Pub Date : 2021-12-16DOI: 10.1080/2372966X.2021.2000841
Kirsten W. Newell
Abstract To ensure the field of school psychology reaches its full potential to positively impact educational systems and student outcomes, research, training, and practice should align. However, these domains are often misaligned leading to research-to-training and research-to-practice gaps and missed opportunities to solve “big” problems. This commentary, in response to the call to “Reconceptualize School Psychology,” proposes a framework for the alignment and interface of these three domains within the field of school psychology. Previously proposed techniques from implementation science, participatory action research, and program evaluation are integrated in the proposed framework. Barriers to the implementation of these techniques are discussed, which provides an agenda to move the field toward alignment through collaborations, resources, and actions. Impact Statement By collaborating, researchers, trainers, and practitioners can maximize their impact on educational systems and student outcomes. However, for collaboration efforts like implementation science and participatory action research to work, researchers, trainers, and practitioners will need to act as change agents to address problematic reward structures in the field of school psychology.
{"title":"Realignment of School Psychology Research, Training, and Practice","authors":"Kirsten W. Newell","doi":"10.1080/2372966X.2021.2000841","DOIUrl":"https://doi.org/10.1080/2372966X.2021.2000841","url":null,"abstract":"Abstract To ensure the field of school psychology reaches its full potential to positively impact educational systems and student outcomes, research, training, and practice should align. However, these domains are often misaligned leading to research-to-training and research-to-practice gaps and missed opportunities to solve “big” problems. This commentary, in response to the call to “Reconceptualize School Psychology,” proposes a framework for the alignment and interface of these three domains within the field of school psychology. Previously proposed techniques from implementation science, participatory action research, and program evaluation are integrated in the proposed framework. Barriers to the implementation of these techniques are discussed, which provides an agenda to move the field toward alignment through collaborations, resources, and actions. Impact Statement By collaborating, researchers, trainers, and practitioners can maximize their impact on educational systems and student outcomes. However, for collaboration efforts like implementation science and participatory action research to work, researchers, trainers, and practitioners will need to act as change agents to address problematic reward structures in the field of school psychology.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"795 - 809"},"PeriodicalIF":3.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47618044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1080/2372966X.2021.1997060
Alea R. Holman, Stephanie D’Costa, L. Janowitch
Abstract Psychoeducational assessment has been used as a tool to sort children into academic tracks based on children’s presumed capabilities. Historically, such tracking was based on measures that sought to legitimize racist assumptions about the capabilities of children of color. Despite legal mandates and changes to practice intended to correct these injustices, children of color continue to be disproportionately sorted into less rigorous academic tracks largely based on assessment results. This article draws from the collaborative/therapeutic assessment model to propose how these techniques can increase equity and fairness in school-based assessments through shared power in the assessment relationship. We assert that a collaborative/therapeutic approach can contribute to children’s and families’ positive experience of assessment, and we encourage further research on these techniques to determine how they may contribute to more equitable school outcomes. We conclude with a rationale for how these techniques advance the goals of school psychology. Impact Statement This paper significantly contributes to correcting the pervasive problems that exist in how school psychologists conduct psychoeducational assessments, particularly with children and families of color. Considering that the school psychology profession is overwhelmingly White, and that racial disproportionality in special education referrals and placements is an entrenched injustice in the field, there is an urgent need for the inclusion of new techniques to more fairly assess and serve children and families of color. The collaborative/therapeutic assessment techniques described here offer concrete ways for school psychologists to work toward the ideals put forth in NASP’s School Psychology Unified Antiracism Statement and Call to Action. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.1997060 .
