Role Of School Psychologist Research Articles

Providing LGBTQIA+ affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A).

Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing the mental health concerns of LGBTQIA+ (lesbian, gay, bisexual, transgender, questioning/queer, intersex, and asexual, with the '+' capturing other identities within the gender and sexually diverse population) youth. Because many adolescents do not have access to mental health care, schools have an important role to play in meeting the mental health needs of LGBTQIA+ youth. To address these issues, we propose LGBTQIA+ affirming adaptations to the dialectical behavior therapy (DBT) Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) curriculum using Pachankis et al.'s (2023) Adaptation Model to provide practitioners with a culturally affirming model of this social-emotional curriculum, while highlighting the utility of this framework in adapting other evidence-based interventions in schools. We walk readers through each module of DBT STEPS-A and provide rationale for adapting these skills for LGBTQIA+ youth. We offer specific adaptations that facilitators can make through psychoeducation and skills training. For example, we provide sample dialectics that mirror the experience of minority stress and propose examples of coping skills that are relevant for LGBTQIA+ youth (e.g., distracting and self-soothing to tolerate distress). Finally, the role of school psychologists in meeting the mental health needs of LGBTQIA+ youth is discussed along with implications for practice and future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effectiveness and acceptability of remote consultation to promote positive behaviors in preschoolers

AbstractOne of the roles of school psychologists is consultation, an indirect service delivery method in which the consultant (i.e., the school psychologist) supports students' academic, behavioral, and social‐emotional functioning through collaborating with teachers and parents. Conjoint Behavioral Consultation (CBC), also known as Teachers and Parents as Partners (TAPP), is unique in that teachers and parents work together during the consultation process to improve elementary, middle, and high school students' functioning. This study evaluted the effects of CBC for children in early childhood when conducted via remote delivery. A nonconcurrent multiple baseline across participants design was used to evaluate the efficacy of CBC at improving outcomes for children in early childhood at home and school. Additionally, teacher and parent acceptability of CBC and CBC provided remotely were assessed. Participants included four parent‐teacher‐student triads. Results found CBC to improve difficulties for preschool children across settings. Additionally, CBC acceptability via remote delivery was high for both parents and teachers.

Empoderando la Educación Culturalmente Receptiva: El Papel Vital de los Psicólogos Escolares

This article explores key components of the United States school system, emphasizing the role of school psychologists in supporting both general and special education. It highlights the framework of Multi-Tiered Systems of Support, demonstrating how it aids in identifying and addressing students' academic and socio-emotional needs. The importance of cultural and linguistic diversity is analyzed, with insights from a Latina school psychologist advocating for inclusive practices. The article also provides practical strategies for creating a supportive learning environment, emphasizing collaboration between teachers and parents to ensure the success and well-being of all students.

Teachers as caregivers of grieving children in school in the post-COVID-19 era: using the self-determination theory to conceptualize teachers' needs when supporting grieving children's mental health.

It has been estimated in recent studies that more than 1.5 million children worldwide lost a caregiver due to the COVID-19 pandemic. Childhood bereavement is associated with heightened risks of impaired academic and social performance, mental health issues, substance use disorders, and higher mortality rates. Yet children may receive insufficient support post-loss. Although the role of school psychologists in supporting grieving students has been examined, little is known about the role of teachers in this context. Specifically, knowledge about teachers' needs when supporting bereaved children is lacking. The study's aim was to explore teachers' needs, drawing upon a well-established framework-self-determination theory (SDT)-which focuses on three human needs considered essential for optimal functioning: autonomy, competence, and relatedness. Employing a qualitative approach, 36 teachers were interviewed about their needs when supporting grieving students. Interviews were transcribed and then analyzed using thematic content analysis. Analysis revealed three SDT-related needs: knowledge (theory- and practice-related), acknowledgment, and support (emotional and practical). The findings enhance our theoretical understanding of childhood bereavement and may promote policy changes that ensure teachers' needs satisfaction. Its significance lies in the basic premise that supporting teachers' needs in the context of pediatric grief may eventually lead to their optimal ability to enact best practices for supporting grieving students' well-being.

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective

Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists’ role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants’ expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates’ risk assessment preparedness.

Inclusive Education in Nepal and Role of School Psychologist

Inclusive education is a strategy that identifies children who, for any reason, are
 excluded. from a specific context of schooling and promotes a process of social and
 academic inclusion of all children within the school Traditionally, learning outcomes
 for students involve academic, social, and emotional outcomes and are closely tied to
 a school’s culture and ethos. Many school psychologists, as well as child therapists and
 professionals, have been seriously concerned with the effectiveness of their individualcentred
 practice, and they are concerned with the development of more child-focused
 and system-centered approaches as they recognise that incorporating children’s and
 stakeholder perspectives into the counselling or therapeutic process appears to improve
 its effectiveness. The major objective of this review is to understand the current context
 of inclusive education in Nepal and also compare it with international progress in
 inclusive education. In In addition, the role of school psychologists in improving the
 inclusive education environment is also studied. Although an inclusive educational
 environment benefits students greatly, it is not widely recognised due to a lack of
 awareness and strategic education implementation. policies that promote inclusive
 education. School psychologists play the most vital role in the successful implementation
 of inclusive education, as they understand the school environment’s pros and cons and
 students’ psychological states in every inclusive environment. And for this reason, the
 presence of school psychologists is essential in any inclusive educational environment.

