Consultation & Collaboration
School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services (NASP, 2010).
"Alone we can do so little; together we can do so much."
- Helen Keller
"Alone we can do so little; together we can do so much."
- Helen Keller
Course Work
APSY 651: Disorders of Learning and Behaviour
This course provided an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders. Information with respect to the nature and scope of learning and behavior disorders, as well as opportunities to facilitate academic and applied interests relative to the specific topics, issues and trends within this field of study, were provided.
EDPS 660: Social, Emotional, and Behavioural Assessment
This course focused on comprehensive assessment and interventions for children and youth referred for social, emotional, and/or
behavioral concerns and was based on a bioecological systems perspective and developmental systems model as currently endorsed by NASP. Awareness of assessment practices instilling sensitivity in the contextual and cultural factors, strengths and weaknesses, and risks and resiliency factors of children and youth through multimodal, multisource, and multidisciplinary assessment practice was stressed.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
CAAP 601:Theories of Counselling
This course focused on the theoretical foundations in professional practice. An examination of the range of contemporary counselling theories was provided as a means to assist students in developing their own emerging theory of counselling.
APSY 656: Practicum In Academic & Language Assessment
EDPS 675: Practicum In Cognitive & Neuropsychological Assessment
EDPS 676: Practicum In Social/Emotional & Behavioural Assessment
The three practicum experiences provided me with an opportunity to communicate, collaborate, and consult with other students, psychologists, and clients and their families to guide a problem-solving process to plan and evaluate evidence-based interventions determined through the assessment process to best meet client needs.
APSY 651: Disorders of Learning and Behaviour
This course provided an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders. Information with respect to the nature and scope of learning and behavior disorders, as well as opportunities to facilitate academic and applied interests relative to the specific topics, issues and trends within this field of study, were provided.
EDPS 660: Social, Emotional, and Behavioural Assessment
This course focused on comprehensive assessment and interventions for children and youth referred for social, emotional, and/or
behavioral concerns and was based on a bioecological systems perspective and developmental systems model as currently endorsed by NASP. Awareness of assessment practices instilling sensitivity in the contextual and cultural factors, strengths and weaknesses, and risks and resiliency factors of children and youth through multimodal, multisource, and multidisciplinary assessment practice was stressed.
EDPS 674: Interventions to Promote Social-Emotional and Behavioural Well-Being
This course examined interventions that promote and support socio-emotional and behaviour well-being of children and adolescents who are experiencing emotional and behavioral difficulties in the school, home, and community environments. Focus on key issues and evidence-based intervention practices while working with diverse families was explored.
CAAP 601:Theories of Counselling
This course focused on the theoretical foundations in professional practice. An examination of the range of contemporary counselling theories was provided as a means to assist students in developing their own emerging theory of counselling.
APSY 656: Practicum In Academic & Language Assessment
EDPS 675: Practicum In Cognitive & Neuropsychological Assessment
EDPS 676: Practicum In Social/Emotional & Behavioural Assessment
The three practicum experiences provided me with an opportunity to communicate, collaborate, and consult with other students, psychologists, and clients and their families to guide a problem-solving process to plan and evaluate evidence-based interventions determined through the assessment process to best meet client needs.
Work Samples
During our course on counselling we were asked to examine our personal counselling theory. At the time I felt the core assumptions of Rational Emotive Behaviour Therapy (REBT) fit with my own theory of addressing difficulties that students and their families may be experiencing as a Learning Assistance Teacher (LAT). However, as I am making the transition into becoming a school psychologist, my philosophy has now evolved to include examining all the possible factors which may influence the academic and social/emotional and behavioural development of a child or adolescent. Through collaboration with families, the school, and other professionals, a clearer picture of the child or adolescent can be ascertained.
|
It is of utmost importance that a school psychologist practicing in Saskatchewan be aware of their role within the Response to Intervention model. Traditionally, the school psychologist is viewed as the 'tester' and 'gate keeper' of special education services. However, the school psychologist is able to be involved in all three tiers of RTI; from school-wide screening and consulting for specific interventions to address student need.
|
Level of Competence
Rating: Medium
Reflection:
As a Learning Assistance Teacher (LAT) I have had vast experience in consulting and collaborating with teachers, parents, students, and outside agencies; however, my courses and practicum experiences have transferred these skills from a school psychologist's point of view and purpose. In the future, my role will become more of consulter than one of a provider of interventions.
Rating: Medium
Reflection:
As a Learning Assistance Teacher (LAT) I have had vast experience in consulting and collaborating with teachers, parents, students, and outside agencies; however, my courses and practicum experiences have transferred these skills from a school psychologist's point of view and purpose. In the future, my role will become more of consulter than one of a provider of interventions.
