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

Abstract

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

Interprofessional Collaboration in School-Based Settings Part 1: Definition and the Role of the School Nurse

“…This collaboration, however, goes beyond professionals simply working alongside each other. To be a truly collaborative effort, professionals must learn from each other, support each other, and create treatment plans with each other to achieve the best outcomes (Arora et al, 2019;Kerins, 2018). To further identify the distinctive characteristics of IC, Schot et al (2019) identified three themes of successful IC:…”

“…There is evidence that creating a collaborative care plan may have better outcomes than multiple professionals working on treatment independently and in isolation (Arora et al, 2019;Kerins, 2018). This collaboration combines the knowledge of all professionals and allows for more health care professionals to assess and monitor the progression of symptoms and treatment (Arora et al, 2019). Schools are an excellent place to promote and integrate IC, and some are already engaged in this endeavor (Stone & Charles, 2018).…”

Interprofessional Collaboration in School-Based Settings, Part 2: Team Members and Factors Contributing to Collaborative Success

“…In circumstances such as this, IC must begin with the parent providing consent to the school to work with outside professionals. Other common barriers to IC include difficulty with communication and confidentiality, time constraints, and ability of educators to recognize physical and mental health concerns (Arora et al, 2019; Ekornes, 2015).…”

Coordinating Autism Care Across Schools and Medical Settings: Considerations for School Psychologists

“…A survey of school psychologists by Bradley-Klug et al (2013) found that less than half of the respondents reported they collaborated with pediatric medical professionals. When contact with these professionals did occur, the main reason reported was to request or provide information about students (Arora et al, 2019; Bradley-Klug et al, 2013). A recent survey (McClain et al, 2019) of a national sample of school psychologists found that 67% of school psychologists engage in care coordination with professionals outside of the school system when providing services to students with ASD.…”

“…School psychologists and trainees should self-assess their perceived preparedness and training for interprofessional education and collaboration. For sample interprofessional collaboration competencies, see Arora et al (2019). School psychologists who desire additional training in this area should seek out training opportunities.…”