Preventative & Responsive Services
School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response (NASP, 2010).
"Write this down: My life is full of unlimited possibilities."
- Pablo Valle
"Write this down: My life is full of unlimited possibilities."
- Pablo Valle
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 the opportunity to work collaboratively with other professionals to promote services that enhanced the learning, mental health, and safety of clients in regards to specific interventions, special programs, and behavioural strategies.
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 the opportunity to work collaboratively with other professionals to promote services that enhanced the learning, mental health, and safety of clients in regards to specific interventions, special programs, and behavioural strategies.
Work Samples
The Social Skills Improvement System (SSIS) is a rating scale that measures social skill development, presenting behaviour difficulties, and academic competence. The SSIS also provides a class-wide intervention program to address at-risk behaviours which may be present in children.
|
Level of Competence
Rate: Low
Reflection:
Though I am on our division's Critical Incident Stress Management (CISM) team, and have experience in implementing school-wide preventative programs in our schools and specific programming to address behavioural and emotional need with individual students at risk, I have no experience in evidence-based strategies for effective risk assessment. I have been invited to be part of the risk assessment team for our division and region and will receive training in the upcoming year.
Rate: Low
Reflection:
Though I am on our division's Critical Incident Stress Management (CISM) team, and have experience in implementing school-wide preventative programs in our schools and specific programming to address behavioural and emotional need with individual students at risk, I have no experience in evidence-based strategies for effective risk assessment. I have been invited to be part of the risk assessment team for our division and region and will receive training in the upcoming year.
Annotated Bibliography
Corsini, R. J. & Wedding, D. (2011). Current psychotherapies (9th ed.). Belmont, CA: Thomson Brooks/Cole.
This text provides an in-depth theoretical background on the most common forms of psychotherapy used in contemporary practice. I specifically found it useful as it required that I critically examine who, why and how when engaging in the consultative process.
Maag, J. W. (2005). Social skills training for youth with emotional and behavioural disorders and learning disabilities: problems, conclusions, and suggestions. Exceptionality, 13(3), 155-172.
This article examines the difficulties children and adolescents with emotional and behavioural disorders and learning disabilities may have with social interactions, and how research in replacement behaviour training may be one means of increasing the effectiveness of Social Skills Training. This article was very interesting to me as it provided a problem-solving framework to how replacement behaviours may be utilized to assist students with EBD and LD.
Lane et al. (2005). Designing, implementing, and evaluating social skills interventions for elementary students: Step-by-step procedures based on actual school-based investigations. Preventing School Failure, 49(2), 18-26.
This article examines a step-by-step, empirically validated method for designing, implementing, and evaluating a formal social skills intervention plan which is based on specific skill deficits as identified by the Social Skills Rating System. I found this text particularly beneficial in that it has provided me with an outline on designing, implementing, and evaluating social skills interventions to assist a variety of students within my school division.
Sattler, J.M. & Hoge, R.D. (2008). Assessment of children: Behavioral, social, and clinical foundations (5th ed.). Mesa, CA: Author.
This resource provides an in-depth coverage of personality, behavioral, and clinical assessments for children and adolecents. It also provides information and samples for use in clinical interviewing of both children and parents for educational and psychological evaluation.
Corsini, R. J. & Wedding, D. (2011). Current psychotherapies (9th ed.). Belmont, CA: Thomson Brooks/Cole.
This text provides an in-depth theoretical background on the most common forms of psychotherapy used in contemporary practice. I specifically found it useful as it required that I critically examine who, why and how when engaging in the consultative process.
Maag, J. W. (2005). Social skills training for youth with emotional and behavioural disorders and learning disabilities: problems, conclusions, and suggestions. Exceptionality, 13(3), 155-172.
This article examines the difficulties children and adolescents with emotional and behavioural disorders and learning disabilities may have with social interactions, and how research in replacement behaviour training may be one means of increasing the effectiveness of Social Skills Training. This article was very interesting to me as it provided a problem-solving framework to how replacement behaviours may be utilized to assist students with EBD and LD.
Lane et al. (2005). Designing, implementing, and evaluating social skills interventions for elementary students: Step-by-step procedures based on actual school-based investigations. Preventing School Failure, 49(2), 18-26.
This article examines a step-by-step, empirically validated method for designing, implementing, and evaluating a formal social skills intervention plan which is based on specific skill deficits as identified by the Social Skills Rating System. I found this text particularly beneficial in that it has provided me with an outline on designing, implementing, and evaluating social skills interventions to assist a variety of students within my school division.
Sattler, J.M. & Hoge, R.D. (2008). Assessment of children: Behavioral, social, and clinical foundations (5th ed.). Mesa, CA: Author.
This resource provides an in-depth coverage of personality, behavioral, and clinical assessments for children and adolecents. It also provides information and samples for use in clinical interviewing of both children and parents for educational and psychological evaluation.