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Chapters 10 and 11

Merrell, K.W., Ervin, R. A., & Peacock, G. G. (2006). School psychology for the 21st century: Foundations and practices. Chapters 10 and 11. School psychology for the 21st century: Foundations and practices. Chapter 10: The School Psychologist’s Role in Prevention and Intervention

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Chapters 10 and 11

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  1. Merrell, K.W., Ervin, R. A., & Peacock, G. G. (2006). School psychology for the 21st century: Foundations and practices. Chapters 10 and 11

  2. School psychology for the 21st century: Foundations and practices. Chapter 10: The School Psychologist’s Role in Prevention and Intervention Part 2: Mental Health and Social-Emotional Behavior

  3. Mental Health Services • Only 20% of students who need mental health services. • 70-80% of those get them within the schools • 16%-22% of children have dx disorder • 4% -8% with significant issues • ~12% of children receive SPED services • Services fall within three categories • Psychiatric disorders • Problem and at-risk behaviors • Delinquency

  4. ADHD Data • ADHD • Percents (more disorder than ADHD) • 44% have one • 33% have two • 10% have three • Types of Comorbidity • Conduct Disorder • Anxiety Disorder • Academic problems • 50% with ADHD are in SPED • Early intervention with ADHD decreases comorbidity

  5. Psychostimulants for Tx of ADHD • Effective in most children with ADHD • Medication alone is useful. • Therapy alone is useful. • Together = best. • Side effects: • Delayed onset of sleep • Headaches • Stomachaches • Anxiety • Withdrawal • Tics

  6. Diagnostics • Diagnoses: “constellations of covarying behaviors that can help to inform the “what” of behavior.” • Can provide a quick description of the problem. • Examines: common etiology, mechanism, or function • Organize our thinking on the problem • Can (not always) link dx to tx through research-based methods (Evidence Based Practice) • Do NOT get stuck in thinking that the problem you are seeing is completely tied to the dx. • Child can have two separate problems • Child can have different reactions to a problem • Problem may be antecedent but some other consequence is sustaining the behavior. (A-B-C)

  7. Problem Solving Model

  8. Prevention • Prevention Models • Primary (universal supports) • Secondary (targeted supports “at-risk”) • Tertiary (already experiencing problems) • Data driven • When prevention doesn’t happen • 1% - 5%: Children with severe behavior problems • 50%: Office referrals from severe behavior problems

  9. Externalizing/ Internalizing Tx Parent Management Training Cognitive-Behavioral Therapy • Good for externalizing issues • Empirically supported • Psychoeducational in nature • Shift towards POSITIVE interactions • Parenting SOS series • Good for internalizing problems • Focuses on cognitive distortions • Focus on patterns of behavior • Systematic desensitization • Relaxation training • Coping skills

  10. School Psychologists Need to Be: • Aware of the nature, scope, complexity, and developmental trajectories of student mental health and social-emotional issues that point to the need for early detection, primary prevention, and intervention. • Knowledgeable about evidence-based treatments for addressing these concerns. • Prepared to interact with professionals from medicine, clinical psychology, and community care to ensure access to treatment. • Experts in the application of a data-oriented problem-solving approach to management of primary, secondary, and tertiary intervention efforts.

  11. School psychology for the 21st century: Foundations and practices. Chapter 11: The School Psychologist’s Role in Facilitating Systems Change

  12. The School Context • Technology advances and changing dynamics of the workforce. • Increased heterogeneity of the student population and increased number, severity, and complexity of student needs • The push for evidence-based practices and increased accountability despite diminishing resources. • Change as a unifying feature of the challenges facing school systems.

  13. Skills for Systems Change • Understanding human behavior from a social systems perspective. • Ability to use collaborative planning and problem-solving procedures. • Familiarity with principles for organization change • Problem-solving and planning cycles of a school from an organizational perspective. • The characteristics of an operating school district from a systemic perspective. • The steps in a strategic planning process.

  14. Systems-Change Theory • “Two or more individuals whose interaction is intended to produce a desired outcome.” • Rules of System: • When one part changes, it effects change in other parts. • Learn how the different parts of the system work together. • Identify who the “change agents” are in the system • Focus: • Teaching skills needed • Building the capacity for systems to adopt new skills

  15. Steps to Systems Change Catalyst for change Steps to Systems Change • Target visible problems • Establishing a coalition of groups • Staffing the campaign • Assemble the right information • Launch the campaign • Creating readiness • Vision and leadership • Identify the problem • Getting stakeholder buy-in • Infrastructure Redesign • Initial implementation • Institutionalization • Ongoing evolution

  16. Discussion: Page 239 #4 • Read question #4 on Page 239 of your textbook for this chapter. Feel free to discuss this topic on the Blackboard forum.

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