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Practitioner’s Perspective

Practitioner’s Perspective. To Change or Not To Change Jennifer Kitson Hays, KS 2002 Invitational Conference The Future of School Psychology November 16, 2002. Barriers to Successful Change. Focus limited to individual child Assessment limited to classification decisions

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Practitioner’s Perspective

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  1. Practitioner’s Perspective To Change or Not To Change Jennifer KitsonHays, KS 2002 Invitational Conference The Future of School Psychology November 16, 2002

  2. Barriers to Successful Change • Focus limited to individual child • Assessment limited to classification decisions • Role limited to special education • Lack of data-based decision making

  3. Helping Schools Focus on Competence • How are academic, social, and emotional learning promoted in your school/system to ensure that all students’ needs are met? • How are classroom teachers and other personnel supported, informed, and trained to deal with social, emotional, and academic performance issues? • How are evidence-based practices used to affect social and emotional learning so that high academic achievement can be attained?

  4. Systemic Change • Consider children within the context of systems • Consider mission and goals of the systems • Assess needs • Form partnerships to focus on a common goal • Develop and implement a shared plan • Evaluate outcomes

  5. Opportunities for Expanded Role • Use and expand upon community resources and connections. • Identify a need and provide a service (school improvement team, crisis intervention team) • Form relationships with PTA/PTO, site council, community coalitions/agencies. • Write a grant to provide opportunities to implement research-based and/or innovative projects.

  6. Do School Psychologists provide mental health services? If a school psychologist provides any of the following: • Providing interventions to students with chronic behavior/emotional needs • Providing staff development • Planning & implementing appropriate academic & other educational supports • Consultation to school staff &/or parentsregarding social/emotional needs of children/youth, positive behavior supports, classroom/school approaches • Screening, evaluation, identification, & referral for children exhibiting emotional disturbances

  7. Providing small group &/or individual counseling Providing resources & information to school staff &/or parents Measuring progress & improvement both for individuals & also for programs Conducting functional behavior assessments Coordinating the referral of children/families to other service agencies, related to mental health (case management) Specific skills instruction …then the school psychologist is providing mental health services

  8. Public Health Approach Provide intensive interventions for a few children Intervene early for some children Build a schoolwide foundation for ALL children

  9. Assuring Quality: • All stakeholders are integral to the design, implementation and evaluation of services • Program / services are available, accessible, & attractive • Programs & services are integrated • Systems & interventions are monitored • Interveners have appropriate knowledge & skills

  10. Assuring Quality: • Differences among students/families are valued • Empirically-supported interventions are used • Legal and Ethical issues are addressed

  11. Outcome Evaluation and Accountability: • Short-term outcome data • Long-term outcome data • Reporting to key stakeholders • Using outcome data to enhance intervention quality

  12. No one individual or group can effectively address the academic and health needs of children. Working in partnership with school personnel, families and communities, school psychologists can successfully implement systems level change to better address the needs of children.

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