Enhancing School Psychologists’ Consultation Skills to Support Students with Anxiety

School psychologists are increasingly called on to consult with teachers and parents regarding students with anxiety. Unfortunately, and despite increased incidence of child and adolescent anxiety, the mental health needs of school-age youth exceed available resources in a school. To promote effective and sustainable school-based intervention models for youth with anxiety, increased focus on indirect service delivery models are warranted. This study examined school psychology practitioners’ preparedness to respond to referrals for student anxiety through a consultation model of service delivery. A sample of (n = 231) practicing school psychologists were surveyed on their: a) knowledge of empirically supported intervention strategies for youth anxiety, b) consultation experience specific to anxiety referrals, and c) perceived self-efficacy to consult with parents and teachers when presented with an anxiety referral. Findings indicate participants do primarily use indirect consultation services to support students in their schools with anxiety, but across seven case scenarios, an overwhelming majority (~75%) reported feeling only slightly confident in their skills to consult with parents and teachers. Knowledge, overall, was fair, with participants demonstrating a lack of understanding of the important avoidance/approach dynamic in evidence-based strategies for anxiety. Implications for improving pre- and in-service school psychology training are discussed

What to Do for Anxious Kids? Applications of Cognitive Behavioral Therapy (CBT) in Schools

Anxiety disorders are among the most common mental health problems in children and adolescents (Ollendick & Pincus, 2008). Epidemiological studies since 1986 have reported that, as a group, anxiety disorders are present in approximately 10% of the population of children ages 6-17 (McLoone, Hudson, & Rapee, 2006). Anxiety disorders have a high prevalence rate, an early onset, significant long-term consequences (Le., school drop-out, psychopathology in adulthood, difficulties with social relationships, lower self-esteem, etc.), and a chronic course if left untreated (Ramirez, Feeney-Kettler, Flores-Torres, Kratochwill, & Morris, 2006). However, youth suffering from anxiety disorders are not always adequately identified and provided with treatment (Neil & Christensen, 2009)

Cognitive-Behavioral Group Therapy

This handbook describes in detail different contemporary approaches to group work with children and adolescents. Further, this volume illustrates the application of these models to work with the youth of today, whether victims of trauma, adolescents struggling with LGBT issues, or youth with varying common diagnoses such as autism spectrum disorders, depression, and anxiety

Persistent Social-Emotional Symptoms Following a Concussion: Recommendations for School Psychology Practice

Concussions can result in a constellation of physical, cognitive, and social– emotional symptoms, most of which resolve within 1 to 2 weeks following the injury. In some instances, social–emotional difficulties following concussion persist, causing ongoing distress and psychosocial impairments. It is important that school psychologists understand the nature of these symptoms, as well as ways in which they can support students who are recovering from concussions. As part of a collaborative concussion team, school psychologists can provide valuable insight into the complex interaction of symptoms that may present following a concussion. This article summarizes the existing literature on persistent social–emotional effects of concussions and provides recommendations for school psychologists with regard to consultation, assessment, and intervention for this underserved population of students

A Qualitative Examination of College Disability Services for Students with Traumatic Brain Injuries

Adolescents and young adults are at relatively high risk for sustaining traumatic brain injuries (TBIs). These injuries can result in persistent disabilities, including a range of cognitive, physical, and social-emotional deficits that can be particularly challenging for college age students. This qualitative study explored disability services for college students with TBIs through interviews with directors of 18 college Offices of Disability Services (ODS). Respondents provided general information regarding their service model, the most common disabilities served, as well as the number of students with TBI served, and more specific information pertaining to services for students with TBI. Results indicated ODS staff members possess a varied range of training and knowledge about TBI and the number of students with TBIs they reported serving at their colleges was not proportional to their enrollment numbers. Five themes emerged regarding services for college students with TBI, and included: self-identification or disclosure of the TBI, cognitive/academic accommodations and services, social and emotional support, transition support, and unique needs of students with TBI. Implications and recommendations are provided for ODS personnel to better meet the needs of students with traumatic brain injuries in the college setting

Conjoint Behavioral Consultation: Application to the School-based Treatment of Anxiety Disorders

In the current paper we discuss the treatment of childhood anxiety disorders using a problem-solving consultation framework. The role of consultation as a service delivery model in a school setting is elaborated on, as well as the contribution that consultation has in the movement towards evidence-based practices in school psychology. Additionally, a description of the role of consultation specifically in the treatment of childhood anxiety is provided. The role of parents and teachers in treatment is further elucidated, and the separate influence each may have on traditional treatment outcomes is presented. Finally, we discuss the benefits of using a conjoint behavioral consultation model (CBC) of treatment, whereby a mental health professional consults with a child\u27s parents and teachers, who collaborate to assess, monitor, and treat the child\u27s problems. We conclude with a discussion of the benefits of this collaborative approach to treatment of childhood anxiety and illustrate the application of CBC with a case example of selective mutism

Graduate Preparation of School Psychologists in Serving English Language Learners

The purpose of this study was to examine the training practices of NASP accredited graduate programs in school psychology with regard to best practices in working with English Language Learners (ELLs). Training directors of school psychology programs were surveyed regarding the amount of time and the extent of instruction they provided their school psychology graduate students on the topic of ELLs. School psychology interns were also surveyed regarding both their current knowledge about serving ELLs and their perceived preparedness to serve ELLs. Results indicated that school psychology programs are not adequately preparing graduate students to serve the growing population of ELLs. Faculty members cited time as the largest barrier to increasing their instruction about ELLs, particularly the amount of time that must be devoted to other requirements per state and national standards. Interns rated themselves as feeling less than adequately prepared to serve ELLs effectively, both during their internship and for their future practice. This article also presents implications for school psychology graduate training

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms

The Development of Intercultural Competency in School Psychology Graduate Students

School psychologists often have the opportunity to work with students and families from varied backgrounds and cultures. While this can be an exciting and enriching part of the job, it can also be daunting for some practitioners, particularly those who are inadequately prepared. A number of strategies have been implemented in school psychology training programs to improve students’ intercultural competency. This exploratory study investigated the results of one university’s short-term study abroad program for school psychology graduate students. Pre- and post- intercultural development assessments were given to school psychology graduate students who completed a course abroad; results were compared to students who took the same course on campus in the United States. Findings indicated that there was no measurable growth in intercultural competence in either group. Implications for school psychology training programs, suggestions for future research, and ways to improve intercultural competency among school psychologists are discussed

The Impact of the COVID-19 Pandemic on School Psychology Internship Outcomes

The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID-19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID-19 pandemic in terms of supervisors\u27 ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed