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This article traces the inception and implementation of school‐based health centers in the Winston‐Salem/Forsyth County (NC) school system. The challenges that arose during implementation are discussed, along with the opportunities that SBHCs provide to enhance the provision of comprehensive services for children. The involvement of the several school psychologists in the initial planning, organization and implementation of these centers is delineated as an example for other school psychologists who are interested in working with school‐based health centers. School‐based health centers represent an opportunity for school psychologists to assume a leadership role in the delivery of enhanced health and mental health services for children and families. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 289–296, 2003. 相似文献
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School psychologists have the potential to contribute to the development and delivery of health and mental health services through school‐based health centers (SBHCs). Possible roles for school psychologists within SBHCs are described. Factors that influence school psychologists' efforts within SBHCs are discussed, including factors such as system reforms, school system governance, importance of SBHC to stakeholders, and availability of funding. Knowledge of collaborative problem solving, effective prevention and intervention strategies, and recognition of limitations of traditional mental health programs were also identified as facilitators of the school psychologist's role in a SBHC. Factors that may impede the development of SBHCs are reviewed. These factors include definitional confusion, deemphasis on prevention, community stigma, limited resources, lack of integration and coordination of services, and an emphasis on a narrow role of providing only medical services. Additional factors discussed include the narrow role of school psychologists, space limitations, the challenge of collaboration, role strain, and lack of research on interventions within a SBHC. Strategies for overcoming barriers are suggested. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 253–264, 2003. 相似文献
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Mark D. Weist Amy Goldstein Leslie Morris Tanya Bryant 《Psychology in the schools》2003,40(3):297-308
This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003. 相似文献
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Laura A. Nabors 《Psychology in the schools》2003,40(3):309-320
School‐Based Health Centers (SBHCs) are ideal primary care settings for improving children's access to and utilization of health care services. In this era of shrinking funding for social service programs, SBHCs may provide services to youth from low‐income families, who otherwise might lack access to health care services. However, the growth of SBHCs has outpaced evaluation efforts. More information is needed about what services are being provided, and for whom services are effective. This article reviews information that will assist in the development of evaluation efforts for SBHCs. A review of evaluation theory, ideas for evaluation in SBHCs, challenges to implementing research in schools, and future directions for evaluation efforts are presented. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 309–320, 2003. 相似文献
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Consistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' Blueprint for Training and Practice III advocates for school psychologists becoming “leading mental health experts in schools.” In this regard, the present article reviews the prevalence and incidence of children's mental health problems in the schools, followed by a historical overview of the nature of school‐based mental health services. We discuss education and training issues and related ethical and professional practice issues that focus on the ethics codes of the National Association of School Psychologists and the American Psychological Association that are associated with the delivery of mental health services by school psychologists. Recommendations are offered for graduate‐level coursework and field experiences in the delivery of school‐based mental health services, as well as future directions for research in this area. © 2011 Wiley Periodicals, Inc. 相似文献
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Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health‐related services often required of such students, and what health‐related services schools are obliged to provide. Although federal regulations speak to special service eligibility criteria to consider for children with T1DM, such codes do not outline what health services schools are expected to provide. One way to glean this information is by examining published case decisions involving diabetes health‐related services in the schools. Themes and examples in five decision categories provide vital information for school psychologists regarding school service planning for T1DM. © 2010 Wiley Periodicals, Inc. 相似文献
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《Journal of educational and psychological consultation》2013,23(1):73-88
The introduction of primary prevention programs into schools has great potential to expand the roles of school personnel. Working collaboratively, school psychologists, teachers, and school administrators could facilitate adoption of social skills and health promotion programs. Leaders within schools are needed to initiate the move toward primary prevention. School psychologists are ideally placed to take a leadership role in this shift toward primary prevention. However, they need to receive more information about primary prevention, both in training programs and in written works, if they are to be adequately prepared to introduce programs and to consult to school personnel. The information that school psychologists are currently exposed to provides an inadequate level of detail for those who wish to implement such programs. We offer recommendations to school psychologists and members of other professions within the schools on how to acquire the information they need to serve as leaders in the primary prevention revolution. 相似文献
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Keith C. Herman Kenneth W. Merrell Wendy M. Reinke Carolyn M. Tucker 《Psychology in the schools》2004,41(7):763-775
To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004. 相似文献
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Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence‐based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly emphasized the development and dissemination of evidence‐based practices through professional development opportunities and published literature. Despite these efforts, evidence‐based practices are not implemented as widely or as effectively as intended. This article describes a community‐centered (CC) model for closing the research‐to‐practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. © 2011 Wiley Periodicals, Inc. 相似文献