{"title":"Toward Equity in School-Based Assessment: Incorporating Collaborative/Therapeutic Techniques to Redistribute Power","authors":"Alea R. Holman, Stephanie D’Costa, L. Janowitch","doi":"10.1080/2372966X.2021.1997060","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1997060","url":null,"abstract":"Abstract Psychoeducational assessment has been used as a tool to sort children into academic tracks based on children’s presumed capabilities. Historically, such tracking was based on measures that sought to legitimize racist assumptions about the capabilities of children of color. Despite legal mandates and changes to practice intended to correct these injustices, children of color continue to be disproportionately sorted into less rigorous academic tracks largely based on assessment results. This article draws from the collaborative/therapeutic assessment model to propose how these techniques can increase equity and fairness in school-based assessments through shared power in the assessment relationship. We assert that a collaborative/therapeutic approach can contribute to children’s and families’ positive experience of assessment, and we encourage further research on these techniques to determine how they may contribute to more equitable school outcomes. We conclude with a rationale for how these techniques advance the goals of school psychology. Impact Statement This paper significantly contributes to correcting the pervasive problems that exist in how school psychologists conduct psychoeducational assessments, particularly with children and families of color. Considering that the school psychology profession is overwhelmingly White, and that racial disproportionality in special education referrals and placements is an entrenched injustice in the field, there is an urgent need for the inclusion of new techniques to more fairly assess and serve children and families of color. The collaborative/therapeutic assessment techniques described here offer concrete ways for school psychologists to work toward the ideals put forth in NASP’s School Psychology Unified Antiracism Statement and Call to Action. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.1997060 .","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"534 - 547"},"PeriodicalIF":3.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.1080/2372966X.2021.1984170
Lindsey N. Landry, Milena A. Keller-Margulis, M. Matta, Hanjoe Kim, Jorge E. Gonzalez, G. Thomas Schanding
Abstract Acadience Reading (AR) is a screener for early detection of reading problems in elementary students. Limited research exists, however, on its technical adequacy for evaluation of English Learners (ELs). In this study, we tested the long-term predictive validity and diagnostic accuracies of AR and examined the differences between native English-speaking and EL students. A sample of 305 students (94 ELs, 31% of the sample) completed AR at three time points in kindergarten and the statewide reading test in third grade. Hierarchical regression models confirmed good long-term validity for AR with end of the school year scores outperforming the other two time-points and EL status along with ethnic background not playing a significant role. Findings also revealed that AR at the end of the school year provided moderate long-term diagnostic accuracy for students well below benchmark. Implications for research and practice as well as limitations of the study are discussed. Impact Statement 1. Acadience Reading data collected at the end of kindergarten offered the best long-term predictive validity for third grade reading performance compared to other time points. 2. EL status did not play a significant role in the model of kindergarten Acadience Reading predicting performance on a high-stakes reading test in third grade. 3. Diagnostic accuracy and likelihood ratio results indicate the value of Acadience Reading scores at the end of kindergarten for indicating students who are likely to have reading difficulty in the future.
{"title":"Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners","authors":"Lindsey N. Landry, Milena A. Keller-Margulis, M. Matta, Hanjoe Kim, Jorge E. Gonzalez, G. Thomas Schanding","doi":"10.1080/2372966X.2021.1984170","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1984170","url":null,"abstract":"Abstract Acadience Reading (AR) is a screener for early detection of reading problems in elementary students. Limited research exists, however, on its technical adequacy for evaluation of English Learners (ELs). In this study, we tested the long-term predictive validity and diagnostic accuracies of AR and examined the differences between native English-speaking and EL students. A sample of 305 students (94 ELs, 31% of the sample) completed AR at three time points in kindergarten and the statewide reading test in third grade. Hierarchical regression models confirmed good long-term validity for AR with end of the school year scores outperforming the other two time-points and EL status along with ethnic background not playing a significant role. Findings also revealed that AR at the end of the school year provided moderate long-term diagnostic accuracy for students well below benchmark. Implications for research and practice as well as limitations of the study are discussed. Impact Statement 1. Acadience Reading data collected at the end of kindergarten offered the best long-term predictive validity for third grade reading performance compared to other time points. 2. EL status did not play a significant role in the model of kindergarten Acadience Reading predicting performance on a high-stakes reading test in third grade. 3. Diagnostic accuracy and likelihood ratio results indicate the value of Acadience Reading scores at the end of kindergarten for indicating students who are likely to have reading difficulty in the future.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"454 - 467"},"PeriodicalIF":3.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41943660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1080/2372966X.2021.1985927
Dante D. Dixson, Ersie-Anastasia Gentzis
Abstract Despite the best intentions of many educators, scholars have theorized that systemic racism and sexism are major impediments to the academic engagement of African American males. The current study explored a potential pathway to address this issue. In a sample of 223 African American male high school students, this study examined the relationship between hope and school belonging to all three aspects of academic engagement (i.e., behavioral engagement, emotional engagement, and intellectual engagement) to better understand how these psychosocial perceptions relate to, and might be a potential pathway to increase, the academic engagement of African American males. Utilizing a series of hierarchical regressions, results indicated that hope and school belonging accounted for around 24% to 46% of all three aspects of African American males’ academic engagement. Given that hope and school belonging have been found to be easily increased, these results suggest a potential path forward to increased engagement for African American males. Impact Statement African American males combat pervasive gender and racial discrimination within the school context. This discrimination suppresses their academic engagement via extinguishing their hope and sense of belonging within the academic domain. The current study proposes a way forward.
