Center, Nebraska, Children, Youth, Families, and Schools
Nebraska Center for Research on Children, Youth, Families, and Schools: Presentations
Accessibility Remediation
If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.
Date of this Version
April 2006
Document Type
Article
Abstract
Pediatric School Psychology -&#;With an increasing number of children with chronic health conditions, the concept of pediatric care has expanded from a primarily medical emphasis to one that is more comprehensive and includes the disciplines of psychology and education (Perrin, 1999). -&#;Children with developmental disabilities experience symptoms that affect their physical, academic, behavioral, developmental, and social functioning; therefore, collaboration among interdisciplinary professionals is essential. -&#;Pediatric school psychology represents an “emergence of a subspecialty” within school psychology and includes the competencies of both school psychology and health psychology (Power, DuPaul, Shapiro, & Parrish, 1995). -&#;Pediatric school psychologists serve as a liaison among families, educational professionals, and health care providers. &#;&#;Training in pediatric school psychology has been recommended to promote interdisciplinary collaboration and communication among families, schools, and health care providers (Power, DuPaul, Shapiro, & Kazak, 2003; Shaw, 2003). -&#;With expertise in learning and development as well as consultation and intervention, school psychologists are uniquely qualified to facilitate collaborative efforts across home, school, and medical settings (Shapiro & Manz, 2004).
Comments
Olson, S. C., Rohlk, A. M., Sheridan, S. M., & Ellis, C. R. (2006, April). Roles and functions: School psychology within a pediatric setting. Poster presented at the 7th Annual Monroe-Meyer Institute Poster Session, Omaha, NE. Permission to use.