the role of catholic school administrators in student psychological referrals ncea convention...

The Role of Catholic School Administrators

in StudentPsychological

Referrals

NCEA Convention

Thursday, April 27th

3:00 - 4:15 p.m.

Room 348

The Role of Catholic School Administrators in Student Psychological Referrals

Presentation Overview

• School Mission: Psychological well-being of students

• Nature of Student Referrals

• Recommended / Required

• Referral Process– Information gathering– Decision making– Outside Expertise– School Conference

• Role of Administrators in the Referral Process

Catholic School Leadership & School Mission

Development of WHOLE StudentINCLUDES

Psychological Psychological

Growth & DevelopmentGrowth & Development

of Studentsof Students• Promoting that Development• Assistance in Overcoming Blocks

Basis in Catholic Theology

• Vatican II Declaration on Christian Education

The Catholic school enables young people to develop their own personality, giving “due weight” to the advances of psychology.

• Congregation for Catholic Education (1988)

The school “and all its activities have only one purpose -- to help them in their growth toward maturity.”

All data reported based on national survey of Catholic secondary school principals (1997).

Research: “Psychological Well-Being” as

part of school mission

Well-being of Students

as part of the school’s mission

• MOST IMPORTANT34.3%

• MAJOR IMPORTANCE

• AVERAGE IMPORTANCE 9.3%

Research: Role / ContributionResearch: Role / Contribution: Promoting Psychological

Development< Rank & Means >

RoleRole ContributionContribution

• counselors 1 (3.74)** 1 (3.70)

• chaplains 2 (3.61) 2 (3.46)

• parents 3 (3.40) 6 (3.19)

• teachers 4 (3.39) 3 (3.30)

• administrators 5 (3.38) 3 (3.30)

** Mean Scores Reported -- Rating Scale Values

“Most Important Role / Primary Contribution” = 4.00

“Major Importance / Significant Contribution” = 3.00

Definition: School-initiated Referrals

• Instances where a school contacts the parent(s) or guardian of a student

• Recommends / requires• Student undergo a

psychological evaluation• Administered by a licensed

counselor or therapist• For the purposes of

determining the possible benefits of a course of counseling / psychotherapy for the student

Categories of Student Referrals for Psychological Services

• RECOMMENDED Referral

School recommends that a student undergo a psychological evaluation.

• REQUIRED Referral

School requires that a student undergo a psychological evaluation / testing, as a condition for continued enrollment.

Research: Referral Practices / Policies of Catholic High Schools

• CURRENT PRACTICE

RecommendRecommend students for evaluations 100%

Require students undergo evaluations 94.2%

• SCHOOL POLICIES EXIST

for RECOMMENDED Referrals 74.4%

for REQUIRED Referrals 66.0%

• POLICIES in WRITING

for RECOMMENDED Referrals 40.7%

for REQUIRED Referrals 45.1%

PROCESS for Recommended Referrals

• Information Gathering

• Evaluation / Decision - making

• Parent - Student Conference & Referral to Outside Services

• Follow-up

Pre-Requisites for Process

• EXPLICIT Information SystemInformation flows freely down and

UP the organization

Climate of trust - confidentiality

Shared concern for student welfare

• EXPLICIT CoordinatorDesignated Target Person– Counselor– Class Coordinator / Moderator– Administrator

Research: Who Initiates Recommended Referral Process

STAFF Recommended Required

Counselors 1 (2.20) 1 (1.86)

Principal 2 (1.91) 1 (1.86)

Other Admin. 3 (1.75) 3 (1.69)

Teachers 4 (1.67) 5 (1.28)

Chaplains 5 (1.63) 4 (1.38)

Range:

|------------------|--------------------|-------------------|

0 1 2 3never seldom sometimes

frequently

Initiate

recommended / required referral

Recommended Referrals: Information Gathering

– BEGINS WITH:• Concern about student well-being

– FROM:• Academic Report• Disciplinary Report• Teacher• Support Staff• Administrator• Parent• Other Students• Student her/himself

– INFORMATION PROVIDED• Reason(s) for concern• Directly Observable Data

– TO:• Designated Coordinator

Egs: Student behaviors• Poor academic functioning

– displays lack on prerequisite skills or abilities

– displays lack in motivation– unclear causal factors for poor

performance

• Social / emotional difficulties– social deficits (shy, overanxious, inhibited)

– social excesses (aggressive, defiant, disruptive)

• Family situations– Violence in the home– Child abuse– Separation / divorce– Death of a relative

BEHAVIORS / SITUATIONS

• Health problems– affecting attendance, performance

• Alcohol Drug Use

• Suicidal Ideation– verbalized or attempted

Research: Patterns of School Referrals

• ALWAYS / FREQUENTLY Refer:– Suicidal Ideation– Child Abuse– Alcohol or Drug Use– Violence in the Home– Bizarre Behavior

• LEAST LIKELY to Refer:– Problems of poor academic

functioning

In 1997:• SUICIDAL IDEATIONWould not ALWAYS recommend evaluation

21%Would not ALWAYS require evaluation

30%• REPEATED IDEATIONWould not ALWAYS require evaluation

13%• Occasionally, seldom, never

recommend referral

Child abuse (repeated) 10%Violence in home (repeated) 35%

Recommended Referrals: Decision Making

Evaluation / Decision - making

• Coordinator - Student Interview

• Coordinator Assessment– “Concern” judged minor– More information needed

• In-school

• Outside expertise

• Coordinator Decision– No further action at present– Continue to monitor student– Referred to other school services– Outside referral warranted

