Pub Date : 2023-11-16DOI: 10.1080/10474412.2023.2284190
Lori B. Vincent, Kate A. Helbig, Elizabeth L.W. McKenney
This article introduces the special issue focused on consultation and collaboration to support meaningful and socially valid outcomes for autistic people. The purpose of this special issue is to hi...
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ABSTRACTThe National Association of School Psychology recognizes the role that family engagement holds on school functioning and student outcomes. This article describes a qualitative study using constructivist grounded theory to explore systems-level family engagement practices in urban schools that implemented a Comprehensive Behavioral Health Model (CBHM). CBHM uses a data-driven Multi-Tiered System of Supports (MTSS) to provide behavioral and mental health services. Individual semi-structured interviews were conducted with six school psychologists representing seven CBHM-affiliated schools to explore perceptions of school-wide family engagement practices. Qualitative findings included five categories: commitment, communication, fostering a school community, feeling disconnected, and underdeveloped school systems. Findings revealed that families were engaged in various aspects of CBHM, and school psychologists promoted family engagement in multiple ways. However, efforts were at times unconnected to CBHM implementation, necessitating greater dialogue with families to integrate CBHM into wider systems. Implications for systems-level family engagement practices are also described.KEYWORDS: Multi-Tiered System of Supports (MTSS)Comprehensive Behavioral Health Model (CBHM)family engagementSchool-Wide Positive Behavioral Interventions and Supports (SW-PBIS)social-emotional learning (SEL) Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLauren BrodskyDr. Lauren Brodsky, Ph.D., is a School Psychologist in Pinellas County Public Schools. She conducts comprehensive psychological evaluations, supports facilitation of Tier 3 academic interventions as a part of multi-tiered systems of support, provides behavioral and mental health counseling and crisis de-escalation, and frequently communicates with students' families. To contact Lauren Brodsky, please send an email to Brodskyl@pcsb.org.Anastasiia IunDr. Anastasiia Iun, Ph.D., completed her doctoral training in School Psychology at the University of Massachusetts Boston.Her research interests include development of social-emotional learning, academic, and prosocial skills, cross-cultural adjustment, and mental health. She is also interested in conducting interdisciplinary research in fields of applied behavior analysis, school psychology, and general psychology.Alexis ErvinAlexis Ervin, is a Ph.D. candidate and research fellow at the University of Massachusetts Boston. She has interned at urban schools in Boston, MA.Amy L. CookDr. Amy L. Cook, Ph.D., LMHC (she/her) is an associate professor and chair of the Department of Counseling and School Psychology at the University of Massachusetts Boston. She received a Ph.D. in Educational Psychology, with a concentration in Counseling Psychology, from the University of Connecticut Storrs. She is a former counselor in urban schools and mental health organizations. Her research focuses on
国家学校心理学协会认识到家庭参与对学校功能和学生成绩的影响。本文描述了一项使用建构主义理论的定性研究，以探索实施综合行为健康模型(CBHM)的城市学校系统级家庭参与实践。CBHM使用数据驱动的多层支持系统(MTSS)来提供行为和心理健康服务。对代表七所cbhm附属学校的六名学校心理学家进行了个人半结构化访谈，以探讨全校范围内家庭参与实践的看法。定性调查结果包括五个类别:承诺、沟通、培养学校社区、疏离感和不发达的学校系统。研究结果显示，家庭参与了家庭行为管理的各个方面，学校心理学家通过多种方式促进家庭参与。然而，这些努力有时与儿童健康管理的实施无关，因此需要与家庭进行更多的对话，将儿童健康管理纳入更广泛的系统。还描述了对系统级家庭参与实践的影响。关键词:多层支持系统(MTSS)综合行为健康模型(CBHM)家庭参与全校积极行为干预与支持(SW-PBIS)社会情绪学习(SEL)披露声明作者未报告潜在利益冲突作者简介:lauren brodsky博士劳伦·布罗茨基博士是皮内拉斯县公立学校的一名学校心理学家。她进行全面的心理评估，支持促进三级学术干预作为多层支持系统的一部分，提供行为和心理健康咨询以及危机降级，并经常与学生家庭沟通。要联系Lauren Brodsky，请发送电子邮件至Brodskyl@pcsb.org.Anastasiia IunDr。Anastasiia Iun博士在马萨诸塞大学波士顿分校完成了她的学校心理学博士培训。她的研究兴趣包括社会情感学习的发展、学术和亲社会技能、跨文化适应和心理健康。她还对应用行为分析、学校心理学和普通心理学领域的跨学科研究感兴趣。Alexis Ervin是马萨诸塞大学波士顿分校的博士候选人和研究员。她曾在马萨诸塞州波士顿的城市学校实习。艾米·库克博士。Amy L. Cook，博士，LMHC(她/她)是马萨诸塞大学波士顿分校咨询和学校心理学系的副教授和系主任。她获得康涅狄格大学斯托尔斯分校教育心理学博士学位，主修咨询心理学。她曾在城市学校和心理健康组织担任顾问。她的研究重点是发展文化响应的做法，促进青年发展和公平导向的成果，主要是通过社区参与研究与青年和教育工作者在合作学校和组织。梅丽莎PearrowDr。Melissa Pearrow博士是马萨诸塞大学波士顿分校的一名学校心理学教授，她在那里教授研究生课程，包括法律、伦理和学校心理学家的专业实践。她曾担任全国学校心理学家协会伦理委员会主席。她也是BIRCh(儿童行为健康综合资源)项目的执行主任，该项目代表了马萨诸塞大学波士顿分校和阿默斯特大学之间的合作，提供专业资源以加强学校和社区机构提供的行为健康支持的协调。
