School psychologists can be a vital link in the support team for children and
teens. Not every school has a psychologist, and the social worker might fill the role usually reserved for the psychologist in some schools. Interpersonal or
talk therapy is one way in which school psychologists or social workers might interact with children and teens. This can be of value in helping students get through crises or to deal with childhood or teen
depression.
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School psychologists and social workers are the backbone of the child study team and can be of much support to children who are experiencing mental health difficulties or crises at home or in school.
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School psychologists work with students in
early childhood and elementary and secondary schools. They collaborate with teachers, parents, and school personnel to create safe, healthy, and supportive learning environments for all students.
The school psychologist attempts to address the students' learning and behavioral problems, suggest improvements to classroom management strategies or
parenting techniques, and evaluate students with disabilities, as well as gifted and talented students, to help determine the best way to educate them. They help to improve teaching, learning, and encourage socialization strategies based on their understanding of the psychology of learning environments.
They also may evaluate the effectiveness of academic programs, prevention programs, behavior management procedures, and other services provided in the school setting. The school psychologist can take on different roles in various schools and in different school systems. It's definitely not a cookie-cutter job.
In 2006 there were 152,000
clinical, counseling or school psychologists in the United States.
The child study team in a school setting usually consists of a school psychologist, a social worker and possibly a
psychiatrist. Special education staff are also involved.
Some school systems have parent liaisons, who serve as a link in communication. At times, the role of the social worker may blend into that of a therapist or psychologist within the public school, especially when there is not a school psychologist or clinical psychologist at the school itself. Some high schools may have a full-time clinical psychologist.
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Photo: U.S. Census Bureau
Children thrive with one-on-one attention. Special education classrooms where there is a greater teacher to student ratio, and where there may be attentive teacher's assistants and/or student aids, can help a child experiencing difficulties to do well academically and get the attention he or she needs. Some children experience a "miraculous" turn-around, when they receive individual attention from various sources. Some of the positive affect that is sometimes attributed to medication, might in fact be due to the attention a child receives from supportive staff and professionals.
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Additional Articles Related to School Psychology:
Ideas for the Classroom
ADHD and Preschoolers
How teachers and principals can help children and parents make
the most out of their years in school
Marijuana and School, Grades
Children and Breakfast, School
The Value of Parental Training
Thoughts from school psychologist Keisha Hill
Some thoughts from Keisha Hill, Ed.S, School Psychologist, Paterson, NJ, on Parental Training and what schools can do, something that is implemented in a number of public schools.
Keisha Hill is a School Psychologist from Paterson, NJ who works daily with children who have
ADHD and other special needs. Apart from what can be accomplished within the school system, Dr. Hill recognizes that the home environment plays a vital role in a child's being able to concentrate in school, as well as his or her psychological and emotional development.
With that in mind, she recommends parental training for parents whose children have special needs. Groups for parental training can be very valuable when children have special needs, and these can be provided by educators and psychologists from within the school system.
This can be of much benefit to a child's progress.
"Every day I talk to hard-working educators, parents, guardians, and grandparents who are calling out for help in dealing with children with
ADD/ADHD. Regarding the classroom, teachers and staff would benefit from more training in research-proven strategies for children with ADD/ADHD.
Furthermore from what I have seen these strategies are potentially beneficial to all students, even those without attention difficulties.
However, the school cannot create optimal environments for children with
ADD/ADHD in isolation. The home environment component is very important. Although many parents are doing the best they possibly can to help their inattentive/hyperactive child and to just make it Through the day without a tantrum or crisis, parent training groups have proven to be very effective.
For example, once parents understand that children with attention difficulties can not self-regulate or 'keep everything together' as well as other children, they will need assistance from a parent with concepts such as decision-making, time-management, and organization." Keisha L. Hill, Ed.S.
Additional Educational and School Psychology Articles (on-site)
Limitations of public school child study team and psychological services
Gangs: Notes from grade school assembly
Character Education in Public (and other) Schools
Internet Safety: Notes from a Public School meeting
Resources, Education & Special Needs
Citizen Schools
After School program for disadvantaged youths in many states in the U.S. for mentoring, vocational training and self-esteem. www.citizenschools.org
Free Teens: (off-site link)
Free Teens USA reaches more than 10,000 teens annually in urban and suburban areas of NY and NJ with messages of healthy relationships, self-leadership, and character development. Free Teens aims to help youth achieve their life dreams and goals including that of preparing for a committed love relationship that can last a lifetime!
U.S. Government
Education Resources Directory
Education Without Borders International
Our mission is to provide youth across all socio-economic, racial, national, and cultural backgrounds with a dynamic educational experience in the Americas. Every youth will become an integral part of a community of learners focusing on increased global awareness through community service, literacy, language immersion, and cross-cultural activities. We strongly believe that an educational travel experience has the power to change lives and increase academic success and resiliency, broadening horizons and transforming youth into community leaders.
Education Without Borders
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