Consultation and Mental Health Interventions in School Settings E-Book

• Herausgeber: Hogrefe Publishing
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2021

Seitenzahl: 971

Beschreibung

Optimize the delivery of school psychology services with this book: - Presents a unique consultation and intervention model - Interlinks primary, secondary, and tertiary prevention and intervention applications - Addresses specific student and school-level needs - Online resources and handoutsMore about the book This volume written by leading psychology practitioners and academics has been designed to meet the ever-growing challenges faced by educational systems to address the mental health, learning, and socialization needs of students. Using a unique and comprehensive consultation and intervention model, the chapters provide evidence-based guidance that interlinks primary, secondary, and tertiary prevention and intervention applications that allow for systematic consultation, planning, and cost-effective services. The clear and easy to apply model is used to look at specific student needs that are commonly encountered in schools (e.g., depression, ADHD, giftedness) and at issues that require school-level interventions (e.g., diversity, promoting resilience). Practitioners will appreciate the numerous downloadable practical resources and tools for hands-on applications that are available online to purchasers of the book. This book is an invaluable resource for school psychologists and mental health service providers, as well as for academics involved in training pre-service practitioners. The materials for this book can be downloaded from the Hogrefe website after registration.

Leseprobe

Ester Cole & Maria Kokai (Eds.)

Consultation and Mental Health Interventions in School Settings

A Scientist–Practioner’s Guide

Library of Congress of Congress Cataloging in Publication information for the print version of this book is available via the Library of Congress Marc Database under the Library of Congress Control Number 2021937012

Library and Archives Canada Cataloguing in Publication

Title: Consultation and mental health interventions in school settings : a scientist-practitioner’s

guide / Ester Cole & Maria Kokai (eds.).

Names: Cole, Ester, 1946- editor. | Kokai, Maria, editor.

Description: Includes bibliographical references.

Identifiers: Canadiana (print) 20210189789 | Canadiana (ebook) 20210190280 | ISBN 9780889375833

(softcover) | ISBN 9781616765835 (PDF) | ISBN 9781613345832 (EPUB)

Subjects: LCSH: School psychology. | LCSH: School mental health services. | LCSH: Mental health

consultation. | LCSH: Educational counseling.

Classification: LCC LB1027.55 .C66 2021 | DDC 370.15—dc23

© 2021 by Hogrefe Publishing

www.hogrefe.com

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Dedication

To my beloved David Cole

and our grandsons

Elliot, Nolan, Noah, Aaron.

They teach us through learning

about an inclusive world, and

brighten life each day anew. – E. C.

To my parents for inspiring me

with their dedication to teaching,

and to my family for their support

and inspiration. – M. K.

|v|Preface

Writing books is advisedly called a labor of love, and of course this volume is no different. This is the third volume published by Hogrefe, focusing on the utilization of the comprehensive and original consultation and intervention model in school psychology first conceptualized by E. Cole and J. Siegel (1990). The expanded second edition in 2003 was developed and published a few years after Dr. Siegel’s untimely death. The model, which has been taught and used internationally to promote growth goals and inclusive services in education, has remained current over the years. This third book edited by E. Cole and M. Kokai, Consultation and Mental Health Interventions in School Settings: A Scientist–Practitioner’s Guide, combines theoretical frameworks, evidence-based applied research, and approaches to consultation practices and training. It also includes practical resources and tools for hands-on applications. We have brought together American and Canadian academics and leaders in school psychology committed to the development of impactful and responsive changes in school-based mental health services.

In the spirit of J. R. R. Tolkien, who wrote “All we have to decide is what to do with the time that is given to us,” we have pointed out opportunities and expectations for psychologists to broaden their competencies as related to their role concerning effective interventions in educational settings. The interlinking of primary, secondary, and tertiary prevention/intervention initiatives on behalf of students, families, and teachers promises to service more diverse populations in a more cost-effective manner.

This volume is published during a period of ever-growing social challenges, amplified by an international health pandemic. Crises, however, can provide learning opportunities to adapt, collaborate and promote equity, diversity, and inclusion. In this context, schools are hubs in the heart of communities and reflect the need for wide-ranging services by school psychologists as members of coordinated multidisciplinary teams.

Although inevitably education and mental health systems are subject to competing budgetary allocations in different jurisdictions, organizational reforms continue to require clear strategic planning, monitoring, ongoing consultation, and the implementation of corresponding services. As described in the essays in this volume, systematic training and collaborative team-building, as well as collective effort in performance, are paramount. This book offers school psychologists and other mental health practitioners ways of continually adapting their evolving knowledge and consultation skills in order to promote and improve the well-being of those they serve in the school milieu.