{"title":"Exploring Systems-Level Family Engagement Practices Across Elementary and PK-8 Schools","authors":"Lauren Brodsky, Anastasiia Iun, Alexis Ervin, Amy L. Cook, Melissa Pearrow","doi":"10.1080/10474412.2023.2269389","DOIUrl":"https://doi.org/10.1080/10474412.2023.2269389","url":null,"abstract":"ABSTRACTThe National Association of School Psychology recognizes the role that family engagement holds on school functioning and student outcomes. This article describes a qualitative study using constructivist grounded theory to explore systems-level family engagement practices in urban schools that implemented a Comprehensive Behavioral Health Model (CBHM). CBHM uses a data-driven Multi-Tiered System of Supports (MTSS) to provide behavioral and mental health services. Individual semi-structured interviews were conducted with six school psychologists representing seven CBHM-affiliated schools to explore perceptions of school-wide family engagement practices. Qualitative findings included five categories: commitment, communication, fostering a school community, feeling disconnected, and underdeveloped school systems. Findings revealed that families were engaged in various aspects of CBHM, and school psychologists promoted family engagement in multiple ways. However, efforts were at times unconnected to CBHM implementation, necessitating greater dialogue with families to integrate CBHM into wider systems. Implications for systems-level family engagement practices are also described.KEYWORDS: Multi-Tiered System of Supports (MTSS)Comprehensive Behavioral Health Model (CBHM)family engagementSchool-Wide Positive Behavioral Interventions and Supports (SW-PBIS)social-emotional learning (SEL) Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLauren BrodskyDr. Lauren Brodsky, Ph.D., is a School Psychologist in Pinellas County Public Schools. She conducts comprehensive psychological evaluations, supports facilitation of Tier 3 academic interventions as a part of multi-tiered systems of support, provides behavioral and mental health counseling and crisis de-escalation, and frequently communicates with students' families. To contact Lauren Brodsky, please send an email to Brodskyl@pcsb.org.Anastasiia IunDr. Anastasiia Iun, Ph.D., completed her doctoral training in School Psychology at the University of Massachusetts Boston.Her research interests include development of social-emotional learning, academic, and prosocial skills, cross-cultural adjustment, and mental health. She is also interested in conducting interdisciplinary research in fields of applied behavior analysis, school psychology, and general psychology.Alexis ErvinAlexis Ervin, is a Ph.D. candidate and research fellow at the University of Massachusetts Boston. She has interned at urban schools in Boston, MA.Amy L. CookDr. Amy L. Cook, Ph.D., LMHC (she/her) is an associate professor and chair of the Department of Counseling and School Psychology at the University of Massachusetts Boston. She received a Ph.D. in Educational Psychology, with a concentration in Counseling Psychology, from the University of Connecticut Storrs. She is a former counselor in urban schools and mental health organizations. Her research focuses on","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/10474412.2023.2262451
Chelsea Quick, Bryn Harris, Megan E. Golson, Maryellen Brunson McClain, Jeffrey D. Shahidullah
