Historical, current, and future models of schools as health care delivery settings.

Carlson, Cindy; Paavola, James C.; Talley, Ronda C.

doi:10.1037/h0088304

Cited by 39 publications

(21 citation statements)

References 17 publications

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“…The existence of school‐based mental health clinics has been controversial over many decades because administrators often perceive these clinics to be too costly for schools to maintain (Carlson, Paavola, & Talley, 1995; Sedlak, 1997). Despite this and other disadvantages, the Memphis City Schools Mental Health Clinics project started in 1969 to provide a variety of prevention, treatment, and health promotion interventions (Carlson et al, 1995; Pfeiffer & Reddy, 1998). In the 1970s, school‐based mental health centers (SMHCs) emerged, with well over 1,000 in existence by the early 2000s (Weist et al, 2003).…”

Section: History Of Smhsmentioning

confidence: 99%

“…In the 1970s, school‐based mental health centers (SMHCs) emerged, with well over 1,000 in existence by the early 2000s (Weist et al, 2003). SMHCs offer an array of services to students, ranging from behavioral health to physical health care (Carlson et al, 1995; Meyers & Swerdlik, 2003), regardless of special education status. Although sometimes staffed by school psychologists, other school personnel, such as social workers, counselors, clinical psychologists, and psychiatrists, often provide mental health services (Brown & Bolen, 2003).…”

Section: History Of Smhsmentioning

confidence: 99%

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

Perfect

Morris

2011

Psychology in the Schools

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Consistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' Blueprint for Training and Practice III advocates for school psychologists becoming “leading mental health experts in schools.” In this regard, the present article reviews the prevalence and incidence of children's mental health problems in the schools, followed by a historical overview of the nature of school‐based mental health services. We discuss education and training issues and related ethical and professional practice issues that focus on the ethics codes of the National Association of School Psychologists and the American Psychological Association that are associated with the delivery of mental health services by school psychologists. Recommendations are offered for graduate‐level coursework and field experiences in the delivery of school‐based mental health services, as well as future directions for research in this area. © 2011 Wiley Periodicals, Inc.

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Section: History Of Smhsmentioning

confidence: 99%

Section: History Of Smhsmentioning

confidence: 99%

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

Perfect

Morris

2011

Psychology in the Schools

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“…Both mentor and student teachers mentioned a contact system and a referral system, which are currently in place in their schools, as ideal organizational schemes. The perspective of teachers concerning organization of services may evolve as innovative approaches, such as school health delivery systems (Carlson, Paavola, & Talley, 1995;Illback, Cobb, & Joseph, 1997;Pryzwansky, 1994;Short & Talley, 1997), are put in place.…”

Section: Organization Of Servicesmentioning

confidence: 99%

Utilization of School-Based Professional Services: An Exploratory Analysis of Perceptions of Mentor Teachers and Student Teachers

Pohlman¹,

Hoffman²,

Dodds³

et al. 1998

Journal of Educational and Psychological Consultation

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“…there is and will continue to be greater need for observation, curriculum-based assessment, and validation of interventions (Dwyer, 1997). It is, therefore, imperative that school psychologists expand the range of services they provide and coordinate their activities with student support staff and other professionals who deliver health and social services (Carlson, Paavola, & Talley, 1995;Dwyer, 1996;Tharinger, 1995). Success in these endeavors depends on professional collaboration and the implementation of a consultative role.…”

Section: School Psychology and Shifting Paradigmsmentioning

confidence: 99%

School and Educational Psychologists

Habel

Bernard

1999

Intervention in School and Clinic

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The authors discuss the delivery of psychological and instructional services to students with special needs and also emerging strategies for providing ancillary psychological services, teaching students, assessing their learning, and managing their behavior. Among these emerging approaches to instruction and the delivery of psychological services are (a) "indirect" delivery of psychological services via consultation versus more labor-intensive "direct" intervention; (b) the development of instructional strategies based on new views of learning and cognition; (c) increased emphasis on cooperative arrangements in classrooms; (d) the use of authentic assessment procedures; and (e) peer mediation and other democratic structures that are designed to reduce students' misconduct and promote civility. n the face of increasing need for special education services, costs spiraling out of control, pressures for accountability, and the emergence of new perspectives about learning and teaching, psychologists have assumed new roles as providers of direct and indirect services in school settings. Here, we discuss the delivery of psychological and instructional services to students with special needs and describe emerging strategies for providing ancillary psychological services, teaching students, assessing their learning, and managing their behavior.This article consists of two sections, each under the umbrella of applied psychology. The first section describes the shifting philosophy of school psychology and presents examples of the emerging &dquo;indirect&dquo; method of collaborative problem solving in the delivery of psychological services via consultation. The second section describes applications of new knowledge in educational psychology to teaching students with special needs, assessing their learning, and managing their behavior.

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Historical, current, and future models of schools as health care delivery settings.

Cited by 39 publications

References 17 publications

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

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

Utilization of School-Based Professional Services: An Exploratory Analysis of Perceptions of Mentor Teachers and Student Teachers

School and Educational Psychologists

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