This domain refers to a school psychologist’s in-depth knowledge of school systems, structure, organization and theory. This knowledge base spans across both general and special education classrooms. Schools psychologists, in collaboration with other professionals are able to develop and implement practices to create effective learning environments for children. This includes a school psychologists knowledge of appropriate screening measures, effective disciplinary strategies, and creating a multi-tiered system of support services.
EDPS 674 – Interventions to Promote Socio-Emotional and Behavioural Well-Being
EDPS 651 – Disorders of Learning and Behaviour
The course provided instruction on the conceptualization of childhood disorders of learning and behaviour including DSM 5: Coding and Reporting Procedures, developmental disorders, externalizing disorders, internalizing disorders, social problems, children at risk adn problems of adolescence.
Resource
Fazel, M., Hoagwood, K., Stephan, S., & Ford, T. (2015). Mental health interventions in school 1: Mental health interventions in schools in high-income countries. Lancet Psychiatry, 1(5), 377-387.
Summary
Mental health services embedded within school systems can create a continuum of integrative care that improves both mental health and educational attainment for children. To strengthen this continuum, and for optimum child development, a reconfiguration of education and mental health systems to aid implementation of evidence-based practice might be needed. Integrative strategies that combine classroom-level and student-level interventions have much potential.
Influence on Practice
It is important to be aware that it is often not sufficient to make a recommendation to a teacher and then leave that educator to individually administer, follow-through with and get access to a specific intervention program. It is important to support teachers by providing information and resources as well as physical time in order to restructure the way that mental health is currently dealt with in schools.
Resource
Australian Childhood Foundation (2009). Making space for learning – trauma informed practice in schools.
Retrieved from: www.childhood.org.au
Summary
The Australian Childhood Foundation is an organization aimed at applying the evidence from neuroscience to help children heal from the hurt of abuse and neglect. They promote and build stable and secure relationships for all children, work in partnership to have a collective impact on the lives of traumatized children and families and educate communities to safeguard children.
It is important to be familiar with the evidence-based practices being used with children who have suffered from trauma as they will likely involved very complex cases and children who require a large amount of support, possibly in many areas of functioning. By being aware of the supports that are available in the community where I practice I will be able to provide valuable supports to the children who are most in need of the help and services.
Forman, S. G. & Burke, C. R. (2008). Best practices in selecting and implementing evidence-based school interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (pp. 799-812). Bethesda, MD: National Association of School Psychologists.
Summary
It has been established that research based interventions are necessary, however there continues to be a gap between what the research suggests, and what educators are actually doing in their classrooms for interventions.
Influence on Practice
In order to have teacher buy-in and success with the interventions being suggested there are several areas of concern that could be addresses. The program needs to be effective in real-life settings. The program needs to be sustainable and reflect the setting. When suggesting a program it is vital to be aware of the resource limitations, values and time constraints as well as a lack of training and knowledge amongst teachers in schools.