ABSTRACTAutism evaluation processes are often fragmented and lead to delays in accurate identification and services. These inefficient processes also lead to substantial burden on families when navigating the autism diagnostic odyssey that often requires information-sharing across providers and settings. Collaboration across schools, clinical settings, and communities can facilitate equitable and efficient access to autism evaluation services. Children and families from minoritized and marginalized backgrounds are particularly positioned to benefit from school-clinic collaboration. This paper (1) highlights the current state of autism identification and systems inefficiencies and inequities along racial/ethnic/socioeconomic lines, (2) compares the processes, benefits, and challenges between educational identification and clinical diagnosis of autism, (3) describes how school-clinic collaboration processes can address these systems inefficiencies and inequities, (4) presents examples of models that use school-clinic collaboration, and (5) offers specific recommendations for providers. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 A note on language/terminology: In this paper we interchangeably use person-first and identity-first language. Person first language is generally thought to be more respectful and reduce dehumanizing language, however it is widely accepted that people who have received an autism diagnosis prefer identity-first language due to person-first language feeling stigmatizing, such as referring to someone who “struggles with” a diagnosis. Identity-first language is also a way to signify pride in one’s identity (Brown, Citationn.d.). No community is a monolith, and it is important to honor the individual on a case-by-case basis.Additional informationNotes on contributorsChelsea QuickChelsea Quick, PhD is a Psychologist at Action Behavior Centers in Denver, CO.Bryn HarrisBryn Harris, PhD is a Professor at the University of Colorado - Denver.Megan E. GolsonMegan E. Golson, PhD is a Postdoctoral Fellow at Mailman Center for Child Development in Miami, FL.Maryellen Brunson McClainMaryellen Brunson McClain, PhD, is an Associate Professor in the School Psychology Program at Indiana University - Bloomington.Jeffrey D. ShahidullahJeffrey D. Shahidullah, PhD, is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences within Dell Medical School at University of Texas at Austin.
自闭症评估过程往往是碎片化的，导致准确识别和服务的延迟。在自闭症诊断过程中，这些低效的过程也给家庭带来了沉重的负担，因为自闭症诊断过程往往需要跨提供者和环境共享信息。学校、临床机构和社区之间的合作可以促进公平和有效地获得自闭症评估服务。来自少数群体和边缘化背景的儿童和家庭尤其能够从校医合作中受益。本文(1)强调了自闭症识别和系统在种族/民族/社会经济方面的低效率和不公平的现状;(2)比较了自闭症教育识别和临床诊断之间的过程、好处和挑战;(3)描述了学校-诊所合作过程如何解决这些系统的低效率和不公平问题;(4)展示了使用学校-诊所合作的模型示例。(5)为供应商提供具体建议。披露声明作者未报告潜在的利益冲突。注1关于语言/术语的说明:在本文中，我们交替使用个人优先和身份优先的语言。人们通常认为，以人为本的语言更有礼貌，减少了非人性化的语言，然而，人们普遍认为，被诊断为自闭症的人更喜欢以身份为本的语言，因为以人为本的语言会让人感到耻辱，比如指那些“与”诊断“斗争”的人。身份优先的语言也是一种表达对身份的自豪感的方式(Brown, citation, d.)。没有一个社区是铁板一块的，在个案的基础上尊重个人是很重要的。附加信息:切尔西快手切尔西快手，博士是丹佛行动行为中心的心理学家，是丹佛科罗拉多大学的教授。Megan E. Golson，博士，是佛罗里达州迈阿密梅尔曼儿童发展中心的博士后研究员。maryellen Brunson McClain博士，是印第安纳大学布卢明顿分校学校心理学项目的副教授。Jeffrey D. Shahidullah博士是德克萨斯大学奥斯汀分校戴尔医学院精神病学和行为科学系的助理教授。
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Pub Date : 2023-09-30DOI: 10.1080/10474412.2023.2262450
Narmene Hamsho, Abbey Eisenhower, Megan Galligan, Melissa A. Collier-Meek, Yasamin Bolourian, Sarah Levinson, Jan Blacher
ABSTRACTMost teachers report wanting more training and support to teach autistic students. Individual, autism-focused coaching is a promising approach for improving teacher self-efficacy and autistic student outcomes. Given the high workload demands of coaching, it must be feasible and acceptable. This study considers coaches’, teachers’, and autistic peoples’ perspectives to identify key components integral to autism-focused coaching as well as strategies that enhance the feasibility and acceptability of each component. Interviews with seven K-2nd grade teachers, ten autistic adolescents and adults, and a focus group with six coaches were qualitatively examined using an inductive approach and incorporated grounded theory practices to develop an autism-focused coaching framework. This framework