Research: Relations with Mental Health Professionals

“Outside Expertise”<Relationships w/ Mental Health Professionals (1997) >

School maintains referral list 95%

Dio.Ed. Office has referral list 45%Uncertain about diocesan list 41%

School relationship exists with:– Social Workers 69.8%

– Family Therapists 62.2%

– Psychologists 57.6%

H.S. Principals: Highest Confidence in– Psychologists, Counselors, Family

Therapists

H.S. Principals: Lowest Confidence in– Pastoral Counseling / Diocesan

Referral Agencies

Recommended Referrals: Parent-Student Conference / Participants

PARTICIPANTS

Option 1:

• Parent(s) / Guardian(s)

• Student

• CoordinatorOption 2:

• Parent(s) / Guardian(s)

• Coordintor

– then, Student

Parent school conference: AGENDA

AGENDA:

• School concerns

• Observable data

• Parent / Student response

• “Assessment” vs. “Therapy”

• School’s Recommendation

• Referral List Mental Health Agencies / Professionals

• Time-table for follow-up

Recommended Referrals: FOLLOWUP

Follow-upAs Recommended Referral:Coordinator contacts parent / guardian

• Was contact ever made?• Assessment, testing done?• Results?; Therapy indicated?• Release information to school?

(specific offices; degree of detail)

• How can school further assist family & student?

• Schedule of further “check-ins”

Recommended Referrals: Administrator’s Role

Roles/Responsibilities of Administrators

• Promote Mission / Climate

• Clear, Explicit Process in Place

• Regular Review of Process

• Appoint Coordinator– Initial Selection

• “Mentally Healthy”• Sensitive to students• Community trust / confidence• Knowledge / Training• Know limitations

– On-going supervision / training

REQUIRED Referrals

REQUIRED REFERRALS• The school requires that

a student undergo a psychological evaluation / testing, as a condition for continued enrollment.

• Initiation of this process assumes:– Serious student situation /

behavior and / or

– Recurrent pattern of behavior

Research: Required Referrals for Students

• 94% Catholic High Schools use required referrals

As condition - continued enrollment 88%

With other disciplinary action (s) 75%

In lieu of disciplinary action 41%

Before deciding school’s response 35%

(n =162)

REQUIRED Referrals: Process Overview

Predetermined: Process, Responsibilities, Roles and AuthorityProcess:

• Information Gathering

• Evaluation / Decision - making

• Parental Notification

• Parent - Student Conference & Referral to Outside Services

Post-scripts:

• Authority of Administrators

• Dealing with Evaluators

Participant(s) D C

school counselors 92% 93%administrators: discipline 84% 78%parents 77% 93%student in question 75% 84%administrators: academic 68% 63%teaching faculty 60% 45%mental health professionals 58% 50%chaplains / campus ministers 52% 41%school president / head 42% 43%family physician 39% 23%school coaches 37% 26%extracurricular moderators 32% 21%outside clergy / pastors 28% 19%other school staff 24% 19%

Participants in Decision-making + Conference w/ Parents

REQUIRED Referrals: Principal’s Participation

• Decision-Making Process• School Conference w/ Parents

Decision-Making Conference w/Parents

Role Actual Role Actual

Always 68% 69% 52% 52%

Frequently 24% 21% 31% 30%

Occasionally 6% 7% 14% 12%

Seldom 0 2% 2% 4%

Never 2 % 2% 1% 1%

REQUIRED Referrals: Information Gathering and Decision making

• Information Gathering– Input + Consultation

• Decision-Making– Participants in Discussion– Decision-makersCONSIDERATIONS– Evaluation of student– Recommend or Require ?– Terms of Requirement– Other conditions

REQUIRED Referrals: School DO’s & DON’T’s

A School CAN:• Require psychological

evaluation/testing• Specify who does the evaluation• Require the results & prognosis be

shared with authorized school officials• If results warrant it, require the

student undergo a course of therapy or treatment

• Co-determine the duration of therapy or treatment.

A School CANNOT:• Require therapy / treatment WITHOUT

professional evaluation• Dictate a specific agency or

professional to conduct the therapy• Require specific therapy progress

reports

REQUIRED Referrals: Parent Notification & School Conference

• Parental Notification

• School Conference– Pre-conference: School

personnel

• Participants• Agenda• Role assignments

REQUIRED Referrals: School- Family ConferenceAGENDA

– Observable data

– School’s concerns

– Parent / Student response– “Assessment” vs. “Therapy”

– School’s Requirement• Specific Conditions

– Referral List Mental Health Agencies /

Professionals

– Timetable for action

Roles & Responsibilities of Administrators in Required

Referrals

• Provide Staff & Budget• Clear referral process in place

• Regular review of process• Establish / maintain

relationships with mental health professionals

• Willingness to speak on behalf of the best interests of the student and the school.

Differentiating the Administrator’sAUTHORITY & EXPERTISEAUTHORITY & EXPERTISE

• as Therapeutic Helper Therapeutic HelperIn the best interest of the student - Something

is wrong:

– Can the school help you find out

• as Professional EvaluatorProfessional EvaluatorIn the best interest of the student - Something

is wrong:

– Is this the best place for your child ?

• as Professional EvaluatorProfessional EvaluatorProtecting the Common Good - Something is

wrong:

– It is affecting the school community.

Suggestions: Mental Health EVALUATOR

• MUST be familiar with the school:– Academic & disciplinary

expectations for students– Willingness to adapt rules

• Evaluation must include:Given the diagnosis– Therapy / treatment is (not)

warrantedGiven the nature of the school– Student can[not] function within

the expectations of the school {during the course of therapy}

– Therapy must continue until such time as the professional & the school deem sufficient.

the role of catholic school administrators in student psychological referrals ncea convention...

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