Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems

Autor/inn/en	Meyers, Adena B.; Tobin, Renée M.; Huber, Brenda J.; Conway, Dawn E.; Shelvin, Kristal H.
Titel	Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems
Quelle	In: Journal of Educational & Psychological Consultation, 25 (2015) 2-3, S.109-128 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2014.929956
Schlagwörter	Interdisciplinary Approach; Counselor Role; Administrator Role; Social Development; Emotional Development; School Psychologists; Social Work; Health Services; Mental Health; Curriculum Implementation; Special Education; Models; Teacher Role; Parent Role; Educational Change; Rural Areas; Counties; Needs Assessment; Intervention; Consultation Programs + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Soziale Entwicklung; Gefühlsbildung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Arbeit; Health service; Gesundheitsdienst; Gesundheitswesen; Psychohygiene; Special needs education; Sonderpädagogik; Sonderschulwesen; Analogiemodell; Lehrerrolle; Parental role; Elternrolle; Bildungsreform; Rural area; Ländlicher Raum; Bedarfsermittlung; Fachberatung
Abstract	In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01