The hallmark of this book envisages advocacy for the utilization of comprehensive psychological services based on a model that is clear, easy to apply, and to follow. We hope that international readers in both academia and inservice settings will find it useful.

Ester Cole and Maria Kokai

Contents

Preface

Foreword

Part 1 Introduction

1 A Comprehensive Model for Consultation and Intervention in School Settings

Part 2 Addressing Student Needs

2 Autism Spectrum Disorder

3 School-Based Mental Health Interventions for Children and Adolescents With ADHD

4 A Guide for School-Based Anxiety Prevention, Early Intervention, and Treatment

5 Depression – Addressing Students’ Needs

6 Anger and Self-Regulation

7 School Response to Nonsuicidal Self-Injury

8 Diagnosing and Providing Interventions for Students With Learning Disabilities: The Case of Dyslexia

9 Gifted and Talented Students

Part 3 School-Level Interventions

10 Addressing the Needs of Immigrant and Refugee Students

11 Promoting Resilience in Culturally Diverse Youth

12 Fostering Student Engagement and Psychosocial Development: A Participatory Action Research Approach

13 Responding to Mass Shootings: Intervention Considerations Following the Disaster Cycle

14 Bullying Prevention: Reimagining a Nonviolent and Healing Learning Environment for All Students at School

15 Social–Emotional Learning

About the Editors

About the Contributors

List of Online Resources

Peer Commentaries

Notes on Supplementary Materials

Foreword

We are currently living through a challenging period. The challenges of this period are heavily impacting schools at every level, including their students, teachers, families, and communities. As this book goes to press, the COVID-19 pandemic is exploding, although vaccines to contain it are on the horizon, a sign of hope for the future. Also compelling is the racial reckoning happening across the world. The call for social justice has permeated psychology, including within school psychology, with increased attention to the evils of racism and inequality. Given the world we live in, never have mental health services in schools been more essential than now. During the pandemic and the societal unrest over racism, so many children have had their schooling and their lives interrupted, and many are traumatized, calling for attention now and in the future. The need for school psychology services, at all levels, will increase exponentially.

When Ester Cole invited me to write the foreword for this book, I readily agreed, because I knew she and her colleagues were addressing many of the issues we will be facing for decades to come, as well as providing a handbook of practices that will support schools in delivering positive mental health outcomes. Earlier, she and Judith Wiener had written a chapter for the book I coedited with Chryse Hatzichristou (The International Handbook of Consultation in Educational Settings, 2017). Their purpose in that chapter was to integrate direct and indirect service provision in the service of mental health concerns in multicultural school systems. Although their work was in the Canadian educational context, the implications for use in other countries was clear.

The concept of a continuum of direct and indirect services is especially critical at this time. As has been documented, many school psychologists find it difficult to work as a consultant; in addition to their overwhelming assessment role, their lack of consultation training, and their focus on the deficits in individual students rather than an ecological perspective hamper the use of consultation in their practice. In the process of developing consultation-based services in schools, I found practitioners for whom it was an either-or struggle. One school psychologist insisted on continuing to test the same students for whom he was providing consultation services to the teacher, exhausting himself in the process. The underlying beliefs about the etiology of student concerns as within the student often preclude examining the larger context of a student’s difficulties, and prevention is too frequently not a high priority. A crisis such as is now emerging due to the pandemic and the calls for social justice provide a new context for rethinking our services as school psychologists.

The poet Shel Silverstein wrote a delightful children’s story The Missing Piece about a little creature with a circular shape that is missing a piece of itself, who sets out to find its missing piece. While direct services continue too often to be how school psychologists |x|spend the major portion of their time, increasingly school psychologists recognize that there is a missing piece, that consultation would contribute at multiple levels of their work. Although consultation is considered a “foundational skill” in the school psychology literature, integrating consultation into a broader mental wellness/mental health practice model has been difficult to achieve. Ester Cole and Maria Kokai, the editors of this book, provide a conceptual base that includes the missing piece, pulling together the complete circle of practice with consultation embedded into a mental health model. Thus, an impressive and currently highly relevant goal of this book is to demonstrate how the foundational skill of consultation enhances the school psychologist’ broader mental health role.

In the opening chapter of this book, Drs. Cole and Kokai make a compelling case for why this long overdue integration needs to be in place, and demonstrate how combining the tiers of primary, secondary, and tertiary intervention with a continuum of direct and indirect service delivery might work. Later chapters in their book provide a roadmap for how school psychologists could address a variety of individual and systems-level concerns and issues to enhance mental health, based on the concepts provided by Ester Cole and Maria Kokai. The first section, titled Addressing Student Needs, brings a multitier perspective to specific student concerns. Even though these chapters focus on diagnostic categories, the authors’ perspective is on the larger contexts, the ecology of the student in the school, family, and community. They recognize systems in which students live, the role of multiple stakeholders, and the need to work with educators in a consultative role. The authors in this book bring to the task an inclusive and broad perspective. School Level Interventions, the second section, addresses issues at a more systems level, examining how to think about and intervene in some of the larger concerns with which our schools are now coping, such as working with immigrants and refugees.

