Collaborative Efforts Between School Counselors and School Psychologists

2021 ◽  
pp. 673-692
Author(s):  
Janise Parker ◽  
Hannah Warren
2019 ◽  
Vol 3 (s1) ◽  
pp. 82-83
Author(s):  
Sycarah Fisher

OBJECTIVES/SPECIFIC AIMS: Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school. Further, despite 7-9% of youth 12-17 meeting criteria for a substance use disorder only 1 in 10 actually receive it. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence based process that facilitates early identification and treatment for adults and adolescents in community (primary care) facilities. Despite the documented effectiveness of SBIRT, no research has examined the implementation of SBIRT in school settings by school-based mental health personnel. The purpose of the present study was to identify facilitators and barriers to SBIRT implementation by school-based personnel in secondary schools. METHODS/STUDY POPULATION: Participants included 30 school and community service providers including: teachers, school counselors, school psychologists, school administrators (principals and central office staff), city council members, school board members, community mental health services providers as well as state level individuals from the department of Adolescent Substance Use and the Office of Drug Control Policy. Interview guides were developed using the Consolidated Framework for Implementation Research (CFIR) to identify facilitators and barriers regarding the following: inner setting, outer setting, individuals involved, and intervention (SBIRT). The six-phase framework of Thematic Analysis (TA) was employed to analyze the data. We specifically used the deductive method to analyze the data with a pre-determined theory in mind (CFIR) to move to hypothesis building, and coding the data. RESULTS/ANTICIPATED RESULTS: Contrary to research conducted outside of the schools under the auspices that schools do not have the time or interest in providing school-based substance use interventions, several themes emerged identifying a receptivity, willingness, and eagerness to provide these services. Specifically, school-based mental health professionals (i.e., school counselors, school psychologists) being aware of adolescent substance use in their schools, but not knowing how to appropriately handle such disclosures. Further, school-based mental health personnel indicated that they would want additional training on how to identify and provide services to adolescents with substance use needs. School-based administrators also indicated a receptivity to addressing substance use with an acknowledgement that schools would need to move from a punitive model for substance use infractions to a treatment model. Some identified barriers to implementation included lack of awareness of community treatment settings for referrals and anonymity or lack thereof of substance use screening. DISCUSSION/SIGNIFICANCE OF IMPACT: While the data analyzed come from a limited sample in one school district, the present study found that schools could be potential settings for the early identification and intervention of adolescent substance use. Findings from this study contribute to our understanding of school and community receptivity to school-based interventions. Future research should identify training needs of school-based mental health personnel to assist in the early identification and prevention of substance use disorders.


1988 ◽  
Vol 9 (2) ◽  
pp. 10-15 ◽  
Author(s):  
Dan Peterson ◽  
Cleborne D. Maddux

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.


2009 ◽  
Vol 11 (2) ◽  
pp. 112-119 ◽  
Author(s):  
George Helton ◽  
Barbara Ray

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.


2018 ◽  
Vol 38 (1) ◽  
Author(s):  
Lindsey M. Nichols ◽  
Anisa N. Goforth ◽  
Michaela Sacra ◽  
Kaitlyn Ahlers

There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students’ social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students’ social-emotional well-being.


2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
April G. Simcox ◽  
Karen L. Nuijens ◽  
Courtland C. Lee

Culturally competent schools are successful in both meeting the challenges and seizing the opportunities associated with multiculturalism and diversity. This article explores collaboration between school counselors and school psychologists for promoting such schools. The complementary nature of the roles of these professionals emerging from educational reform and accountability initiatives is discussed first. The article then offers a model of collaboration between school counselors and school psychologists for promoting culturally competent, academically successful schools.


2008 ◽  
Vol 24 (2) ◽  
pp. 303-318 ◽  
Author(s):  
Hee-sook Choi ◽  
Yul Whitney ◽  
James S. Korcuska ◽  
Theron B. Proctor

2006 ◽  
Vol 10 (1_suppl) ◽  
pp. 2156759X0601001
Author(s):  
Maryann Santos de Barona ◽  
Andres Barona

This article first discusses the challenges in providing psychoeducational services to the rapidly increasing minority populations in the United States, then describes problems encountered by educators. This is followed by a brief elaboration of the role and function of school counselors and school psychologists and how they can facilitate service delivery. Finally, suggestions are provided for meeting the mental health and educational needs of this large and growing population.


2020 ◽  
Vol 109 ◽  
pp. 104720 ◽  
Author(s):  
Salman Elbedour ◽  
Salihah Alqahtani ◽  
Ibrahim El Sheikh Rihan ◽  
Joseph A. Bawalsah ◽  
Beverly Booker-Ammah ◽  
...  

2020 ◽  
Vol 102 (4) ◽  
pp. 40-45
Author(s):  
Desireé Vega ◽  
Alaina M. Puff

When debating how best to support the college aspirations of students of color, education reformers tend to zero in on efforts to improve teacher quality. However, recent research on the factors that promote college-going among Black and Latinx students point to the key roles played by many of the adults in their lives, including not only teachers but also family members, school counselors, and school psychologists.


2015 ◽  
Vol 9 (4) ◽  
pp. 210-224 ◽  
Author(s):  
Desireé Vega ◽  
James L. Moore III ◽  
Antoinette H. Miranda

Purpose – This study aims to explore perceptions of discrimination among ten African American youths as part of a larger qualitative investigation. Design/methodology/approach – The qualitative methodology utilized the “Prove them Wrong Syndrome” as a theoretical framework. Individual interviews and biographical questionnaires were the primary sources of data collection. Findings – Four major themes emerged from data analysis: perceived discrimination from others, perceived discrimination from members of one’s own racial group, responses to perceived discrimination and buffers against perceived discrimination. Practical implications – Implications for educators including teachers, school psychologists and school counselors are discussed. Originality/value – This paper attempted to fill the void in the literature, as it explored the perceptions of discrimination among African American youth, their responses to perceived discrimination and the identification of buffers to compensate for negative experiences with discrimination. Prove them Wrong Syndrome emerged as a major finding in this study as a response to perceived discrimination; nonetheless, it should be further evaluated, as limited research has been conducted in this area. Teachers must be aware of issues students of color may experience at school such as discrimination and how this can harm them emotionally and academically. Moreover, school psychologists and school counselors should be utilized as mental health service providers to combat the potentially negative outcomes of discrimination.


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