MERRELL, K.W., ERVIN, R. A., & PEACOCK, G. G. (2006). SCHOOL PSYCHOLOGY FOR THE 21ST CENTURY: FOUNDATIONS AND PRACTICES.
Chapters 10 and 11
Chapter 10: The School Psychologist’s Role in Prevention and Intervention
Part 2: Mental Health and Social-Emotional Behavior
School psychology for the 21st century: Foundations and practices.
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
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
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
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)
Problem Solving Model
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
Externalizing/ Internalizing Tx
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
Parent Management Training
Cognitive-Behavioral Therapy
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.
Chapter 11: The School Psychologist’s Role in Facilitating Systems Change
School psychology for the 21st century: Foundations and practices.
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.
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.
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
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
Catalyst for change Steps to Systems Change
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.