The chapters in this book will prove useful as we face the consequences of the pandemic and social justice movement. Our entire concept of how schools operate is being challenged. The need for a mental health systems perspective has never been greater. Whenever you have a severe disruption, it is an opportunity for change. School psychology will not be whole until indirect and direct services are effectively integrated into a more ecological model that is embedded in the larger context in which school operate. In this unique time, this book contributes multiple ways that we can begin to achieve that goal.

Sylvia Rosenfield, PhD

Professor Emerita

University of Maryland

College Park, MD

Reference

Cole, E., & Wiener, J. (2017). Revisiting Canadian consultation models in school psychology: Just the same, only different. In C.Hatzichristou & S.Rosenfield (Eds.), The international handbook of consultation in educational settings (pp. 35–53). Routledge. Crossref

|1|Part 1Introduction

|3|1 A Comprehensive Model for Consultation and Intervention in School Settings

Maria Kokai and Ester Cole

The complexities of emerging issues and global modes of communication underscore the needs of multicultural societies to utilize psychological knowledge in order to impact innovative and cost-effective services. In education settings, calls for reforms, demands for increased accountability, and the growing acknowledgment of the relationship between learning, mental health, and socialization continue to pose challenges for busy practitioners and for those who provide training for future school psychologists. Competing service priorities in diverse communities with scarce resources further impact the field.

Good mental health is important for success in school and in life. It “is not simply the absence of mental illness but also encompasses social, emotional, and behavioral health and the ability to cope with life’s challenges. Left unmet, mental health problems are linked to costly negative outcomes such as academic and behavior problems, dropping out, and delinquency” (National Association of School Psychologists [NASP, 2016, p. 1]). A significant amount of research indicates a positive relationship between mental health and academic achievement (e.g., Bradshaw et al., 2010; Jones et al., 2015; Valdez et al., 2011). Furthermore, Datu and King (2018) indicate that there is evidence pointing to reciprocal effects between mental health and academic achievement, i.e., mental health predicting future academic achievement, and academic achievement predicting future mental health. At the same time, data from a range of different sources show an increase in the prevalence rate of mental health problems in children and youth (e.g., Comeau et al., 2019; Haidt & Twenge, 2019; Mental Health Commission of Canada, 2015; Mercado et al., 2017; Twenge et al., 2019).

Schools are seen as ideal settings through which children and youth can receive mental health services, including mental health promotion, prevention, and intervention (Cole, 1992; Lean & Colucci, 2010, 2013; NASP, 2016; National Center for Mental Health Promotion and Youth Violence Prevention, 2009; Pan-Canadian Joint Consortium for School Health, 2013; World Health Organization, 2005). Research studies provide ample evidence that fostering positive mental health in students enhances academic growth; in addition, a number of programs have been shown to strengthen academic competencies through social and emotional learning (e.g., Brackett et al., 2012; McCormick et al., 2015). For example, it has been found that social–emotional learning (SEL) programs increase self-confidence, positive behaviors, school engagement, and academic performance in |4|children, while, in the long term, increase the likelihood of better relationships, better mental health, and success in their careers (Durlak et al., 2011; Taylor et al., 2017). In addition to their effectiveness on the individual level, SEL programs have been found to have a positive impact on the culture and climate of classrooms and schools (The Aspen Institute, 2017). As Greenberg et al. (2017) suggest, because of their impact, SEL interventions could be used in schools as universal (primary) interventions. School psychologists play a critically important role in providing support both directly and indirectly in this area.

Since schools are at the heart of communities, psychologists in education have been advocating for a broader role in their service delivery. For several decades now, psychology organizations, academics, and service providers have promoted best practices, including consultation (American Psychological Association [APA], 2015; Cole, 1996, 2015; Cole & Siegel, 1990, 2003; Cole & Wiener, 2017; Crespi & Alicandro, 2020; Lean & Colucci, 2010, 2013; Ysseldyke et al., 2006). In their significant contribution to international dialog on consultation in education settings, Hatzichristou and Rosenfield (2017) addressed the evolving role of consultation: “There is a special role for educational and psychological consultants in the promotion of children’s well-being in all aspects of their development. With strong training and a solid empirical base, their contributions are even more powerful” (p. 3).