{"title":"To Hope and Belong in Adolescence: A Potential Pathway to Increased Academic Engagement for African American Males","authors":"Dante D. Dixson, Ersie-Anastasia Gentzis","doi":"10.1080/2372966X.2021.1985927","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1985927","url":null,"abstract":"Abstract Despite the best intentions of many educators, scholars have theorized that systemic racism and sexism are major impediments to the academic engagement of African American males. The current study explored a potential pathway to address this issue. In a sample of 223 African American male high school students, this study examined the relationship between hope and school belonging to all three aspects of academic engagement (i.e., behavioral engagement, emotional engagement, and intellectual engagement) to better understand how these psychosocial perceptions relate to, and might be a potential pathway to increase, the academic engagement of African American males. Utilizing a series of hierarchical regressions, results indicated that hope and school belonging accounted for around 24% to 46% of all three aspects of African American males’ academic engagement. Given that hope and school belonging have been found to be easily increased, these results suggest a potential path forward to increased engagement for African American males. Impact Statement African American males combat pervasive gender and racial discrimination within the school context. This discrimination suppresses their academic engagement via extinguishing their hope and sense of belonging within the academic domain. The current study proposes a way forward.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"330 - 342"},"PeriodicalIF":3.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43850404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1080/2372966X.2021.1984169
Imelda Murrieta, Katie Eklund
Abstract Universal screening for emotional and behavioral risk (EBR) within K–12 schools can identify students who might benefit from interventions within Multitiered Systems of Support. As few studies have examined emotional and behavioral risk levels for English Language Learners, the present study used a brief behavior rating scale to examine EBR rates among elementary-aged ELLs and non-ELLs as rated by their classroom teachers. EBR was also examined according to students’ language classifications (i.e., Initial Fluent English Proficient [IFEP], Reclassified, ELL, or English-Only) and gender. Study results demonstrated no relationship between student’s ELL status or language classification and the identification of EBR. However, a significant relationship was found between gender and the identification of EBR among all students, where a higher number of males demonstrated EBR. In addition, students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns. Implications for practice and future research are discussed. Impact Summary The current study provides initial evidence demonstrating that student levels of English language proficiency does not differentially contribute to the identification of students with emotional and behavioral risk using a universal behavior screening measure in an elementary student sample. A logistic regression analysis determined students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns.
{"title":"Universal Screening to Detect Emotional and Behavioral Risk Among English Language Learners","authors":"Imelda Murrieta, Katie Eklund","doi":"10.1080/2372966X.2021.1984169","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1984169","url":null,"abstract":"Abstract Universal screening for emotional and behavioral risk (EBR) within K–12 schools can identify students who might benefit from interventions within Multitiered Systems of Support. As few studies have examined emotional and behavioral risk levels for English Language Learners, the present study used a brief behavior rating scale to examine EBR rates among elementary-aged ELLs and non-ELLs as rated by their classroom teachers. EBR was also examined according to students’ language classifications (i.e., Initial Fluent English Proficient [IFEP], Reclassified, ELL, or English-Only) and gender. Study results demonstrated no relationship between student’s ELL status or language classification and the identification of EBR. However, a significant relationship was found between gender and the identification of EBR among all students, where a higher number of males demonstrated EBR. In addition, students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns. Implications for practice and future research are discussed. Impact Summary The current study provides initial evidence demonstrating that student levels of English language proficiency does not differentially contribute to the identification of students with emotional and behavioral risk using a universal behavior screening measure in an elementary student sample. A logistic regression analysis determined students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"441 - 453"},"PeriodicalIF":3.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45123487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1080/2372966X.2021.1993032
S. Rosenfield
Abstract What does it mean to be a SCHOOL psychologist? Since the 1980s, multiple school psychology authors have recommended turning from the traditional individual assessment role, emphasizing student deficits, to a focus on enhancing school systems and supporting the adults who work with students. A realignment of training and practice is made more urgent by the societal effect of the Covid Pandemic on schooling and the increasing emphasis on implementing social justice and equity in the schools. The core function of schools in developing the academic competence of students continues to require attention by school psychology, even more so at this time. Given that change has been elusive, it is important to reassess the barriers that have limited change, including underlying values and beliefs that focus on the individual, as well as lack of skills to implement new practices. Although profoundly difficult to achieve at scale, some programmatic changes that would support new practice models are described, along with resources to support change. Impact Statement School psychologists have the opportunity to become more effective school partners to address the challenges that have emerged from the Covid Pandemic and the equity movement. Moving away from the focus on individual deficits to a systems orientation and indirect service delivery requires new beliefs/values and skills. Effectively impacting academic outcomes, a core function of schooling, requires trainers, students, and practitioners to develop and enhance skills related to academic assessment, consultation, teaming, and issues specific to addressing equity (e.g., second language issues, exclusionary discipline).