Commentary: If not you, then who: Equity, social justice, and the role of school psychologists in ensuring reading success for all learners.

Over the last 2 years, the world has witnessed an unprecedented set of events that have changed the course of history. The global COVID-19 pandemic heightened awareness of both social, economic, and health disparities and racial injustices suffered by Black, Brown, and poor people in the United States. Although we are still learning about the impact of these disruptions on learning and achievement, emerging data indicates that children's experiences varied widely and that disparities that were present before the pandemic only got worse. Thus, it is not surprising that, this time around, conversations about reading have pivoted towards attempts to include an equity and social justice perspective. We argue that a focus on specific evidence-based practices or interventions to address differences in reading achievement among subgroups of students may be insufficient. Instead, a more comprehensive approach that focuses on achieving equitable systems (e.g., addressing the historical, political, social, or economic systems which produce and contribute to disparities) and equitable processes (e.g., implementing organizational structures and adopting specific practices that broaden participation and elevate perspectives from marginalized groups) may be required for meaningful and sustainable change. In this commentary, we offer three ways school psychologists can advance reading research and practice towards more equitable reading success. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Commentary: Teaching expertise is the best antidote for educational inequities.

This article discusses teaching expertise as the best antidote for educational inequities. Economically disadvantaged and minority students are over-represented in the population of those experiencing reading difficulties, and therefore the societal scourges of systemic racism and persistent economic inequalities are to blame. Closer examination of these variables, however, suggests that minority students attend under-resourced schools in greater numbers than white students and schooling itself predicts outcomes more than race alone. In other words, students who attend poor schools in unsupported environments are at risk for academic failure-no matter their race. While chronic inequities in schooling associated with race and poverty are currently receiving more attention, a substantial number of middle class and more advantaged students are also not learning to read proficiently. What do these children's experiences have in common with their less advantaged peers? They also are not receiving effective instruction, even though their schools have more material resources and fewer excuses for low reading achievement. There are several explanations for this chronic state of inadequate and ineffective reading and language instruction. First, the schools of education have been slow to embrace the science of reading on a wide enough scale. Second, faulty ideas about learning to read are deeply engrained in teacher culture and are perpetuated by publishers who will sell whatever consumers will buy, regardless of evidence for effectiveness. Third, the persistence of misconceived practices can be attributed to the fact that teaching reading is by nature very complex and challenging. For shifts to occur in the roles of school psychologists and other support personnel, professional learning opportunities must be expanded to include in-depth understanding of reading acquisition, reading disabilities, and research-aligned instructional practices. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation

ABSTRACT In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains related to equity and schoolwide safety and practices (Domains 8 and 6) and more specific graduate education requirements for consultation training in practica as key changes that could facilitate a broader role of school psychologists in school-based consultation. The five articles in the special series are summarized with a focus on how the authors leverage the new NASP standards to advance training and the delivery of consultation practice to enhance equity and social justice in their respective settings.

Early Childhood Focused Consultation in School Psychology: Examining Current Practice, Identifying Future Opportunities

ABSTRACT Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium of scholarly work reflecting the contemporary role of school psychologists using consultation to provide a broader range of supports in early childhood settings. The introduction outlines the need for consultative approaches when working in early childhood settings and provides a brief overview of each article featured in the special issue. It is our hope that this special issue is a critical next step in the implementation of a comprehensive service delivery model in early childhood settings where consultative approaches are the primary mechanism used to support the educational short-term and long-term needs of young children and their families.

The Role of School Psychologist in Presenting Positive Development Innovations in Learning

The Role of School Psychologist in Presenting Positive Development Innovations in Learning

Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities

Postsecondary attainment is often viewed as an accomplishment yielding financial, social, and economic gains. Moreover, education has been a passport to a better quality of life. However, certain populations are often hindered from achieving these aforementioned goals. In particular, Black males are viewed from a deficit perspective, especially when it comes to excelling and achieving in the sphere of education. The authors discuss the collaborative role of school psychologists and school counselors as change agents in the college and career readiness of Black males. Specifically, the authors present an innovative approach to using a culturally responsive multitiered system of support that infuses Critical Race Theory to address the negative postsecondary outcomes Black males encounter. School psychologists and school counselors are appropriately trained to implement this model; therefore, recommendations for policy, practice, and research are provided in this article. Impact Statement Given the recent events of anti-Black racism against Black boys and men, currently Daunte Wright and George Floyd in addition to Trayvon Martin, Jordan Davis, and Tamir Rice, it is obvious that a culturally responsive approach is needed to engage and work with Black males. In the U.S. education system, Black boys and men have the poorest educational outcomes, especially with high school graduation, college-going, and college graduation rates. Therefore, school psychologists and school counselors must serve as the bridge to preparing Black males for postsecondary opportunities and they possess the skills and training to potentially change the narrative and statistics regarding Black boys as well as men in education and beyond.

Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete

In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.

Centering Families: Advancing a New Vision for School Psychology

At the turn of the current century, Sheridan and Gutkin shared perspectives on the status and future of school psychology. Limitations of then-standard school psychological practices focusing on a medical model of service-delivery were raised, and approaches to realize a new paradigm, including advances in conceptual, empirical, and practical vantage points, were offered. Given the many challenges confronting society today, we argue that this paradigm be focused squarely on the oft-overlooked mesosystem as a critical malleable factor influencing children’s learning and development. In this paper we summarize and critique the paradigm advanced in 2000 and offer a vision for school psychology that centers families as the essential focus of our work. We contend that our failure to do so heretofore has contributed to oppression and alienation of minoritized groups and reinforced White supremacy in U.S. schools. Further, we provide empirical evidence for centering on family voice and experience by partnering with families as co equal stakeholders. What is missing is an emphasis on family–school partnerships in professional standards, district and school policies and structures, and educators’ role articulations. Thus, we offer and illustrate specific roles for school psychologists to lead systemic change recognizing that, if adopted, could change everything. Impact Statement Much has changed in the world, and in school psychology, since Sheridan and Gutkin (2000) offered a new paradigm and ecological lens for school psychology and by extension, education in general. We offer a vision for the future that embraces and ensures all families’ perspectives and voices are heard and integrated in educational research, policy and practice, including the perspectives and voices of minoritized families. We argue that engaging with families as partners is essential to promote equity for all children.

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.

School psychologists as agents of change: Implementing MTSS in a rural school district

AbstractThis case study focuses on the role of school psychologists during the transition to and implementation of multi‐tiered systems of support (MTSS) in a small, rural school district. It provides guidance to other school psychologists in similar rural districts on how to support a system‐level change from the individual building level to the entire district level. The case study highlights the ways that the school psychologists' roles have changed due to the MTSS process as well as challenges that the district overcame. Further, it showcases that school psychologists can be valuable team members and can successfully advocate for change. It concludes with a summary of specific core components that have been essential in effectively implementing the frameworks at the school district level. Last, recommendations are provided to other practitioners regarding anticipated changes to MTSS given the extended school closure occurring due to the global pandemic.

Psychoeducational Assessment of Transgender and Gender Nonconforming (TGNC) Individuals: Recommendations for Best Practices

This article addresses the need to support and advocate for students identifying as transgender/gender nonconforming (TGNC). As school psychologists, the standards and practices as outlined by the National Association of School Psychologists and the American Psychological Association emphasize the respect and protection of people of all ethnicities, cultural background, creeds, gender identity and how they identify themselves as people. School psychologists work to engage and advocate ranging from an individual student to helping evaluate and transform delivery of services, including assessment, systemically, such as schools and training programs. The authors have reviewed literature and advocacy resources in identifying the roles of school psychologists in this role of advocacy. The authors describe the intersection of person, all the confluences of what becomes that person, and society. The referral for assessment and the assessment, itself, is often the start of the school psychologist’s interactions with the students with whom they engage and support in the school setting. The intention of this article is to convey resources, provide professional context, and start a list of resources to support, at times evaluate needs, and to advocate for their needs. The issue, as stated, is not having TGNC individuals educate the professionals on who they are but for the school psychologists to develop an understanding of this aspect of the human experience as children, neighbors, partners, and a continuum of humanity.

The School Psychology Shortage and its Impact on Family-Based Programming

The National Association of School Psychologists (NASP) emphasizes the role of school psychologists across a variety of domains, including engaging with families across multiple tiers of support (NASP, 2010a). However, the national school psychology shortage, leading school psychologists to work across various schools, may play a large role in the ability to work with families successfully and provide them with appropriate supports in the school setting. This study investigated the relationship between the current number of schools served by school psychologists, the availability of family-based engagement and intervention programs, and those responsible for implementing such programs. Survey results from 232 practicing school psychologists indicated 75% serve multiple schools. The number of schools served significantly related to the availability of parent education programs in schools, as well as those responsible for implementing parent education, parent involvement, and parent training programs. Other school-based professionals, such as teachers, school counselors, school social workers, and practicum students, were responsible for implementation when school psychologists were serving multiple campuses. Implications for training and future research are discussed.

Case Conceptualization as an Alternative to Educationally Related Mental Health Assessments

School psychologists play an essential role in the provision of school-based mental health services yet continue to spend the majority of their time conducting psychoeducational assessments. In California, changes in law regarding the provision of mental health services have increased the tension around the role of school psychologists and led to models for determining the need for mental health services that are inefficient and present a potential barrier to students receiving services in a timely manner. The paper proposes case conceptualization as a more useful and efficient approach, than traditional assessment processes for determining students’ mental needs and writing goals.

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

The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school psychologists to a rationale that school psychologists are ideally positioned to lead the efforts of TI-MTSS in schools. Framed in the 10 Core Area guidelines provided by the National Child Ttraumatic Stress Network, we operationalize the school psychologist’s role and skills within each of the 10 Core Area domains.