scholarly journals School Psychology Practice in Nova Scotia: An Update and Implications for Role Diversification

2021 ◽  
pp. 082957352110378
Author(s):  
Sara King ◽  
Mirna Khalil ◽  
Melissa McGonnell
Keyword(s):  
Mental Health ◽  
School Psychology ◽  
Nova Scotia ◽  
School Psychologists ◽  
School Psychologist ◽  
Children And Families ◽  
Assessment And Evaluation ◽  
Training And Supervision ◽  
Canadian Psychological Association

A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed.

Home Visiting: A Necessary but not in Itself Sufficient Program Component for Promoting the Health and Development of Families and Children

PEDIATRICS ◽  
1989 ◽  
Vol 84 (1) ◽  
pp. 178-180
Author(s):  
ROBERT W. CHAMBERLIN
Keyword(s):  
Emotional Support ◽  
Home Visiting ◽  
Positive Outcomes ◽  
Children And Families ◽  
Home Visitors ◽  
Training And Supervision ◽  
Child Centered ◽  
Health And Development ◽  
Family Centered

The importance of home visiting in the overall strategy for promoting the health and development of children and families is still being debated. In a 1980 conference in which the role of home visiting in delivering preventive services to families with young children was explored, a number of rather heterogeneous programs were examined. There was little agreement concerning why one program appeared to be effective and another did not. Some of the variables thought to be related to positive outcomes were the timing of the intervention (prenatal vs postnatal); intensity (weekly or more vs monthly or less); duration (a year or more vs less than a year); how careful was the selection, training and supervision, and continuing education of the home visitors; content of the intervention (specific educational content and/or emotional support); the overall framework of the intervention (child centered, family centered, ecologic); and the research design and sample size.

School Psychology and Cultural Competence: Room to Grow?

2017 ◽  
Vol 33 (7) ◽  
pp. 951-976 ◽  
Author(s):  
Jill L. Johnson ◽  
Michael W. Bahr ◽  
Virginia L. Navarro
Keyword(s):  
Professional Development ◽  
School Psychology ◽  
Cultural Competence ◽  
School Psychologists ◽  
Policy Development ◽  
Future Research ◽  
Children And Families ◽  
Policy Documents ◽  
Policy Perspective ◽  
School Psychology Training

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

The perceived role of null results in school psychology research and publication

2019 ◽  
Vol 40 (4) ◽  
pp. 416-430 ◽  
Author(s):  
Jessica S. Iwachiw ◽  
Amy Lynn Button ◽  
Jana Atlas
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Publication Bias ◽  
Psychology Research ◽  
Contributing Factors ◽  
Null Results ◽  
Actual Publication ◽  
File Drawer ◽  
File Drawer Problem

Researchers appear to assume that published research is limited to significant findings. If that is the case, it may be related to perceived or actual publication bias (i.e., journals publishing only significant findings) and/or the file-drawer problem (i.e., researchers not pursuing publication of null results). The lack of published null results can result in faulty decision-making based upon incomplete evidence. Thus, it is important to know the prevalence of, and the contributing factors to, researchers' failure to submit null results. Few studies have addressed this issue in psychology and none have targeted school psychology. Consequently, this study examined the file drawer problem and perception of publication bias among school psychologists. Survey data from 95 school psychology faculty indicated that participants published about half of the studies that they had conducted, suggesting that the file drawer problem is experienced by this population. While lack of time appeared to impact publication pursuit, participants' responses also suggested they believed in publication bias. Obtaining null results substantially impacted the decision to write up studies in pursuit of publication. Therefore, it seems that a sizeable percentage of school psychology research is not available for review by researchers or practitioners.

Mental Health Programming and the Role of School Psychologists

1998 ◽  
Vol 27 (2) ◽  
pp. 217-232
Author(s):  
Bonnie K. Nastasi ◽  
Rachel Bernstein ◽  
Kristen Varjas ◽  
Kathy Pluymert
Keyword(s):  
Mental Health ◽  
School Psychologists ◽  
Health Programming

The Pediatrician's Role in Helping Children and Families Deal with Separation and Divorce

PEDIATRICS ◽  
1995 ◽  
Vol 95 (2) ◽  
pp. 318-319
Author(s):  
Bernard A. Yablin
Keyword(s):  
Mental Health ◽  
Child Development ◽  
American Academy ◽  
Family Court ◽  
Adjustment Process ◽  
Court System ◽  
Children And Families ◽  
American Academy Of Pediatrics ◽  
The Family

The Psychosocial Committee is to be commended for its report on the pediatrician and divorce in the July issue of Pediatrics. I would like to add the following: The role of the pediatrician should extend well beyond the divorce and immediate adjustment process. Firstly, there should be greater involvement between both the pediatrician and the Family Court system to help prevent misplacement of the child in custody decisions. (I believe that various groups within the American Academy of Pediatrics are already working with judicial/legal groups to bring to them a greater knowledge of child development and mental health).

School Camp Refusal and Reluctance: The Role of the School Psychologist

2018 ◽  
Vol 28 (2) ◽  
pp. 235-247
Author(s):  
Mary C. Woods ◽  
John R. Burns
Keyword(s):  
School Psychologists ◽  
School Psychologist ◽  
Childhood Anxiety ◽  
School Refusal ◽  
Duty Of Care ◽  
Management Approach ◽  
Student Parents ◽  
General School

Attendance at overnight school camp is an integral component of the Australian educational landscape. However, some students are reluctant to attend camp, while others refuse to attend at all. School psychologists play an important part in supporting these students and their families, and teachers. While much is published about general school refusal, there is surprisingly little attention given to the specific management of school camp refusal and reluctance. This article summarises the contribution of the related theoretical areas of childhood anxiety, school refusal, and homesickness. It then outlines, through a case study example, a management approach for school psychologists, from presentation of the problem to assessment, through to informed intervention, including a suite of strategies to support the student, parents and teachers, who have duty of care during camps.

The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

2010 ◽  
Vol 31 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Chris Forlin
Keyword(s):  
Hong Kong ◽  
Learning Outcomes ◽  
School Psychologists ◽  
Inclusive Education ◽  
School Psychologist ◽  
Whole School ◽  
International Perspectives ◽  
Whole School Approach ◽  
Quality Learning

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.

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

2021 ◽  
Vol 11 (8) ◽  
pp. 439
Author(s):  
Maria Panteri ◽  
Juan Calmaestra ◽  
Verónica Marín-Díaz
Keyword(s):  
School Psychologists ◽  
School Psychologist ◽  
Professional Services ◽  
Psychological Services ◽  
Unified Framework ◽  
Online Questionnaire ◽  
Personal Problems ◽  
Common Understanding

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.

scholarly journals A volunteer project for elderly people with mental health problems

1997 ◽  
Vol 21 (7) ◽  
pp. 401-404 ◽  
Author(s):  
Jon Spear ◽  
Hetty Kaanders ◽  
June Moulton ◽  
Joe Herzberg
Keyword(s):  
Mental Health ◽  
Elderly People ◽  
Mental Health Problems ◽  
Professional Community ◽  
Health Problems ◽  
Community Mental Health Team ◽  
Mental Health Team ◽  
Training And Supervision ◽  
Community Team

A volunteer project for elderly people with severe mental health problems and social isolation was developed with close links with a community mental health team. The functioning of this service is described from 1988–1995. The volunteers benefited from training and supervision from the professional community team, while the volunteers took over the role of monitoring, allowing the earlier discharge of these patients by the community team.

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