{"title":"Strengthening the School in School Psychology Training and Practice","authors":"S. Rosenfield","doi":"10.1080/2372966X.2021.1993032","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1993032","url":null,"abstract":"Abstract What does it mean to be a SCHOOL psychologist? Since the 1980s, multiple school psychology authors have recommended turning from the traditional individual assessment role, emphasizing student deficits, to a focus on enhancing school systems and supporting the adults who work with students. A realignment of training and practice is made more urgent by the societal effect of the Covid Pandemic on schooling and the increasing emphasis on implementing social justice and equity in the schools. The core function of schools in developing the academic competence of students continues to require attention by school psychology, even more so at this time. Given that change has been elusive, it is important to reassess the barriers that have limited change, including underlying values and beliefs that focus on the individual, as well as lack of skills to implement new practices. Although profoundly difficult to achieve at scale, some programmatic changes that would support new practice models are described, along with resources to support change. Impact Statement School psychologists have the opportunity to become more effective school partners to address the challenges that have emerged from the Covid Pandemic and the equity movement. Moving away from the focus on individual deficits to a systems orientation and indirect service delivery requires new beliefs/values and skills. Effectively impacting academic outcomes, a core function of schooling, requires trainers, students, and practitioners to develop and enhance skills related to academic assessment, consultation, teaming, and issues specific to addressing equity (e.g., second language issues, exclusionary discipline).","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"785 - 794"},"PeriodicalIF":3.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45875245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-21DOI: 10.1080/2372966X.2021.1977586
Kizzy Albritton, Rachel Stein, Kenia Cruz
Abstract Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social–emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys’ strengths as well as specific recommendations for early childhood school psychologists seeking to improve young Black boys’ lives. Impact Statement Early childhood education programs are designed to equip young children with the academic and prosocial skills needed to be successful upon entry into formal school settings (i.e., kindergarten); however, preschool-age Black boys continue to face significant structural and systemic challenges. Early childhood school psychologists are strongly encouraged to address these challenges by adopting and implementing the strength-based recommendations put forth in this paper.
{"title":"Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists","authors":"Kizzy Albritton, Rachel Stein, Kenia Cruz","doi":"10.1080/2372966X.2021.1977586","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1977586","url":null,"abstract":"Abstract Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social–emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys’ strengths as well as specific recommendations for early childhood school psychologists seeking to improve young Black boys’ lives. Impact Statement Early childhood education programs are designed to equip young children with the academic and prosocial skills needed to be successful upon entry into formal school settings (i.e., kindergarten); however, preschool-age Black boys continue to face significant structural and systemic challenges. Early childhood school psychologists are strongly encouraged to address these challenges by adopting and implementing the strength-based recommendations put forth in this paper.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"343 - 356"},"PeriodicalIF":3.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48761137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/2372966x.2021.1978272
Maxime Mauduy, Virginie Bagneux, C. Sénémeaud
{"title":"Unmasking School Bullying Witnesses: Five Different Psychological Profiles Related to Intention to Defend Victims","authors":"Maxime Mauduy, Virginie Bagneux, C. Sénémeaud","doi":"10.1080/2372966x.2021.1978272","DOIUrl":"https://doi.org/10.1080/2372966x.2021.1978272","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48234619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1080/2372966X.2021.1968282
P. Lazarus, B. Doll, Samuel Y. Song, Kisha M. Radliff