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Shannon M. Suldo Allison Friedrich Jessica Michalowski 《Psychology in the schools》2010,47(4):354-373
The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
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Christy M. Walcott Sandra M. Chafouleas James L. McDougal David N. Miller T. Chris Riley‐Tillman Jessica Blom‐Hoffman Robert J. Volpe 《Psychology in the schools》2008,45(1):1-4
In this age of increasing professional accountability, it is important that school practitioners engage in evidence‐based practices. In support of this goal, the intent of this special issue is to disseminate practical, user‐friendly, evidenced‐based information related to school‐based health issues. This article introduces the Psychology in the Schools “Practitioner's Edition” on school‐based health promotion. A conceptual framework for the issue, encompassing universal prevention strategies and tertiary intervention strategies, is described. First, school practitioners have unique opportunities to promote healthy behavior for all children and to engage in universal prevention of common health conditions. Second, practitioners should recognize the special needs of children with specific diagnosed medical conditions and employ individualized intervention strategies for these children. © 2007 Wiley Periodicals, Inc. 相似文献
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SCHOOL PSYCHOLOGISTS AS MENTAL HEALTH PROVIDERS: THE IMPACT OF STAFFING RATIOS AND MEDICAID ON SERVICE PROVISIONS 
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下载免费PDF全文 As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school‐based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health services at school; therefore, it is important to evaluate how staffing ratios, credentialing, and state Medicaid policies may influence school psychologists’ involvement in the delivery of SBMH services. A survey of 192 school psychologists found that as practitioner to student ratios increased, the availability and provision of SBMH services decreased. As state Medicaid policies have been found to influence the provision of mental health services at school, current study results demonstrate an association between state level Medicaid policies and the number of school psychologists qualified to bill for Medicaid‐reimbursable services. Implications for service delivery and policy development are discussed. 相似文献
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Tony D. Crespi 《Psychology in the schools》2009,46(3):273-280
School psychologists are interested in providing effective and efficient direct services to children. With a wide spectrum of psychological problems impacting children, group counseling represents one viable and valuable intervention. Given the complexity of group counseling, many schools and school psychologists are interested in legal and ethical issues impacting group interventions. From the attainment of appropriate consents for counseling to ethical dilemmas, the challenges involved in direct services are large. This article reviews mental health issues transforming children's mental health, considers differing group counseling models and stages of group development, and examines contemporary legal and ethical dilemmas inherent in school practice. Uniquely, a question‐and‐answer format is used to highlight legal issues for practice. © 2008 Wiley Periodicals, Inc. 相似文献
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Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003. 相似文献
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This article reviews the primary concepts underlying the current movement toward the provision of comprehensive school-linked services for children and families in low-income communities and the implications of this movement for school psychologists. The development of collaborative partnerships involving schools, public, and community-based agencies is an attempt to increase the availability and accessibility of needed services to children and families. The adoption of collaborative governance and a case management system is intended to offer an alternative to the proliferation of separate categorical programs and the associated lack of coordination among programs. The hope is to emphasize prevention and efficient early intervention. Collaborative efforts can provide an opportunity for role expansion among school psychologists. This possibility is discussed within a consultation model of service delivery that is consistent with the collaborative nature of school-linked services and with the preventive stance that orginated them. School psychologists are in a position to contribute to team consultation, case management, and needs assessment. Implications for training are drawn. 相似文献
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Nicole R. Skaar Suzanne Freedman Amy Carlon Elizabeth Watson 《Journal of educational and psychological consultation》2016,26(1):63-86
Through collaborative consultation with school staff, school psychologists have increasingly helped schools add bullying prevention and intervention programming to their service delivery systems. As schools search for ways to lessen the impact of bullying on the social-emotional health and academic achievement of students, forgiveness education is an area that may offer another perspective to bullying prevention and intervention. In order to infuse forgiveness education into schools' current tiered-service delivery systems, school psychologists and their district partners can use the frameworks of collaborative strategic planning (CSP) and the concerns-based adoption model (CBAM) in tandem to guide the development and implementation of forgiveness-focused bullying interventions at the core, supplementary, and intensive levels of a multitiered system of service delivery. 相似文献
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Wellness promotion addresses both the reduction of disorder and disease and the enhancement of mental and physical health. There is increasing evidence of a strong and reciprocal relationship between mental and physical health, and linking these two areas may be particularly useful for promoting positive youth development in school contexts. This article discusses the relationship between mental and physical health in children and adolescents, and how to promote both within schools. Topics discussed include the benefits of (a) hope and optimism, (b) structured extracurricular activities, and (c) sport and exercise psychology for school‐based health and wellness promotion. These topics are linked in that each has the potential to positively affect both mental and physical health in children and adolescents in schools. © 2007 Wiley Periodicals, Inc. 相似文献
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Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework. 相似文献