The roles of school psychologists working within a pediatric setting.

Authors

• Emily D. Warnes, University of Nebraska - LincolnFollow
• S.C. Olson, University of Nebraska - Lincoln
• Susan M. Sheridan, University of Nebraska - LincolnFollow
• A.M. Taylor, University of Nebraska - Lincoln
• K.E. Woods, University of Nebraska - Lincoln
• J.D. Burt, University of Nebraska - Lincoln
• C.A. Blevins, University of Nebraska - Lincoln
• C.L. Magee, University of Nebraska - Lincoln
• M.S. Swanger, University of Nebraska - Lincoln
• C.R. Ellis, University of Nebraska - LincolnFollow

Date of this Version

August 2006

Document Type

Article

Comments

Poster presented at the 114th Annual meeting of the American Psychological Association, New Orleans, LA. (2006, August).

Abstract

• With an increasing number of children presenting with health conditions, pediatric care has expanded from solely a medical definition to a more comprehensive service delivery approach that includes psychology and education (Perrin, 1999).

• An interdisciplinary, inter-systemic approach is necessary to meet the needs of children across systems (Power, Shapiro, & DuPaul, 2003).

• School psychologists are uniquely qualified to facilitate collaboration between settings and systems due to their expertise in consultation and intervention.

• Roles in pediatric school psychology include: advocating for children’s educational and social needs; consulting with care providers, families, and educators; and facilitating collaboration among these individuals (Power & Parrish, 1995).

• Conjoint behavioral consultation (CBC):
o A structured, indirect model wherein a consultant works with a parent and teacher to promote collaborative, problem-solving partnerships across home and school (Sheridan, Kratochwill, & Bergan, 1996).
o Effective in addressing a range of concerns across home and school (Sheridan, et al., 2001); high levels of parent and teacher acceptability and satisfaction reported (Freer & Watson, 1999; Sheridan & Steck, 1995).

• Other roles: Individualized Education Plan (IEP) consultation, parent- or teacher-only consultation, observations, and provision of resources/referrals.

• To date, no research has explored the conditions in which CBC is warranted in a pediatric medical setting and ones in which other services are appropriate.