the field and allow specialist‐level school psychologists to continue to help children beyond the typical school day and outside of the school building (Hughes et al, 2017). Policymakers and school leaders are highly encouraged to familiarize themselves with the training the school psychologists receive beyond that of assessment.…”

Section: Discussionmentioning

confidence: 99%

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Beyond the four walls: The evolution of school psychological services during the COVID‐19 outbreak

Schaffer

Power

Fisk

et al. 2021

Psychology in the Schools

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The emergence of the novel coronavirus disease (COVID‐19) in early 2020 led to the sudden temporary closure of K‐12 schools across the United States. Schools were tasked with providing remote instruction to students, and many of these children continued to require mental and behavioral health services provided by school psychologists. In this study, 675 school psychologists were surveyed across the United States to examine how their roles and responsibilities changed as a result of COVID‐19. Participants reported the perceived impact of COVID‐19 on students’ mental health and difficulty serving students and families, as well as their concerns and recommendations pertaining to school reentry. Overall, respondents in this study reported that their roles and responsibilities notably changed because of COVID‐19. Participants noted their belief that children and educators will need increased mental health support upon returning to school. Implications for future practice and research are discussed.

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Section: Discussionsupporting

confidence: 70%

Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

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Beyond the four walls: The evolution of school psychological services during the COVID‐19 outbreak

Schaffer

Power

Fisk

et al. 2021

Psychology in the Schools

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“…More than two decades later, Conoley et al (2020) once again advocated for an indirect service model, and exhorted school psychologists to adopt a systems-level perspective and take an active role in school-based reform. Other authors (e.g., Hughes, Minke, & Sansosti, 2017; Shernoff, Bearman, & Kratochwill, 2017; Splett, Fowler, Weist, McDaniel, & Dvorsky, 2013) have called for a move away from traditional roles of assessment, consultation, and intervention, toward an expanded focus on school mental health and prevention. School psychologists are uniquely positioned to provide such services within a multitiered system of support, and training programs are increasingly being called upon to prepare school psychologists to address the enormity of unmet needs out in the field.…”

Section: The Future Of School Psychology: Applying a Global-intercult...mentioning

confidence: 99%

Infusing global and intercultural perspectives to transform school psychology and school psychologists.

Nastasi¹,

Chittooran²,

Arora³

et al. 2020

School Psychology

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School psychology has been criticized for limited attention to and limited evidence-based resources for diverse populations in domestic and international settings, in part because of its foundations on psychological knowledge generated primarily in North America and Western Europe. Moreover, in the past 25 years, the profession has made insufficient progress in changing its focus toward an ecological systems perspective as initially envisioned by Conoley and Gutkin in 1995 and revisited in this issue. In this article, we embrace and expand that vision to include the infusion of global and intercultural perspectives into school psychology research, training, practice, policy, and advocacy as a means to address cultural diversity within local contexts across the globe, with a particular focus on school psychology within the United States. We begin with a discussion of terminology that addresses international and cross-cultural issues related to diversity. We then examine past and present perspectives and approaches to cultural diversity and globalization within school psychology and propose future directions for research, training, practice, policy, and advocacy within a global-intercultural perspective. We conclude with our reflections about transforming school psychology and school psychologists. Impact and ImplicationsThis article discusses the representation of ecological-systems, international, and cross-cultural perspectives in the past, present, and future of school psychology research, training, practice, policy, and advocacy. The authors propose a global perspective for understanding culture in domestic and international contexts, which relies on negotiating differences in values, beliefs, and norms to achieve shared understandings and inform individual perspectives.

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“…In many jurisdictions, student support services are being reconfigured to promote health professionals and special educators working in the general education classroom. These changes stem from the increased complexity of student needs (Hughes, Minke, & Sansosti, 2017) and research that supports provision of needs‐based, tiered services to the whole school (Batsche, 2014; Grosche & Volpe, 2013; Missiuna, Pollock, Campbell, et al, 2012; Missiuna et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Health professional–educator collaboration in the delivery of school‐based tiered support services: A qualitative case study

Phoenix

Dix

DeCola

et al. 2021

Child

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Background Educators and health professionals support the learning and participation of diverse children in school environments. Tiered approaches to service delivery may assist these efforts through consideration of universal supports that are useful to all children, targeted supports for some children and individualized supports for the smallest number of children. This study explored how an interprofessional team worked with educators to develop and implement tiered services in two school communities where many families experience economic and social disadvantages. Methods Using a participatory action research approach and qualitative case study methods, the research and stakeholder teams jointly designed and conducted this study in two schools during the 2017–2018 school year. Data collected included weekly logs written by the interprofessional team members and 16 interviews conducted with team members, parents, educators and administrators. Results The team provided a variety of services to individual students, groups, whole classes and the school community. Collaboration and communication were needed to define roles and expectations and to plan and share student information. Reported benefits included timely service, capacity building and student goal achievement. The main barriers were related to service fragmentation, time and workload. Conclusions Recommendations included clearer direction about expectations and improved coordination within the systems that offer services. Further research should include exploration of comparative cases with varying contexts, the inclusion of child perspectives and direct observation.

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Expanding School Psychology Service Delivery Within the Context of National Health and Mental Health Reform

Cited by 4 publications

References 11 publications

Beyond the four walls: The evolution of school psychological services during the COVID‐19 outbreak

Beyond the four walls: The evolution of school psychological services during the COVID‐19 outbreak

Infusing global and intercultural perspectives to transform school psychology and school psychologists.

Health professional–educator collaboration in the delivery of school‐based tiered support services: A qualitative case study

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