consists of four contextual elements that were identified as crucial to coaching within an autism-specific context, including the use of a neurodiversity-affirming lens and coaches’ strong autism knowledge. This framework also comprises eight sequential coaching components informed by principles of adult learning theory (e.g. observation, feedback, self-reflection) that are generalizable to supporting teachers’ work with autistic and neurodivergent students. These findings offer guidance to coaches and program developers regarding key components to implement when working with teachers supporting autistic students. We highlight specific recommendations within each component to maximize the feasibility and social validity of autism-specific coaching. AcknowledgementThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education [Grant R324A180105; J Blacher, P.I., A. Eisenhower, Co-P.I.] and by a Public Service Grant from the University of Massachusetts Boston (A. Eisenhower, P.I.). The opinions expressed are those of the authors and do not necessarily represent views of the Institute of Education Sciences, the U.S. Department of Education, or the University of Massachusetts Boston. Shana Cohen, Ph.D., and Kohrissa Joseph, Ph.D. contributed to initial coding of the interviews with autistic adolescents and adults. We thank our research participants for their generosity of time and insights.Disclosure statementThe authors report there are no competing interests to declare.Notes1 We use identity-first language to reflect the preferences of many members of the autistic community (e.g., Kenny et al., Citation2016; see Bottema-Beutel et al., Citation2021 for an overview).Additional informationFundingThis work was supported by the Institute of Education Sciences [R324A180105]; University of Massachusetts Boston.Notes on contributorsNarmene HamshoNarmene Hamsho is an Assistant Professor within the School Psychology program at Fairleigh Dickinson University’s School of Psychology and Counseling. She pursues a program of research related to educational equity with a focus on reducing opportunity gaps and promoting academic
她的研究兴趣包括自闭症在家庭和学校背景下的研究，学生与教师的关系，以及自闭症的文化背景。
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Pub Date : 2023-09-29DOI: 10.1080/10474412.2023.2261921
Hao-Jan Luh, Zachary C. LaBrot, Cagla Cobek, Ryan Sunda, Lindsay M. Fallon
ABSTRACTTraining in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training.KEYWORDS: Consultationmulticultural considerationssocial justicetrainingsyllabi analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHao-Jan LuhHao-Jan Luh, PhD, is an Assistant Professor of School Psychology at Rowan University. His research interests include implementation science, cultural adaptation, and consultation.Zachary C. LaBrotZachary C LaBrot, PhD, is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. His research interests include multitiered consultation for teachers, implementation supports for early childhood educators, and supporting families with their children’s academic and behavioral needs.Cagla CobekCagla Cobek, M.A., is a third-year school psychology PhD student at the University of Southern Mississippi. Her research interests include teacher mentorship interventions for junior teachers and supporting teachers’ classroom management.Ryan SundaRyan Sunda is a second-year school psychology PhD student at the University of Massachusetts Boston. His research interests include the mentorship of beginning and lateral entry teachers and the implementation of school-wide antiracism programming for educators.Lindsay M. FallonLindsay M Fallon, PhD, is an Associate Professor in the School Psychology Program at University of Massachusetts Boston. Her research interests include multi-tiered systems of support for behavior to advance racial equity, implementation science, systems change, and social justice. She is an Associate Editor of the Journal of Educational and Psychological Consultation.