An Integrated Consultation and Intervention Model for School Psychology

The framework for this comprehensive service delivery model was first published by Cole and Siegel in 1990, with an updated edition in 2003. It evolved from practice needs in diverse community schools and was designed to advocate for psychological consultation services with educators, students, parents, and mental health professionals in multidisciplinary teams. This conceptual consultation model sets service goals that aim to enhance students’ learning and social–emotional adjustment (Cole & Wiener, 2017).

The model was conceptualized as a two-dimensional grid (see Table 1.1). It evolved from Caplan’s (1970) early framework concerning preventative mental health and also borrowed from Parsons and Meyers (1984), who stressed the importance of studying system’s variables for both direct and indirect services. The horizontal dimension of the grid followed the pioneer framework developed by Caplan (1970), who postulated that consultation processes are central to the delivery of primary, secondary, and tertiary prevention services. Primary prevention services are provided for the benefit of all students; secondary prevention services are provided for students who are at risk; and tertiary prevention services are provided for students who are experiencing significant difficulties with school adjustment.

The vertical dimension of the grid suggested by Parsons and Meyers (1984) illustrates that “although the goal of a service is ultimately to benefit students, their needs may sometimes best be met indirectly through services to teachers, principals, or to the entire school system” (Cole & Siegel, 2003, p. 9). Through consultation, rather than services being |5|provided directly, they may also be carried out by others such as educators, with consultation from psychologists. The model presented in Table 1.1 includes 12 cells. Its organizational structure allows for setting goals and specifies services; activities by psychologists that incorporate both traditional roles such as assessment and counseling; as well as more indirect and systems-oriented interventions. This book describes examples of divergent services responsive to identified local needs, made possible by the multidisciplinary collaborations suggested by the model.

Table 1.1. A model for psychological services in schools

Recipients of service

Goals of service

Primary prevention/intervention

Identify resources, provide and analyze evidence-based information; program for all students

Secondary prevention/intervention

Consult about effective programs for students “at risk”

Tertiary prevention/intervention

Support for students whose problems significantly interfere with their adaptation to school

The organization

School system or school

Provide information, consult, advise

School staff

Teachers or administrators

Provide information, consult, advise

Students/parents (Mediated)

Provide information, consult, advise

Students/parents (Direct)

Group and individual counseling

Assessment

Consultation

|6|The Application of the Integrated Consultation and Intervention Model for School Psychology

The service model described in Table 1.1 can provide an effective and comprehensive framework for psychological services in schools.

Goals of Service

The concept of multitiered instructional and service delivery in education is described in the psychological and educational literature as applied by different countries and educational jurisdictions. While using different terms, multitiered service delivery models are usually characterized by their focus on prevention, early intervention, and problem-solving approaches in school settings. The intensity of support increases in alignment with the increasing severity of concern (Carney, 2015; DeCarlo Santiago et al., 2018; Lean & Colucci, 2010; Short, 2016; Simon, 2016; Stoiber, 2014). In general terms, this model encompasses a full-population–based continuum of service, with the following three tiers:

Primary prevention/intervention: universal support for all students (class, school, or district level)

Secondary prevention/intervention: targeted support for students at risk for academic and/or mental health problems

Tertiary prevention/intervention: intensive intervention for a few students with significant needs.

Recipients of Service

As indicated in Table 1.1, recipients of services can range from individual students and parents to educators in a given setting, or school district (system). This is in alignment with expectations for school psychology practice by both NASP (2010, 2020a) and with the Canadian Psychological Association (CPA, 2007). In addition to direct services, such as assessment and counseling, this model includes consultation as an additional key component of school psychology services. When well-coordinated in schools, it can facilitate the implementation of short- and long-term interventions for a larger number of students (Cole & Wiener, 2017). At times, mediated services, i.e., indirect supports, such as assisting the teacher to apply positive classroom management strategies, talking to parent groups about effective parenting practices, or supporting school staff in implementing an antibullying program to improve school climate, are extensions of services traditionally provided by psychologists directly to individual students of concern. School psychologists supporting the implementation of school-wide positive behavior interventions and response-to-intervention are other examples of indirect services at the school/organization level (Erchul & Young, 2014).

Primary prevention is an area of service not traditionally seen as provided by school psychologists. However, given their understanding of school culture and local needs, as well |7|as their expertise in evidence-based approaches and clinical skills, school psychologists are in the best position to assist the school principal and/or classroom teacher to select and help implement evidence-based SEL/mental health-focused primary prevention programs (Cole, 1996; Cole & Wiener, 2017). This can be either a direct service (by the psychologist delivering the intervention directly to the class) or an indirect service (by supporting the teacher who delivers the program).

