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.