Abstract In this article the authors advocate for a culturally responsible dual-factor model for the delivery of mental health services in the schools. This case is made because too many children are not receiving the mental health care they need in order to succeed in school and life. This is especially true for Black, Indigenous, children of color, and other minoritized youth. This transformative approach will require a dramatic change in how school psychological services are currently being delivered. The culturally responsible dual-factor model places a much greater emphasis on psychological well-being (as opposed to psychopathology), unwavering attention to rectifying discriminatory disparities in school mental health practices, an emphasis on population-based over individually focused mental health services, and a commitment to ensuring access for all children—not just those who are receiving special education services or 504 accommodations. This model is proactive and prevention oriented and focuses on equity. The case is presented that we continue to have a mental health crisis in today’s youth with an increase in anxiety and depression. The authors conclude the article with implications for school psychology training, public policy and advocacy, and school-based practice. Impact Statement The culturally responsible dual-factor mental health framework is a transformative approach to school mental health services that is needed to address the nation’s mental health crisis. It is needed because traditional approaches, models, and practices have been too narrow and, thus, continue to fail for diverse and minoritized children, families, and schools. A culturally responsible dual-factor mental health approach expands traditional approaches by emphasizing well-being, cultural strengths of minoritized communities, accessibility of services, and systems and structures (e.g., racism) that contribute to discrimination and disparities in mental health services.
{"title":"Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model","authors":"P. Lazarus, B. Doll, Samuel Y. Song, Kisha M. Radliff","doi":"10.1080/2372966X.2021.1968282","DOIUrl":"https://doi.org/10.1080/2372966X.2021.1968282","url":null,"abstract":"Abstract In this article the authors advocate for a culturally responsible dual-factor model for the delivery of mental health services in the schools. This case is made because too many children are not receiving the mental health care they need in order to succeed in school and life. This is especially true for Black, Indigenous, children of color, and other minoritized youth. This transformative approach will require a dramatic change in how school psychological services are currently being delivered. The culturally responsible dual-factor model places a much greater emphasis on psychological well-being (as opposed to psychopathology), unwavering attention to rectifying discriminatory disparities in school mental health practices, an emphasis on population-based over individually focused mental health services, and a commitment to ensuring access for all children—not just those who are receiving special education services or 504 accommodations. This model is proactive and prevention oriented and focuses on equity. The case is presented that we continue to have a mental health crisis in today’s youth with an increase in anxiety and depression. The authors conclude the article with implications for school psychology training, public policy and advocacy, and school-based practice. Impact Statement The culturally responsible dual-factor mental health framework is a transformative approach to school mental health services that is needed to address the nation’s mental health crisis. It is needed because traditional approaches, models, and practices have been too narrow and, thus, continue to fail for diverse and minoritized children, families, and schools. A culturally responsible dual-factor mental health approach expands traditional approaches by emphasizing well-being, cultural strengths of minoritized communities, accessibility of services, and systems and structures (e.g., racism) that contribute to discrimination and disparities in mental health services.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"755 - 770"},"PeriodicalIF":3.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46542995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/2372966X.2021.1975489
Sam Song, Cixin Wang, D. Espelage, P. Fenning, S. Jimerson
Abstract The ongoing COVID-19 pandemic, which began in January 2020, has had numerous deleterious impacts on children, families, schools, and communities around the world and in the United States. Schools around the globe have implemented an array of instructional strategies, including in-person, remote/distance learning, and assorted hybrid configurations involving both. This second series of articles in this special topic section of School Psychology Review further informs innovations and adaptations in research, training, and practice relevant to the field of school psychology during the COVID-19 pandemic. This introductory article highlights the impacts on children, schools, and communities around the world, offers reflections on recent scholarship focused on the COVID-19 pandemic and school psychology, and also shares a synthesis from the next five articles featured in this second edition of the special topic section focused on adaptations and new directions for the field of school psychology. Impact Statement The ongoing COVID-19 pandemic has had extensive implications on the fields of education and school psychology around the globe. Recent scholarship informs innovations and adaptations further informing practice, graduate preparation, scholarship, and policies that help to advance the field of school psychology within and beyond the COVID-19 syndemic. Contemporary research contributes important knowledge and guidance related to the impact on teacher’s mental health and harm, coping, teaching, self-efficacy, compassion fatigue, and concerns, as well as the concerns and perspectives of parents, and also the measurement of increased stress reported by students.
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