Tertiary intervention: Conceptual framework for school counselor education and practice

Klingman, Avigdor

doi:10.1007/bf00116430

Cited by 5 publications

(8 citation statements)

References 11 publications

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“…RTI is loosely based on a public health prevention model (Caplan, 1964) as adopted in the school psychology literature (e.g., Klingman, 1986; Klingman & Ben Eli, 1981). In public health domains, prevention models assess the population's risk status as a whole and initiate widespread preventive actions to inoculate the population against a disease or condition (e.g., tetanus, diphtheria, serious flu viruses).…”

Section: Conceptual Framework For Tiersmentioning

confidence: 99%

RTI Tier Structures and Instructional Intensity

Mellard

McKnight

Jordan

2010

Learning Disabilities Research &Amp; Practice

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Response-to-intervention (RTI) frameworks have become increasingly prevalent in schools as an academic and behavioral prevention and intervention organizational approach that emphasizes students' responsiveness and nonresponsiveness as indicators of appropriate curricular and instructional decisions. Theoretical as well as practical descriptions of RTI always include the concept of increasingly intense interventions to ensure that students receive sufficient learning opportunities to optimize their successful learning and achievement. This article describes 10 dimensions by which intervention intensity might be increased and reports data from a study of 41 schools related to some of these dimensions. Implications for federal, state, and local policy and local school and classroom implementation are identified for consideration in planning, implementing, and sustaining RTI.

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Section: Conceptual Framework For Tiersmentioning

confidence: 99%

RTI Tier Structures and Instructional Intensity

Mellard

McKnight

Jordan

2010

Learning Disabilities Research &Amp; Practice

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“…Tertiary prevention endeavors to provide an appropriate setting for the returning pupil's readjustment in terms of how the educational system and the individuals within this system (i.e., staff and peers) relate to that pupil. The emphasis, then, is on systematically preparing both school staff and peers to take an active part in the reintegration of former remedially treated cases into regular activities, thus preventing possible relapse and facilitating the retumee's integration (Klingman, 1986a).…”

Section: A Five-level Interventionmentioning

confidence: 99%

A five level intervention model: division of professional labor and implication for school counseling

Klingman

1989

Int J Adv Counselling

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Mental-health services can contribute substantially to many areas of school life, but the nature and effectiveness of these contributions depend to a large degree on the willingness of the personnel involved to work as a team and to develop new perspectives and practices. This article presents a five level model of mental-health intervention in the school setting and posits a division of responsibility for that intervention among the school psychologist, the school guidance counselor and the teacher. Implications for a school-counselor preparation program are discussed.Psychoeducation has been accorded an important role in counseling psychology in general (e.g,, Authier, Gustafson, Guemey and Kasdorf, 1975;Ivey, 1979;Watkins, 1985) and school counseling in particular (e.g., Klingman, 1983; Valine, 1981, 1984). The purpose of this article is to present a psychoeducationally-oriented intervention model for the school setting that has direct implication for pupil-personnel services. The five-level model of intervention adopts a community psychology orientation (e.g., Mann, 1978;Raviv, 1979) and follows a developmental counseling approach. In this model, a division of professional responsibility among the school psychologist, guidance counselor and teaching staff, as well as a proposal for the active involvement of all these personnel, is presented across the five-level intervention modality. A two dimensional view of interventionIn our context psychoeducalion refers to the teaching of psychological knowledge and skills, Ihe training employed being relevant to the growth of the individual being taught. Psychoeducation focuses on teaching skills to clients undergoing a crisis; skills that will enable them to cope more effectively. It further aims at teaching non-clients, assuming that they can be taught the relevant knowledge and skills that will enable them to cope more effectively if and when a problem, developmental and/or situational, arises.

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“…Tertiary intervention is aimed at pupils who have undergone treatment in a protected environment and are resuming an active role in the school's academic and social life-e.g., those hospitalized for physical injuries in a disaster, those receiving crisis intervention for transient stress reactions, those treated for psychopathological symptomatology. The goals of school-based tertiary intervention may range from recovery of previously held academic and social competencies and/or the acquisition of new ones needed for successful readjustment and relapse prevention to modification of environmental characteristics that have been shown to impede reintegration (Klingman, 1985b). For example, intervening to educate a school community about the nature of posttraumatic stress disorders can help to short-circuit and allay misguided ideas and expectations held by staff and peers about a returning child's condition, thus assuring that a child will be received in an optimally helpful atmosphere.…”

Section: Tertiary Preventionmentioning

confidence: 99%

School community in disaster: Planning for intervention

Klingman

1988

J. Community Psychol.

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Psychologists' intervention in school disasters, as well as in community disasters affecting a school population, entails a major departure from their traditional role. This article presents a preliminary model for disaster intervention in schools, reconceptualized from the preventive model (Caplan, 1964) underlying community mental health intervention and modified to meet the specific needs of the school organization in disaster. The implementation of the model's principles is outlined, and the implications for communitybased intervention are discussed.

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Tertiary intervention: Conceptual framework for school counselor education and practice

Cited by 5 publications

References 11 publications

RTI Tier Structures and Instructional Intensity

RTI Tier Structures and Instructional Intensity

A five level intervention model: division of professional labor and implication for school counseling

School community in disaster: Planning for intervention

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