Pediatric School Psychology: The Emergence of a Subspecialty

Power, Thomas J.; DuPaul, George J.; Shapiro, Edward S.; Parrish, John M.

doi:10.1080/02796015.1995.12085765

Cited by 48 publications

(8 citation statements)

References 47 publications

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“…Psychology internship sites in a general hospital setting were most likely to find school psychology students acceptable for internships. This is consistent with the previously recognized usefulness of school psychologists' skills and abilities in medical settings (Power et al, 1995;Stone et al, 1989;Wodrich and Pfeiffer, 1989). Relatively few psychiatric hospitals considered school psychology doctoral students as potential interns.…”

Section: Discussionsupporting

confidence: 89%

Doctoral School Psychology Internships in NonSchool Settings in the United States

Brown¹,

Bolen

Kissell

2003

School Psychology International

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School psychologists in the United States work in a variety of settings outside of schools, particularly school psychologists with doctoral degrees. As interns are more likely to obtain employment in a setting similar to the internship site, this study reviewed non-school internship centres that indicated they would consider applications from school psychology doctoral students. Internship directors were asked to complete a questionnaire about the characteristics of the internship site and their perceptions of doctoral interns. School psychology interns devoted the majority of their time to individual and group counselling and psychotherapy and assessment. School psychology interns were perceived as having strengths in educational and psychological assessment and consultation and weaknesses in individual, group and family counselling/psychotherapy. Doctoral students from school psychology programs are perceived as strongest in areas equated with the traditional role of school psychologists in the schools, and weakest at the tasks in which they would devote most time in non-school settings. School psychology doctoral students seeking an internship outside of schools should select additional coursework in counselling and psychotherapy, diagnostic personality assessment and practica in settings similar to the desired internship site. Training programs can support students by providing mentorship and assistance in obtaining the requisite courses and field experiences.School psychologists in the US traditionally work in public school settings, and about 85 percent are currently employed in public schools (Reschly,

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Section: Discussionsupporting

confidence: 89%

Doctoral School Psychology Internships in NonSchool Settings in the United States

Brown¹,

Bolen

Kissell

2003

School Psychology International

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“…To work effectively with children who have impairments, school professionals need to understand the child's medical condition and the unique ways in which it has an effect on academic and social performance. Furthermore, health professionals need information from school professionals to understand how the child is coping in the community and responding to interventions, such as varying doses of medication (Power, DuPaul, Shapiro, & Parrish, 1995). Parents are often placed in the difficult position of mediating the relationship between school and health system, but this often does not promote effective care.…”

Section: School and Health Systemmentioning

confidence: 99%

Collaborative Practices for Managing Children's Chronic Health Needs.

Power

2006

Chronic Health-Related Disorders in Children: Collaborative Medical and Psychoeducational Interventions.

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Chronic health problems can have an effect on children in virtually every domain of their lives. Individuals from a wide range of systems influence the course of development for children with chronic medical conditions, including family members, neighbors, and community residents, as well as professionals in the health and educational systems. Child development is strongly influenced not only by interactions that occur within systems (e.g., parent-child relationship, physician-child relationship), but also by the quality of interactions between systems (e.g., family-health provider relationships, parent-teacher relationships; Kazak, Rourke, & Crump, 2003;Pianta & Walsh, 1996). Collaborative practices among professionals and family members can be critical in planning interventions and sustaining effective care for children with chronic health needs (Power, DuPaul, Shapiro, & Kazak, 2003). This chapter describes numerous impairments associated with chronic health conditions and systemic factors that influence the level of competence and impairment experienced by these children. The chapter highlights the importance of understanding cross-system linkages and promoting collaborative practices among professionals, family members, and community 7

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“…Exciting new roles are developing for school psychologists in community schools (Reeder et al, 1997). These roles include (a) providing early intervention for students with or at risk for chronic health problems (Black, 1995; Wolters, Browers, & Moss, 1995); (b) establishing school-based health promotion and risk prevention programs that accomplish change at the systems level (Zins & Wagner, 1997); (c) providing training to school and health professionals regarding strategies to address the needs of children and adolescents with or at risk for health problems (Power, DuPaul, Shapiro, & Parish, 1995); and (d) conducting research to evaluate strategies to manage and prevent chronic health problems (Power, Heathfield, McGoey, & Blum, in press).…”

Section: Brief Content Summarymentioning

confidence: 99%