Similarly, system-wide prevention/intervention activities are typically developed and undertaken by educators, and they are not usually conceptualized as a central part of the psychologist’s role, especially for practitioners with a full caseload in schools. However, assigning dedicated psychology staff to such system-wide initiatives enables consistent service contribution in important areas such as data-based decision making and accountability (i.e., designing or selecting, implementing, and evaluating evidence-based prevention/intervention programs). This type of indirect service allows school psychologists to share their expertise with a larger number of individuals (Erchul & Young, 2014). For most practitioners in recent times, this role can be viewed as aspirational and desirable; yet in the face of assessment referral case overloads, assigned time for system-wide prevention is generally intermittent or scarce. For individual school psychologists, and/or leaders of psychology departments, apprising themselves of systems’ mandates can act as a positive catalyst for inclusion in the provision of indirect services in a variety of initiatives, such as positive school climate, parent engagement, violence prevention, mental health promotion, trauma informed care, SEL, crisis response, etc. This is particularly important in situations where administrative decision-makers associate the psychologist’s function as principally related to assessment-for-placement services. (Appendix 1.1 includes a PowerPoint presentation about the role of school psychologists that can be used as a tool for professional development with school staff and district administrators, parents, and other stakeholders.)

The presented model integrates a full-population based continuum of service (across three levels) with a balanced combination of direct and indirect services. This provides an organizational framework with multiple service options that can be applied flexibly, based on the needs and culture of the school, with the aim to achieve an appropriate balance of direct and indirect service delivery across the school year. The model assumes that not all individual psychologists can participate in all the identified service priorities, but that representatives of psychology departments can facilitate reciprocal communication and have assigned roles or consultative input into the development of a system’s programs. In addition to working with and responding to service priorities set by school principals, it is imperative to advocate with decision-makers at the system level in order to increase their awareness of the consultative avenues by staff in line with the strategic plans and reframed priorities (see Appendix 1.1 as a flexible advocacy tool).

At every level of the model’s service delivery, school psychologists have a key role in advocating for and facilitating positive family–school collaboration, as well as parent engagement characterized by partnership between parents and educators (Miller et al., 2014). Such a partnership is based on beliefs that all families have strengths, that parents and educators have a shared goal of educating/raising children, and that “families are part of the solution, not the problem” (Sheridan et al., 2014, p. 440).

|8|Perspectives on Consultation Within the Model

School psychology consultation emphasizes preventative services and identifies the role of the psychologist as a problem-solver and change agent in hierarchical systems such as education. Service providers have opportunities to positively effect change through collaborative consultation and sharing of complementary knowledge and skills. In addition to its preventative focus, school consultation is characterized by a cooperative partnership, and a reciprocal and systematic problem-solving process (Zins & Erhul, 2002). Effective consultation not only facilitates dealing with the issues at hand but also empowers teachers to learn new skills to be applied in similar situations in the future (Erchul & Young, 2014; Rosenfield, 2014; Sandoval, 2014).

In order to achieve a sufficient level of competency, evidence-based training and constructive supervision for “preservice” school psychologists is necessary, as “knowledge alone does not lead to expertise in practice” (Rosenfield & Hatzichristou, 2017, p. 382). This notion was further stressed by Barret et al. (2018), and Newman and Rosenfield (2019).

Functional competencies in consultation are heterogeneous; tend to be context dependent, and are responsive to identified local needs. Good interpersonal communication skills; self-awareness; and sensitivity to cultural, racial, ethnic, socioeconomic, and gender issues; as well as understanding schools as organizations reflect some of these competencies (Erchul & Young, 2014). The evolving literature in the field of consultation orientations includes client-centered versus consultee-centered consultation and program-centered versus consultee-centered administrative consultation; instructional versus behavioral and mental health consultation; and organizational (system) consultation (Caplan & Caplan, 1993; Erchul & Young, 2014; Sandoval, 2014).

Although the increasing diversity of school populations and the inclusion policies emphasized by education systems resulting in a wide range and diversity of needs in any given classroom necessitate working together with experts from different fields, the traditional view of teachers operating independently may interfere with the actual implementation of the consultation process. The organizational culture of the school will have a significant impact on how consultation is perceived and approached by school staff and administration. In some schools, prevailing attitudes do not encourage collaboration and consultation, and sometimes the time and effort required for the consultation process is not supported by the administrative structures (Rafoth & Foriska, 2006). There are key issues to be considered by psychologists upon entry into a school as a consultant: they need to (1) familiarize themselves with the school culture and establish rapport (e.g., by attending faculty meetings, joining teachers in their activities, asking them about their experience with consultation, etc.) and (2) present and introduce consultation as a service delivery model to school staff (by engaging with the school principal, presenting at a faculty meeting, communicating with teachers, etc.; Newman & Rosenfield, 2019; Rosenfield, 2014; Sandoval, 2014). Newman and Rosenfield (2019) state:

For consultation to become a norm within a particular school, the teachers and other staff members need to understand what engaging in consultation, no matter the model, requires of them, and to accept the role of consultee. This introduction needs to happen at two levels: (1) entry into the school as a practitioner expecting to do consultation as part of regular service delivery, and |9|(2) contracting with a specific staff member who is seeking support either for a student or for herself in her professional role. (p. 37)

The process of consultation is described in terms of the following phases: relationship building and contracting with the teacher (explicit explanation of the process by the consultant and informed consent by the consultee); problem identification and analysis (establishing a shared understanding of the problem and prioritizing the concerns); intervention planning (what, where, when, how often, and who); intervention implementation, monitoring and performance feedback; and postintervention planning and explicit closure (Erchul & Young, 2014; Newman & Rosenfield, 2019; Rosenfield, 2014; Sandoval, 2014).

One important characteristic of collaborative consultation is the adoption of an ecological perspective in the problem-solving approach: instead of a medical, deficit-focused approach aiming to examine and diagnose a problem inherent in the student, there is a context that can be changed to achieve a better match between instruction, task, and student in order to improve student learning (Erchul & Young, 2014; Newman & Rosenfield, 2019; Rosenfield, 2014; Siegel & Cole, 2003).

By applying the consultation process to the organization (system), as indicated above, school psychologists have the capacity to expand their impact to an even wider reach to larger groups.

Multidisciplinary Teams

One of the service delivery vehicles by psychologists is their participation in multidisciplinary school teams, either as regular or invited members. How such teams are applied in schools is impacted by educational policies, and team composition varies between different jurisdictions. Many school districts in the US and Canada, in addition to school-based educational professionals (classroom, special education, and other teachers and administrators), involve school psychologists, social workers, guidance counselors, possibly occupational therapists, speech-language pathologists, and public health nurses as members of the school multidisciplinary team; some of them are assigned to the school and work there on a regular basis (CPA, 2007; Cole & Wiener, 2017; Erchul & Young, 2014; Lean & Colucci, 2010; Rosenfield et al., 2018). In some jurisdictions parents of students of concern are also invited to participate as members of the team. Community health and mental health practitioners, and representatives of relevant community agencies may be included on a case by case or regular basis as well.

The central function of school teams is to provide teacher consultation about individual or groups of students. In addition to offering support for regular and special education programs, advocates of consultative teams document their advantages for sharing knowledge and resources, while supporting teachers, administrators, and families. Facilitating group participation and monitoring consultative processes promote acceptance of jointly formulated recommendations as well as commitment to implementation of strategies. Sharing of online resources by trusted school consultants in an era of web-based information (and often information overload) can lead to the promotion of knowledge and user-friendly tools for implementation, both in and out of school. Last, teams facilitate referrals to community mental health services with monitoring of interventions through intermittent |10|consultation. The significant challenges brought about by the COVID-19 global pandemic resulted in professional advocacy and timely collaborative responses (see, e.g., APA, 2020b; NASP, n.d.; 2021). In this context, the recent requirement for “distant learning” further underscores the importance of teamwork in supporting educators and addressing the learning and mental health needs of students.

A recent research literature review on the effectiveness of school teams found that “input factors”, such as team composition and administrative and organization support (e.g., dedicated time, space, professional development, other resources), and “mediating factors”, such as team members’ attitudes and beliefs about team work, their knowledge of roles and tasks, and their teamwork skills, can have a significant impact on the effectiveness of teams (Rosenfield et al., 2018). Members’ negative attitudes toward teamwork, their lack of clear understanding of roles and tasks, ineffective communication strategies, and team processes were found to be obstacles, which, however, can be changed through providing evidence-based team training, according to the literature review by the authors. Research findings indicate that team composition also influences the affective states, behavioral processes and cognitive states of teamwork (Bell et al., 2018). Having several standing members of the school team (including the school psychologist, principal, and a general and special education teacher) with training in the team process and assuming specific roles would help make teamwork more effective (Burns et al., 2014).

The importance of involving parents in the team process must not be ignored. Ongoing communication with parents across the multitiered system of primary, secondary, and tertiary prevention/intervention is best practice. When it comes to the multidisciplinary team process in connection with individual students, the expectation is that parents are invited to participate and have a chance to share their experiences, successful strategies, and their concerns regarding the problem at hand (Burns et al., 2014).

The school-based model developed by Cole (1992), Cole & Brown (2003), and Cole & Wiener (2017) describes the characteristics of effective multidisciplinary teams and could be utilized in collaborative organizations addressing the prevention and intervention needs of diverse populations.

All members are viewed as bringing different skills and knowledge to the development and maintenance of effective multidisciplinary teams (Table 1.2).

