1
|
Hendricker E, Bender SL, Ouye J. Engaging and collaborating with families across multitiered systems of support: Current school psychologists' practices. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/15/2023]
Affiliation(s)
- Elise Hendricker
- Department of Psychology, College of Liberal Arts and Social Sciences University of Houston‐Victoria Katy Texas USA
| | - Stacy L. Bender
- Department of Counseling and School Psychology, College of Education and Human Development University of Massachusetts‐Boston Boston Massachusetts USA
| | - Jenna Ouye
- Martinez Unified School District Martinez California USA
| |
Collapse
|
2
|
Gottfried T, Elefant C, Gold C. Music-oriented parent counseling to promote improvement in level of parental stress, quality of life and the use of music in everyday life among parents of children with autism: A mixed-methods randomized controlled study. NORDIC JOURNAL OF MUSIC THERAPY 2022. [DOI: 10.1080/08098131.2022.2131890] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Tali Gottfried
- Graduate Program for Special Education, Herzog College, Jerusalem, Israel
| | - Cochavit Elefant
- School for Creative Arts Therapies, Emili Sagol Creative Arts Therapies Research Center, University of Haifa, Haifa, Israel
| | - Christian Gold
- GAMUT – The Grieg Academy Music Therapy Research Centre, NORCE Norwegian Research Centre AS, Bergen, Norway
- Department of Clinical and Health Psychology, University of Vienna, Vienna, Austria
| |
Collapse
|
3
|
Wilcox G, Morett LM, Hawes Z, Dommett EJ. Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice. Front Psychol 2021; 11:618449. [PMID: 33519642 PMCID: PMC7840578 DOI: 10.3389/fpsyg.2020.618449] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 12/21/2020] [Indexed: 12/04/2022] Open
Abstract
The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists (NASP) (2020) Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education.
Collapse
Affiliation(s)
- Gabrielle Wilcox
- School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.,Mathison Centre for Mental Health Research & Education, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Laura M Morett
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, United States
| | - Zachary Hawes
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Eleanor J Dommett
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| |
Collapse
|
4
|
Gershwin T. Legal and Research Considerations regarding the Importance of Developing and Nurturing Trusting Family-Professional Partnerships in Special Education Consultation. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2020. [DOI: 10.1080/10474412.2020.1785884] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
5
|
Sheridan SM, Bovaird JA, Glover TA, Andrew Garbacz S, Witte A, Kwon K. A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent–Teacher Relationship. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2012.12087374] [Citation(s) in RCA: 63] [Impact Index Per Article: 12.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Susan M. Sheridan
- Nebraska Center for Research on Children, Youth, Families and Schools
| | - James A. Bovaird
- Nebraska Center for Research on Children, Youth, Families and Schools
| | - Todd A. Glover
- Nebraska Center for Research on Children, Youth, Families and Schools
| | - S. Andrew Garbacz
- Nebraska Center for Research on Children, Youth, Families and Schools
| | - Amanda Witte
- Nebraska Center for Research on Children, Youth, Families and Schools
| | | |
Collapse
|
6
|
Clarke BL, Wheeler LA, Sheridan SM, Witte AL, Sommerhalder MS, Svoboda EA. Supporting Latinx Student Success via Family–School Partnerships: Preliminary Effects of Conjoint Behavioral Consultation on Student and Parent Outcomes. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2017. [DOI: 10.1080/10474412.2017.1293543] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
7
|
Santiago RT, Garbacz SA, Beattie T, Moore CL. PARENT-TEACHER RELATIONSHIPS IN ELEMENTARY SCHOOL: AN EXAMINATION OF PARENT-TEACHER TRUST. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21971] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
|
8
|
Gerich M, Trittel M, Schmitz B. Improving Prospective Teachers’ Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2016. [DOI: 10.1080/10474412.2016.1220862] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
9
|
Gerich M, Bruder S, Hertel S, Trittel M, Schmitz B. What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies? ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2015. [DOI: 10.1026/0049-8637/a000127] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ learning difficulties and learning strategies. In all, 357 teachers participated in the study, which was conducted by means of a scenario test. Structural equation modeling revealed the appropriateness of a second-order, four-dimensional model. Results provide numerous implications for teacher education and future research on teacher professionalization.
Collapse
Affiliation(s)
- Mara Gerich
- Institut für Psychologie, Technische Universität Darmstadt, Germany
| | - Simone Bruder
- Kinderkliniken Prinzessin Margaret Darmstadt, Germany
| | - Silke Hertel
- Institut für Bildungswissenschaft, Universität Heidelberg, Germany
| | - Monika Trittel
- Institut für Psychologie, Technische Universität Darmstadt, Germany
| | - Bernhard Schmitz
- Institut für Psychologie, Technische Universität Darmstadt, Germany
| |
Collapse
|
10
|
Ohmstede TJ, Yetter G. Implementing Conjoint Behavioral Consultation for African American Children from a Low-SES, Urban Setting. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2014. [DOI: 10.1080/10474412.2014.929959] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
11
|
Clarke BL, Sheridan SM, Woods KE. Conjoint behavioral consultation: implementing a tiered home-school partnership model to promote school readiness. J Prev Interv Community 2014; 42:300-14. [PMID: 25321643 DOI: 10.1080/10852352.2014.943636] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
An ecological perspective to school readiness focuses on child and family readiness by enhancing the developmental contexts and relationships within which children reside (e.g., home environment, parent-child relationship, home-school relationships). The Getting Ready intervention is an ecological, relationally based, tiered intervention providing both universal and intensive services to children and families to promote child and family school readiness. Intensive level consultation services were provided via Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 1992 , 2008 ). The purpose of this article is to describe the implementation and effects of CBC within the Getting Ready intervention to promote child and family school readiness. Keys to successful implementation of the CBC intervention and issues needing further investigation are discussed.
