The Critical Role of School Psychology in the School Mental Health Movement

Autor/inn/en	Splett, Joni Williams; Fowler, Johnathan; Weist, Mark D.; McDaniel, Heather; Dvorsky, Melissa
Titel	The Critical Role of School Psychology in the School Mental Health Movement
Quelle	In: Psychology in the Schools, 50 (2013) 3, S.245-258 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21677
Schlagwörter	School Psychologists; Mental Health; School Health Services; School Psychology; Role; Professional Development; Delivery Systems; Best Practices; Barriers; Work Environment; Time Management; Competence; School Personnel; Interpersonal Relationship; Professional Education; Professional Training; Specialization; College School Cooperation + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Psychohygiene; Schuleingangsuntersuchung; Schulpsychologie; Rollen; Auslieferung; Arbeitsmilieu; Zeitmanagement; Kompetenz; Schulpersonal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Berufsausbildung; Berufliche Fachbildung; Berufliche Fortbildung; Arbeitsteilige Spezialisierung
Abstract	School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists, specifically, are in a key position to advance SMH programs and services. Studies have documented that school psychologists desire more prominent roles in the growth and improvement of SMH, and current practice models from national organizations encourage such enhanced involvement. This article identifies the roles of school psychologists across a three-tiered continuum of SMH practice and offers an analysis of current training and professional development opportunities aimed at such role enhancement. We provide a justification for the role of school psychologists in SMH, describe a framework for school psychologists in the SMH delivery system, discuss barriers to and enablers of this role for school psychologists, and conclude with recommendations for training and policy. (Contains 2 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10