Annotated Bibliography
Corsini, R. J., & Wedding, D. (2011). Current psychotherapies 9th ed. Belmont, CA: Cengage Learning.
This text focuses on comparing and applying the major theories of psychotherapy. Each theory is evaluated by how it approaches, evaluates and treats a problem. The theories within this text provided me with a context from framing my own theory, which interestingly, has adapted and changed over the four years I have been in this program.
Litchtenberger, E.O., Mather, N., Kaufman, N.L., & Kaufman, A.S. (2004). Essentials of assessment report writing: Essentials of psychological assessments. Hoboken, NJ: John Wiley & Sons.
This book focuses on writing a clear and thorough psycho-educational report and effectively communicating information to parents, teachers and other professionals. I have had an opportunity to view a variety of psycho-educational reports in my twenty years as a Learning Assistance Teacher, and though each psychologist may have their own style of report writing, each entails the key sections as depicted in this book. Now as I am transitioning into a career as a school psychologists, this book has been an excellent resource for me as I am just beginning to develop my own report writing style and learning how to conduct a feedback meeting to communicate information to parents.
Mastoras, S .M., Climie, E. A, McCrimmon, A. W., & Schwean, V. L (2011). A C.L.E.A.R. approach to report writing: A
framework for improving the efficacy of psychoeducational reports. Canadian Journal of School Psychology, 26(2), 127-147. doi: 10.1177/0829573511409722
This article provides an integrated framework for providing clear and concise report writing to communicate assessment results. This is a resource that will assist me in the consultation process during the post-assessment period of my internship experiences
Video: The effective physician: Motivational interviewing demonstration. University of Florida Department of Psychiatry. Available at http://www.youtube.com/watch?v=URIKA7CKtfc&feature=related
Video: The Ineffective physician: Non-motivational approach. University of
Florida Department of Psychiatry. Available at: http://www.youtube.com/watch?v=80XyNE89eCs&feature=relmfu
These two short videos demonstrate effective and ineffective interviewing approaches through a mock interview between a doctor and client. Focus was placed on how to ensure an interview remains nonjudgmental and focused on the area of concern or referral question. I found the information provided in these videos beneficial as I develop my own interview process and the importance of including the client in the decision making process of recommending treatment.
Corsini, R. J., & Wedding, D. (2011). Current psychotherapies 9th ed. Belmont, CA: Cengage Learning.
This text focuses on comparing and applying the major theories of psychotherapy. Each theory is evaluated by how it approaches, evaluates and treats a problem. The theories within this text provided me with a context from framing my own theory, which interestingly, has adapted and changed over the four years I have been in this program.
Litchtenberger, E.O., Mather, N., Kaufman, N.L., & Kaufman, A.S. (2004). Essentials of assessment report writing: Essentials of psychological assessments. Hoboken, NJ: John Wiley & Sons.
This book focuses on writing a clear and thorough psycho-educational report and effectively communicating information to parents, teachers and other professionals. I have had an opportunity to view a variety of psycho-educational reports in my twenty years as a Learning Assistance Teacher, and though each psychologist may have their own style of report writing, each entails the key sections as depicted in this book. Now as I am transitioning into a career as a school psychologists, this book has been an excellent resource for me as I am just beginning to develop my own report writing style and learning how to conduct a feedback meeting to communicate information to parents.
Mastoras, S .M., Climie, E. A, McCrimmon, A. W., & Schwean, V. L (2011). A C.L.E.A.R. approach to report writing: A
framework for improving the efficacy of psychoeducational reports. Canadian Journal of School Psychology, 26(2), 127-147. doi: 10.1177/0829573511409722
This article provides an integrated framework for providing clear and concise report writing to communicate assessment results. This is a resource that will assist me in the consultation process during the post-assessment period of my internship experiences
Video: The effective physician: Motivational interviewing demonstration. University of Florida Department of Psychiatry. Available at http://www.youtube.com/watch?v=URIKA7CKtfc&feature=related
Video: The Ineffective physician: Non-motivational approach. University of
Florida Department of Psychiatry. Available at: http://www.youtube.com/watch?v=80XyNE89eCs&feature=relmfu
These two short videos demonstrate effective and ineffective interviewing approaches through a mock interview between a doctor and client. Focus was placed on how to ensure an interview remains nonjudgmental and focused on the area of concern or referral question. I found the information provided in these videos beneficial as I develop my own interview process and the importance of including the client in the decision making process of recommending treatment.