The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools

Ormiston, Heather E.; Nygaard, Malena A.; Heck, Olivia C.

doi:10.1080/15377903.2020.1848955

Cited by 9 publications

(4 citation statements)

References 67 publications

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“…Adolescent mental health diseases have become an important factor affecting the healthy development of adolescents. Serious mental health problems affect adolescents' daily life and learning, and even intervene in their judgment of the world, thus forming abnormal and distorted values and world outlook [1][2][3]. Most of the common mental health problems of teenagers are caused by the external environment, which often lacks the corresponding psychological guidance and education; therefore, timely intervention and treatment for the mental health problems of teenagers and timely intervention and treatment through drugs or psychotherapy will play a good role in improving the mental health status of teenagers.…”

Section: Introductionmentioning

confidence: 99%

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

2022

Occupational Therapy International

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With the continuous satisfaction of material life, teenagers’ physical health has been generally improved, and all aspects of competition have posed a challenge to teenagers’ mental health. Therefore, both at the family level and at the school level, teenagers’ mental health education has been paid more and more attention. The school cooperative education model came into being, which has had an important impact on the mental health education of teenagers. Family education is the first level of education for teenagers. Parents’ role model, family education concept, and education model all play a key role in the development of children’s mental health. Based on this, this paper will focus on optimizing the home-school cooperation strategy, further clarify the main responsibilities of the school, teachers, and parents in the home-school cooperation education in the strategy, establish and improve the home-school cooperation mechanism based on this, and focus on the cultivation of parents’ mental health education and teachers’ mental health guidance professional skills in this process. Based on the current situation of network home-school mental health coordination and mental health education, this study takes teenagers as the research object, aiming at the common psychological problems in learning, social adaptation, and interpersonal communication, and tries to study the problems of promoting teenagers’ mental health from the perspective of integrity and development. The developed home-school collaboration method is to verify that the network home-school collaboration method is more effective than the traditional home-school collaboration method in promoting the mental health development of primary school students, so as to provide a reference for the theory and practice of home-school collaboration under the network environment to carry out mental health education. According to the corresponding network information intelligent algorithm, this paper constantly adjusts the coordination strategy between family and school and guides teenagers to internalize the corresponding excellent behaviour into their own habits. In the experimental part, the psychological assistance treatment scheme proposed in this paper is verified and analysed. The experimental results show that the psychological assistance treatment program for adolescents proposed in this paper has obvious effects. School education has a special mental health counseling center and special psychological teachers, which can carry out mental health education more scientifically. The unity and cooperation between family education and school education can combine the educational power of parents and schools to fully develop the mental health of teenagers.

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Section: Introductionmentioning

confidence: 99%

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

2022

Occupational Therapy International

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“…From input and SEL instruction from classroom teachers to mental health and trauma services provided by the school counselors, school social workers, and/or school psychologists to the administrative support and creation of a supportive school environment, collaboration is key. Additionally, Ormiston et al (2020) specifically call on school psychologists as particularly prepared to implement TI strategies (e.g., intervention selection, assessment) across the continuum of services and supports proposed in the TI-MTSS approach while collaborating with colleagues in the school and community. Therefore, all school personnel need to have a clear understanding of terms, services offered, and their role in supporting students' mental health and social and emotional development.…”

Section: Case Examplementioning

confidence: 99%

Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks

Guest,

Ross,

Childs

et al. 2024

Psychology in the Schools

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Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

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“…Trauma-aware education also acknowledges that neural repair is achievable through informed practice designed to address this harm and that this can enhance outcomes for not only trauma-impacted learners, but also their classmates and those practitioners who are working hard to educate them (Howard, 2019). Ormiston et al (2020) suggest that the process of educators becoming trauma-aware involves a shift in attitudes and beliefs resulting from the acknowledgment of the impact of complex trauma on child development and the education experience.…”

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confidence: 99%

“…Indeed, the title of counsellor in this context can be misleading, as much of the work of school counsellors extends far beyond the practice of counselling or even the individual support of trauma-impacted learners. In general, school counselling is understood as a 'multifaceted profession that requires a unique skill set' (Tang, 2020, p. 1), which can involve the delivery of a diverse range of services within the school setting (Ormiston et al, 2020). Work in trauma-aware education is no different, as school counsellors can be involved in a broad range of activities to address the needs and concerns of trauma-impacted learners (Costa, 2017;Howell et al, 2019;Rumsey & Milsom, 2019).…”

mentioning

confidence: 99%

The School Counsellor’s Role in Trauma-Aware Education

Howard

L’Estrange

Brown

2021

J. Psychol. Couns. Sch.

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It is not unusual for school counsellors to be involved in trauma-aware education practice; however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.

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The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools

Cited by 9 publications

References 67 publications

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information

Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks

The School Counsellor’s Role in Trauma-Aware Education

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