Interventions & Mental Health Services to Develop Social & Life Skills
School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health (NASP, 2010).
"A child needs encouragement like a plant needs water."
- Rudolf Dreikurs
"A child needs encouragement like a plant needs water."
- Rudolf Dreikurs
Course Work
EDPS 650: Family and Social Bases of Behaviour
This course explored the contribution of developmental and resiliency frameworks, along with significant ecologies, particularly the
influences of family, school, peer group, mass media, and culture, have on children's learning and behaviour.
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.
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
This final practicum is providing me with direct experience in integrating social, emotional, and behavioural support for children and adolescents. The design of such interventions and recommendations are focused on assisting children and adolescents in developing effective and age appropriate behaviours to aid in their overall well being.
EDPS 650: Family and Social Bases of Behaviour
This course explored the contribution of developmental and resiliency frameworks, along with significant ecologies, particularly the
influences of family, school, peer group, mass media, and culture, have on children's learning and behaviour.
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.
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
This final practicum is providing me with direct experience in integrating social, emotional, and behavioural support for children and adolescents. The design of such interventions and recommendations are focused on assisting children and adolescents in developing effective and age appropriate behaviours to aid in their overall well being.
Work Samples
It is essential that a school psychologist have the knowledge of conducting an assessment framework and differential diagnosis when presented with a referral questions. With two other colleagues, I had the opportunity to explore how to develop an assessment framework and work through a differential diagnosis process for a client presenting with anxiety symptoms. This experience has aided me throughout my third practicum as our team conceptualizes and works with clients in the clinic. |
Co-morbidity between two disorders are not uncommon, and making it even more complicated, is that many presenting symptoms of one disorder can be similar in another. I have found that differentiating between disorders can be very complicated at times. Through research and consultation with others, the process of differentiating between disorders can be made more successful. This document presents an example of differentiating between Oppositional Defiance Disorder (ODD) and Major Depressive Disorder (MDD). Once again, this process has aided me while conceptualizing client cases during my practicums and a skill I will need to continue to develop and employ throughout my career as a school psychologist.
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Level of Competence
Rating: Low
Reflection:
Other than my courses during my final year of this program and experiences with consulting with health professionals to aid in the development of interventions for students with specific behaviour or social/emotional difficulties, I have a lack of evidence-based knowledge on how biological, cultural, developmental, and social influences on behavior and mental health impacts on learning and life skills. This is an area I have become very interested in and will continue to research during my internship and career as a school psychologists.
Rating: Low
Reflection:
Other than my courses during my final year of this program and experiences with consulting with health professionals to aid in the development of interventions for students with specific behaviour or social/emotional difficulties, I have a lack of evidence-based knowledge on how biological, cultural, developmental, and social influences on behavior and mental health impacts on learning and life skills. This is an area I have become very interested in and will continue to research during my internship and career as a school psychologists.
Annotated Bibliography
Franklin, C., Harris, M. B., & Allen-Meares, P. (2008). The School Practitioners Concise Companion to Mental Health. New York, NY: Oxford University
This reference book provides a guide to evidence-based interventions, as well as a list of specific related programs, common medications, and measurements used for assessment of ten major mental health and behavioural disorders. Due to the information it provides, I expect this book will become one that I refer to often during my internship and future practice as a school psychologist.
Kern, L., Hilt-Panahon, A, & Sokul, N. G. (2009). Further examining the triangle tip: Improving support for students with
emotional and behavioral needs. Educational & School Psychology, 46(1), 18-32. doi: 10.1002/pits.20351
This article examined school-wide pro-social behavioural support in a 3-tier model and suggestions for overcoming current barriers to addressing emotional and behavioural needs of students within the school system. I have found this article beneficial in assisting students with emotional/behavioural disorders (EBD) who require interventions on top tier of the Response to Intervention model my school division currently uses.
Mash, E. J., & Barkley, R. A. (Eds.). (2006). Treatment of Childhood Disorders. (3rd ed.). New York, NY: Guilford Press.
This comprehensive text provides an array of evidence-based intervention and recommended strategies for children and adolescents based on diagnostic category. A description of each disorder, past and contemporary best-practice assessment and intervention measures are provided. Considerations for diverse populations in both assessment and intervention are also offered for each presented disorder. This has been an excellent resource in assisting in development of evidence-based intervention and strategies for clients I may work with during my practicums, as well as in my upcoming internship and future practice.
White, J., & Kratochwill, T. (2005). Practice guidelines in school psychology: Issues and directions for evidence-based interventions in practice and training. Journal of School Psychology, 43(2), 99-115. doi: 10.1016/j.jsp.2005.01.001
This article provides practice guidelines for evidence-based interventions and evidence-based practice. Challenges in integrating these interventions are discussed. Guidelines are provided to assist in the increased use of evidence-based interventions and practice. This article will be beneficial in the future as I examine evidence-based interventions to be implemented within the school system.
Franklin, C., Harris, M. B., & Allen-Meares, P. (2008). The School Practitioners Concise Companion to Mental Health. New York, NY: Oxford University
This reference book provides a guide to evidence-based interventions, as well as a list of specific related programs, common medications, and measurements used for assessment of ten major mental health and behavioural disorders. Due to the information it provides, I expect this book will become one that I refer to often during my internship and future practice as a school psychologist.
Kern, L., Hilt-Panahon, A, & Sokul, N. G. (2009). Further examining the triangle tip: Improving support for students with
emotional and behavioral needs. Educational & School Psychology, 46(1), 18-32. doi: 10.1002/pits.20351
This article examined school-wide pro-social behavioural support in a 3-tier model and suggestions for overcoming current barriers to addressing emotional and behavioural needs of students within the school system. I have found this article beneficial in assisting students with emotional/behavioural disorders (EBD) who require interventions on top tier of the Response to Intervention model my school division currently uses.
Mash, E. J., & Barkley, R. A. (Eds.). (2006). Treatment of Childhood Disorders. (3rd ed.). New York, NY: Guilford Press.
This comprehensive text provides an array of evidence-based intervention and recommended strategies for children and adolescents based on diagnostic category. A description of each disorder, past and contemporary best-practice assessment and intervention measures are provided. Considerations for diverse populations in both assessment and intervention are also offered for each presented disorder. This has been an excellent resource in assisting in development of evidence-based intervention and strategies for clients I may work with during my practicums, as well as in my upcoming internship and future practice.
White, J., & Kratochwill, T. (2005). Practice guidelines in school psychology: Issues and directions for evidence-based interventions in practice and training. Journal of School Psychology, 43(2), 99-115. doi: 10.1016/j.jsp.2005.01.001
This article provides practice guidelines for evidence-based interventions and evidence-based practice. Challenges in integrating these interventions are discussed. Guidelines are provided to assist in the increased use of evidence-based interventions and practice. This article will be beneficial in the future as I examine evidence-based interventions to be implemented within the school system.