Table 1.2. Characteristics of effective multidisciplinary teams

Goals and roles

Goals and roles are clearly defined for team members and invited participants.

Professionals are apprised about the rationale for a particular service model.

Team members undergo training, develop a sense of collaborative ownership, and are committed to multidisciplinary services.

Model options are considered and modified as practices evolve.

Summary forms are developed (or adapted) with input from team members.

|11|Leadership support

Shared leadership or democratic leadership results in a safe, inclusive atmosphere, following established guidelines.

Administrative support results in a larger number of consulting relationships, which evolve among participants.

Release time for in-service training and for team meetings is provided for core participants.

Following consultation, invited members are included on an as-needed basis.

Regular and efficient meetings

Frequent and scheduled meetings allow for a broad range of services.

Goals are discussed and agendas are set by team members.

Individual and group needs are addressed and multiple recommendations are considered for problem-solving.

Intervention plans are developed with assigned responsibilities and timelines for implementation.

Monitoring interventions and follow-up become part of agenda for meetings.

Advance preparation time for staff and computer technology aids are supported.

Discussions are focused and needed documents are available for meetings.

Team membership

Team membership varies according to the objectives it is aiming to achieve.

Referring staff are key participants in the appropriate phases of consultation.

Complementary expertise results in cooperation and coordination by members.

Diverse membership, joint learning, and team tasks are encouraged in different contexts.

Translators/interpreters are arranged as appropriate in multilingual settings.

Team performance

Effective teams ensure democratic and equal participation in the consultation process.

Mechanisms to resolve conflicts are made clear, with the aim to improve performance.

Identified new competencies are agreed upon and training plans are developed.

Group dynamics are evaluated, with the aim of promoting communication and improved functions.

Members review their own role and those of other participants to advance team performance.

Barriers to collaborative practices are addressed in a safe way for participants.

Suitable in-service is provided and monitored to improve skills, including effective communication, evidence-based prevention strategies, cross-cultural consultation, and evaluation of team outcomes.

|12|Implications for Inclusive Professional Training in Consultation

The importance of appropriate training in systematic consultation has been highlighted as it evolved over time. More recently, Newman and Rosenfield (2019) detailed both knowledge bases and competencies required for effective application of the consultation process, including knowledge (areas such as child development, school culture, communication), attitude (such as viewing the collaboration process with the consultees as coequal, and learning in the process), and skills (refined by supervision and feedback). The teaching processes are described to involve awareness (didactic instruction), conceptual understanding (modeling and demonstration), skill acquisition (practice in simulated situations with feedback), and skill application (receive coaching and supervision during application/coach and supervise others).

In addition to the training aspect of consultation, there is little “empirical evaluation of the efficacy of training practices” (Cole & Wiener, 2017, p. 48). Generally, core consultation skills’ training includes interviewing, observation in the learning environment, and strategies that effect change in educational processes. Reviews of case studies, the use of role-playing for interviews, and analyses of videotaped classroom data are common training modalities. Aspects of conjoint behavioral consultation with educators and parents can be embedded in training as well, with attention to a culture’s verbal and nonverbal communication that encourages trusting partnerships. Direct or web forums for supervision and peer support can similarly be utilized to enhance skills development and the monitoring of consultation practices.

Cultural competencies in school psychology services have become axiomatic with the increasing diversity of community populations. Chapter 10 presents examples of identified needs of immigrant and refugee students and families. It also addresses the kinds of services that have been developed to ease their integration and assist in fostering their sense of belonging in educational settings.

NASP’s Blueprint III (Ysseldyke et al., 2006), and numerous publications that followed in position statements, aim to advance equity, diversity, and inclusion for all learners. See, for example, NASP’s position papers on Safe and supportive schools for LGBTQ+ youth (2017); Effective service delivery for indigenous children, youth, families, and communities (2020b); and Prejudice, discrimination, and racism (2019), as well as Resolution on supporting sexual/gender diverse children and adolescents in schools by APA and NASP (APA, 2020a). The CPA (n.d.) similarly developed online resources for practitioners who set goals to broaden their cultural competence skills (see https://cpa.ca/practitioners/cultural).

The ongoing development of Professional Practice Guidelines continues to shape competency training and practice in diverse communities. In essence, it is noted that Guidelines “aim to facilitate the continued systematic development of the profession and to promote a high level of professional practice by psychologists” (APA, 2015, p. 824). Inclusive advocacy and emerging needs of underserved populations resulted in new or updated guidelines. A few examples of recent publications concerning the broad context of Equity Diversity and Inclusion, comprise the following: Multicultural guidelines: An ecological approach to context, identity, and intersectionality (APA, 2017); Guidelines for psychological practice for people with low-income and economic marginalization (APA, 2019); |13|and Race and ethnicity guidelines in psychology: Promoting responsiveness and equity (APA, 2019).