摘要校本咨询培训可能包括各种咨询模式、目标和与不同合作伙伴的合作指导。然而，目前尚不清楚培训师目前是如何组织课程的，以及社会正义在多大程度上融入了课堂。因此，我们系统地复制了Hazel et al.(2010)对咨询培训大纲的分析。我们分析了55所学校心理学课程的63个教学大纲。我们发现许多课程的讲师都以解决问题的模式为基础进行培训。培训人员至少布置了一项与多元文化考虑或社会公正相关的阅读或作业，但社会公正很少作为培训目标的中心。与Hazel等人之前的研究结果相比，我们注意到更多的教学大纲包含了远程咨询和自我反思的主题，这可能对促进咨询中的社会正义至关重要。讨论了调查结果的局限性和影响，包括需要更全面地将社会正义主题纳入学校咨询培训的所有方面。关键词:咨询、多元文化考虑、社会公正、培训、教学大纲分析披露声明作者未报告潜在的利益冲突。作者简介:luhao - jan，博士，罗文大学学校心理学助理教授。主要研究方向为实施科学、文化适应和咨询。Zachary C. LaBrot博士是南密西西比大学学校心理学项目的助理教授。他的研究兴趣包括教师的多层咨询，幼儿教育工作者的实施支持，以及支持家庭满足孩子的学业和行为需求。Cagla Cobek，文学硕士，是南密西西比大学心理学三年级的博士生。主要研究方向为教师导师制对初级教师的干预和教师课堂管理的支持。Ryan SundaRyan Sunda是马萨诸塞大学波士顿分校二年级心理学博士生。他的研究兴趣包括指导初任教师和横向入职教师，以及为教育工作者实施全校范围的反种族主义计划。Lindsay M. Fallon，博士，马萨诸塞大学波士顿分校学校心理学项目副教授。她的研究兴趣包括支持行为的多层系统，以促进种族平等，实施科学，系统变革和社会正义。她是《教育与心理咨询杂志》的副主编。
{"title":"Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs","authors":"Hao-Jan Luh, Zachary C. LaBrot, Cagla Cobek, Ryan Sunda, Lindsay M. Fallon","doi":"10.1080/10474412.2023.2261921","DOIUrl":"https://doi.org/10.1080/10474412.2023.2261921","url":null,"abstract":"ABSTRACTTraining in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training.KEYWORDS: Consultationmulticultural considerationssocial justicetrainingsyllabi analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHao-Jan LuhHao-Jan Luh, PhD, is an Assistant Professor of School Psychology at Rowan University. His research interests include implementation science, cultural adaptation, and consultation.Zachary C. LaBrotZachary C LaBrot, PhD, is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. His research interests include multitiered consultation for teachers, implementation supports for early childhood educators, and supporting families with their children’s academic and behavioral needs.Cagla CobekCagla Cobek, M.A., is a third-year school psychology PhD student at the University of Southern Mississippi. Her research interests include teacher mentorship interventions for junior teachers and supporting teachers’ classroom management.Ryan SundaRyan Sunda is a second-year school psychology PhD student at the University of Massachusetts Boston. His research interests include the mentorship of beginning and lateral entry teachers and the implementation of school-wide antiracism programming for educators.Lindsay M. FallonLindsay M Fallon, PhD, is an Associate Professor in the School Psychology Program at University of Massachusetts Boston. Her research interests include multi-tiered systems of support for behavior to advance racial equity, implementation science, systems change, and social justice. She is an Associate Editor of the Journal of Educational and Psychological Consultation.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1080/10474412.2023.2240304
Lucy L. Purgason, Glenda Johnson, Olivia Vallecillo, Christian Covington, Robyn H. Parker, Samantha Airhart-Larraga
{"title":"English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students","authors":"Lucy L. Purgason, Glenda Johnson, Olivia Vallecillo, Christian Covington, Robyn H. Parker, Samantha Airhart-Larraga","doi":"10.1080/10474412.2023.2240304","DOIUrl":"https://doi.org/10.1080/10474412.2023.2240304","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43423741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.1080/10474412.2023.2239796
Kate A. Helbig, S. Schrieber, Keith C. Radley, James R. Derieux
{"title":"Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities","authors":"Kate A. Helbig, S. Schrieber, Keith C. Radley, James R. Derieux","doi":"10.1080/10474412.2023.2239796","DOIUrl":"https://doi.org/10.1080/10474412.2023.2239796","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45591829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-17DOI: 10.1080/10474412.2023.2234365
A. Gregory, Gabrielle Moya, S. Jimenez, Jacqueline Zenou, A. Ward-Seidel, Francis L. Huang
