School mental health professionals’ training, comfort, and attitudes toward interprofessional collaboration with pediatric primary care providers

Arora, Prerna; Connors, Elizabeth H.; Biscardi, Krystin; Hill, Allison M.

doi:10.1080/1754730x.2016.1181526

Cited by 4 publications

(9 citation statements)

References 45 publications

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“…Further, we found that current practices in IPC with medical providers occurred rarely. This is consistent with previous research that reported infrequent IPC between SMH providers and PCPs (Arora et al, ) and school psychologists and PCPs (Bradley‐Klug et al, , ). The most frequent practice related to IPC was engaging in collaboration through exchange of records.…”

Section: Discussionsupporting

confidence: 92%

“…The most frequent practice related to IPC was engaging in collaboration through exchange of records. This finding is consistent with previous research that found that school psychologists’ and SMH providers main reason for communicating with PCPs is to request or provide information about students (Arora et al, ; Bradley‐Klug et al, ). Overall, these findings suggest limited IPC between school psychologists and medical providers.…”

Section: Discussionsupporting

confidence: 91%

“…This study sought to examine school psychology trainees’ and professionals’ training, preparedness, and current practices related to IPC with medical providers. Initial results indicated that both professionals and trainees reported relatively low levels of perceived training and preparedness related to IPC, which is consistent with the previous research that reported infrequent training experiences related to IPC for SMH providers (Arora et al, ). This finding suggests that certain school psychology professionals and trainees may not receive the necessary training or may not feel sufficiently prepared to engage in IPC.…”

Section: Discussionsupporting

confidence: 87%

“…In a complementary study, results indicated that the majority of school psychologists reported communicating with pediatricians only a few times yearly (Bradley‐Klug et al, ). Similarly, a study of school mental health (SMH) professionals, providers that include school social workers, school counselors, school nurses, as well as school psychologists, found limited IPC with primary care providers (PCPs; Arora, Connors, Biscardi, & Hill, ). Thus, while previous literature has pointed to infrequent IPC between SMH providers and certain types of medical providers (i.e., pediatricians, PCPs; Shaw & Páez, ; Wodrich, ), to our knowledge no empirical literature assessing IPC between school psychologists and medical providers exists.…”

Section: Introductionmentioning

confidence: 99%

“…Despite these recent shifts, it remains unclear as to what degree school psychologists are receiving training in how to effectively engage in IPC. A recent study of SMH professionals, including a small number of school psychologists (4.7% of the sample), found that a large number of participants reported that they did not receive training in how to engage in IPC with PCPs, though a majority of the professionals reported a strong interest in receiving this type of training (Arora et al, ). Since training in IPC is purported to be a critical future determinant of IPC among professionals (Margison & Shore, ), research that focuses specifically on school psychologists’ training and subsequent preparedness in IPC with medical providers is needed (Bradley‐Klug et al, ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices

Arora

Levine

Goldstein

2018

Psychology in the Schools

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Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees' and professionals' perceptions of training, preparedness, and current practices related to IPC with medical providers. Survey results indicated that participants (N = 317) endorse relatively low levels of training and preparedness and limited practice of IPC with medical providers. Additionally, results indicated that perceptions of training and preparedness were associated with current practices in IPC with medical providers. Findings demonstrated the impact of training and preparedness on subsequent engagement in IPC and have implications for the future training of school psychologists as they seek to address the needs of youth with chronic health conditions. K E Y W O R D S interprofessional collaboration, preparedness, school psychology, training

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices

Arora

Levine

Goldstein

2018

Psychology in the Schools

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Collaboration is key: School psychologists' experience in suicide intervention

Hopple

Ball

2022

Psychology in the Schools

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School psychologists are key school-based personnel when responding to suicidal thoughts and behaviors. The present paper explored the experiences and attitudes of school psychologists, with a special focus on collaborating during suicide intervention activities. Using a descriptive phenomenological approach, a purposive sample procedure identified 10 school psychologists. Data were collected via inperson, semi-structured interviews. Most participants were female (n = 9) and all were practicing within the school setting and had delivered suicide intervention activities.Experiences described through interviews suggested collaboration while responding to suicide was a common activity that enhances the quality of services, external collaboration-though beneficial for students-can be a barrier to the provision of services, school psychologists cope through collaboration, and suicide intervention services would benefit from increased collaboration.Implications for practice include working to develop stable partnerships with external stakeholders and increasing collaboration during suicide assessment and response.

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Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

Arora

Connors

George

et al. 2016

Clin Child Fam Psychol Rev

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Evidence-based assessment (EBA) is a critically important aspect of delivering high-quality, school-based mental health care for youth. However, research in this area is limited and additional applied research on how best to support the implementation of EBA in school mental health (SMH) is needed. Accordingly, this manuscript seeks to facilitate the advancement of research on EBA in SMH by reviewing relevant literature on EBA implementation in schools and providing recommendations for key research priorities. Given the limited number of published studies available, findings from child and adolescent mental health and implementation science research are also included to inform a robust and comprehensive research agenda on this topic. Based on this literature review, five priorities for research on EBA in SMH are outlined: (1) effective identification of assessment targets, (2) appropriate selection of assessment measures, (3) investigation of organizational readiness for EBA, (4) study of implementation support for EBA, and (5) promotion of EBA data integration and use. Each priority area includes recommended directions for future research. A comprehensive and robust research agenda is warranted to build the science and practice of implementing EBA in SMH. Specific directions for this agenda are offered.

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School mental health professionals’ training, comfort, and attitudes toward interprofessional collaboration with pediatric primary care providers

Cited by 4 publications

References 45 publications

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices

Collaboration is key: School psychologists' experience in suicide intervention

Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

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