Each of the guidelines provides corresponding prospects for consultation training and enriched practice in different areas of the profession. Gullette et al. (2019) focused on their overview of the guidelines for training consulting psychologists. Crespi and Alicandro (2020) stressed the importance of systematic consultation training for school psychologists (on this point, also see Barret et al., 2017). They highlighted that consultation “is truly a fundamental skills area of practice for school psychologists providing services within schools” (p. 118).

Overall, professional development in multicultural consultation competencies is crucial in education, in the face of continuing demographic transformation of societies with diverse education systems. Modules for training in team building can help reduce barriers to collaborative problem-solving and evaluation practices (see, e.g., https://www.apa.org/education/k12/teach-teamwork). Since schools continue to be both pedagogical institutions and intervention sites for mental health and socialization challenges, broadening the role of school psychologists by strengthening consultation skills will better help meet the needs of the education system at all its levels.

The Book Structure and How to Use It

The book’s contributors bring international complementary bodies of knowledge and skills applicable to those who provide services in school settings. This book is intended to aid practicing psychologists and graduate students undergoing preservice training to expand their roles as effective service providers. This goal is timely in the face of the ever-increasing population needs and emerging complex societal issues, which are highly taxing for educators and parents. Understandably, these service requirements create challenges of growing caseloads, rising demands for serving individual students, and supporting educators and organizations. By expanding school psychologists’ roles to include a continuum of direct and indirect services, through collaborative consultation, it allows them not only to reach a larger number of students but also to broaden their contributions with more emphasis on preventive services.

This book consists of three parts. The introductory part describes the comprehensive model for evidence-based school psychology service, which has been conceptualized and previously documented and applied. The model includes primary, secondary, and tertiary prevention/intervention, with an organizational structure that allows for activities that incorporate both traditional roles (such as assessment and counseling) and more indirect and systems-oriented interventions. This framework is used in the rest of this book, illustrating divergent service examples responsive to specific identified needs and describing a continuum of services based on an expanded role of school psychologists suggested by the model.

In each chapter the introduction of the topic (context, current research, diagnostic criteria as applicable) is followed by a discussion of the role and involvement of the school multidisciplinary team; assessment approaches; and psychological consultation and |14|interventions as they apply to the topic. The second part of this book focuses on specific student needs most frequently encountered in schools, while the third part addresses issues that require school-level interventions with input and collaborative involvement from the school psychologist. At the end of each chapter is an appendix listing online resources that can be printed out for personal and clinical use. Please go to the List of Resources at the end of the book for the URL address and password to access these. [FOR EBOOKS: Please click on the links to directly access these].

Summary

Although societal demands on education systems are subject to budgetary constraints, educational reform continues to require not only strategic planning goals but also clear evaluation frameworks, ongoing consultation, and coordinated educational and mental health services.

Since schools have increasingly become intervention sites for numerous academic and mental health problems, broadening the role of school psychologists through preservice training and in-service professional development is more likely to meet the needs of those they interact with at all levels of the organizations in which they are employed.

Effective consultation in school psychology should be shaped in concert with evidence-based research findings, in addition to more traditional service roles expected by education systems. Besides comprehensive psychological assessments, short-term interventions in a safe school environment should be undertaken as another facet of broad-based services. Additionally, collaborative consultation as service delivery allows the school psychologist to reach a larger number of students. Becoming appraised of a system’s policies and educational standards can promote pathways for collaboration in the form of school-level or system-level consultation and intervention.

Multidisciplinary teamwork by service providers in education settings can offer an effective vehicle for collaborative and timely services. Systematic training in team building, as part of organizational structures, impacts team competencies and performance. Barriers to collaborative and evaluative practices, however, can result in gaps between set goals, expected outcomes, and more fragmented service delivery to those in need across age groups.

School psychologists and mental health practitioners need to continually adapt and strengthen their evolving knowledge base and skills, in order to promote trust, facilitate collaboration, and foster knowledge translation among those they serve.

Online resources developed and reviewed by informed school psychologists can promote utilization of useful tools applicable to consultation with educators, families, and complementary service providers. Staying appraised of recent electronic resources can further knowledge-sharing practices.

Advocacy for the utilization of comprehensive psychological service delivery models that are clear, easy to follow, and apply in education will continue to promote inclusion and resiliency of all students.

|15|References

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Online Resources in the Appendices

The materials for this book can be downloaded from the Hogrefe website after registration. Please click on the link below.

Appendix 1.1. The Role of School Psychology [PowerPoint presentation]