{"title":"Steadfast Implementation of Restorative Practices During the COVID-19 Pandemic: A Case Study of Consultancy and Leadership in an Elementary School","authors":"A. Gregory, Gabrielle Moya, S. Jimenez, Jacqueline Zenou, A. Ward-Seidel, Francis L. Huang","doi":"10.1080/10474412.2023.2234365","DOIUrl":"https://doi.org/10.1080/10474412.2023.2234365","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/10474412.2023.2232785
Wesley A. Sims, Kathleen R King, June L. Preast, M. Burns, Sarah Panameño
{"title":"Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects","authors":"Wesley A. Sims, Kathleen R King, June L. Preast, M. Burns, Sarah Panameño","doi":"10.1080/10474412.2023.2232785","DOIUrl":"https://doi.org/10.1080/10474412.2023.2232785","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43480076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/10474412.2022.2086877
Colleen R. O’Neal, S. Tan, Jasmine E. Parrott, Shannon W. Martin
ABSTRACT The purpose of this study was to explore the impact of the removal of refugee protections on refugee education and mental health, in addition to the protective roles of advocacy, community, and religion. We conducted semi-structured interviews with seven Chin refugees from Myanmar who were refugee school leaders in Malaysia (mean age = 23; 57% female); we also interviewed four Malaysian citizens, with expertise in refugee education (mean age = 35; 100% female). We conducted follow-up interviews with five of the Chin participants. We found that (a) Chin refugees were deeply concerned about how removal of protections impacted refugee education, fears of refoulement, and the well-being of their refugee education community; (b) Logistical, community, and emotional support played a protective role; and (c) An unprecedented multi-step advocacy process by the Chin community contributed to successful reinstatement of their refugee protections, including protections for their refugee schools. Discussion addresses the importance of pre-consultation school research on policy impacts and advocacy with marginalized school communities prior to starting consultation, with a focus on how refugee community protective factors and advocacy can act as forms of resilience in the face of negative policy impacts on education and mental health.
{"title":"Removal of Refugee Protections: Impact on Refugee Education, Mental Health, Coping, and Advocacy","authors":"Colleen R. O’Neal, S. Tan, Jasmine E. Parrott, Shannon W. Martin","doi":"10.1080/10474412.2022.2086877","DOIUrl":"https://doi.org/10.1080/10474412.2022.2086877","url":null,"abstract":"ABSTRACT The purpose of this study was to explore the impact of the removal of refugee protections on refugee education and mental health, in addition to the protective roles of advocacy, community, and religion. We conducted semi-structured interviews with seven Chin refugees from Myanmar who were refugee school leaders in Malaysia (mean age = 23; 57% female); we also interviewed four Malaysian citizens, with expertise in refugee education (mean age = 35; 100% female). We conducted follow-up interviews with five of the Chin participants. We found that (a) Chin refugees were deeply concerned about how removal of protections impacted refugee education, fears of refoulement, and the well-being of their refugee education community; (b) Logistical, community, and emotional support played a protective role; and (c) An unprecedented multi-step advocacy process by the Chin community contributed to successful reinstatement of their refugee protections, including protections for their refugee schools. Discussion addresses the importance of pre-consultation school research on policy impacts and advocacy with marginalized school communities prior to starting consultation, with a focus on how refugee community protective factors and advocacy can act as forms of resilience in the face of negative policy impacts on education and mental health.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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