Collapse
Affiliation(s)
- Brandy L Clarke
- a Nebraska Center for Research on Children, Youth, Families and Schools , University of Nebraska-Lincoln , Nebraska , USA
| | | | | |
Collapse
|
12
|
Villodas MT, McBurnett K, Kaiser N, Rooney M, Pfiffner LJ. Additive effects of parent adherence on social and behavioral outcomes of a collaborative school-home behavioral intervention for ADHD. Child Psychiatry Hum Dev 2014; 45:348-60. [PMID: 24043560 PMCID: PMC4808053 DOI: 10.1007/s10578-013-0405-7] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The present study evaluated the impact of the Collaborative Life Skills Program (CLS), a novel school-home psychosocial intervention, on social and behavioral impairments among children with attention and behavior problems. Fifty-seven ethnically/racially diverse children (70 % boys) with attention and/or behavior problems in the second through fifth grades participated in a pilot study. Ten school-based mental health professionals were trained and then implemented the intervention at their respective schools. Children significantly improved from pre- to post-treatment on parent, teacher, and report card ratings of children's social and behavioral functioning. Treatment improvements were consistent for children with and without co-occurring disruptive behavior problems. The impact of the intervention was enhanced when parents used the intervention strategies more regularly, according to both clinicians' and parents' reports. Findings support the emphasis of CLS on coordinating intervention strategies across contexts to facilitate the generalization of treatment-related improvements in social and behavioral functioning.
Collapse
|
13
|
Collier-Meek MA, Sanetti LMH. Assessment of Consultation and Intervention Implementation: A Review of Conjoint Behavioral Consultation Studies. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2014. [DOI: 10.1080/10474412.2014.870482] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
14
|
Glueck CL, Reschly AL. EXAMINING CONGRUENCE WITHIN SCHOOL-FAMILY PARTNERSHIPS: DEFINITION, IMPORTANCE, AND CURRENT MEASUREMENT APPROACHES. PSYCHOLOGY IN THE SCHOOLS 2014. [DOI: 10.1002/pits.21745] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
15
|
Sheridan SM, Ryoo JH, Garbacz SA, Kunz GM, Chumney FL. The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. J Sch Psychol 2013; 51:717-33. [DOI: 10.1016/j.jsp.2013.09.003] [Citation(s) in RCA: 93] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2012] [Revised: 09/25/2013] [Accepted: 09/25/2013] [Indexed: 11/28/2022]
|
16
|
Mendez LR, Ogg J, Loker T, Fefer S. Including Parents in the Continuum of School-Based Mental Health Services: A Review of Intervention Program Research From 1995 to 2010. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2012.725580] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
17
|
Elbaum B. Challenges in Interpreting Accountability Results for Schools’ Facilitation of Parent Involvement Under IDEA. JOURNAL OF DISABILITY POLICY STUDIES 2012. [DOI: 10.1177/1044207312461947] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Parents’ involvement in their child’s education has been an important tenet of the Individuals with Disabilities Education Act. Under the special education accountability system that went into effect in 2005, states have been required to report annually to the federal government on the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement. This study investigated the variability of states’ reported results owing to states’ different choices with regard to items, metrics, and standards used to calculate their percentage on the indicator. Findings indicated that the application of different methodologies could result in reported percentages that vary by as much as 40 percentage points. It is argued that when reported results do not mean the same thing across states, the accountability system may fail in its mission to provide stakeholders with clear information to evaluate program performance and guide improvement efforts.
Collapse
|
18
|
Gutkin TB. Ecological Psychology: Replacing the Medical Model Paradigm for School-Based Psychological and Psychoeducational Services. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2012. [DOI: 10.1080/10474412.2011.649652] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
|
19
|
Holcomb-McCoy C, Bryan J. Advocacy and Empowerment in Parent Consultation: Implications for Theory and Practice. JOURNAL OF COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.1556-6678.2010.tb00021.x] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
20
|
Graves SL, Brown Wright L. Parent involvement at school entry: A national examination of group differences and achievement. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034310396611] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This research examined the scope of parental involvement at school entry and sought to determine what, if any, differences existed between ethnic groups. In addition, the researcher attempted to determine if parental involvement was related to academic achievement at school entry. Participants were the African American and European American parents and children who participated in the Early Childhood Longitudinal Study (ECLS-K; US Department of Education, 2005). Results from this project suggest that ethnic differences in parental involvement are present at school entry. In particular, European American parents were more like to be involved in home-based parental involvement activities such as reading to their children while African American parents were more likely to be involved in school related activities such as volunteering at school. In addition, the analysis suggests that parent involvement was only slightly related to reading achievement at school entry. The study is discussed in terms of its implications for future research towards narrowing the achievement gap.
Collapse
|
21
|
Swanger-Gagné MS, Garbacz SA, Sheridan SM. Intervention Implementation Integrity Within Conjoint Behavioral Consultation: Strategies for Working with Families. SCHOOL MENTAL HEALTH 2009. [DOI: 10.1007/s12310-009-9012-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|