Children, Youth, Families & Schools, Nebraska Center for Research on


Date of this Version

April 2006


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.


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).