Part-time Work as a School Psychologist

U.S. News and World Report recently rated school psychology as one of the 25 best careers for 2007, highlighting a variety of factors converging to create a strong job market outlook for school psychologists. It emphasizes the generally positive working conditions experienced by those working in our field. One of the many perks to the profession of school psychology is the potential for flexibility in one’s work, such as through parttime positions. While numerous occupations do not lend themselves to part-time work, many school districts offer appealing parttime positions to school psychologists. This is not only a good option for families juggling professional work and parenting, but also for doctoral students; retirees; and school psychologists who want to pursue other opportunities, such as private practice, consulting, or college teaching

Review: \u27Living with Brain Injuries: Narrative, Community, and Women’s Renegotiation of Identity\u27 by J. E. Stewart

J. E. Stewart’s Living with Brain Injury: Narrative, Community, and Women’s Renegotiation of Identity provides an in-depth look at the experiences of ten women who sustained brain injuries at different points in their lives. Stewart’s qualitative research study highlights the unique and shared experiences of these women. Much of the current brain injury literature focuses on men, particularly combat veterans and athletes. Thus, a book focusing on personal struggles confronted by women with brain injury is both timely and needed. Stewart’s work acknowledges the lost art of listening that is evident in current research and practice. The result is a beautifully written, inspired piece of writing that prompts readers to think not only about women with brain injury, but about ourselves—the people who live with them, work with them, and are in community with them. While much of the writing, particularly at the beginning, is complex and academic, the book will be particularly beneficial for scholars and practitioners who require a better understanding of the human experience of their patients and clients. The author is to be commended for his thorough qualitative data analysis and emotional dedication to this project, which shines through on each page. J. Eric Stewart explored these ten women’s personal experiences with depth and sensitivity

Review of \u27Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications\u27

The third edition of Suzuki and Ponterotto’s Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications provides comprehensive reviews on a variety of topics related to culturally appropriate assessment. The text includes updated chapters from previous editions, along with several newly conceptualized chapters that reflect the most current research in the field. Some chapters from previous editions were consolidated, resulting in a streamlined volume which will be useful to professionals and trainees in psychology, education, and social service disciplines

Ohio School Psychologists\u27 Involvement with Concussion Cases

Concussions can result in a constellation of physical, cognitive, emotional, and sleep-related symptoms that affect students\u27 wellness and performance at school. This study examined the number of concussion cases consulted on by a sample of Ohio school psychologists across two years. Results indicated very little involvement with students who sustained concussions, with the majority of school psychologist respondents indicating that they consulted on zero cases. Suggestions for increasing school psychologists\u27 involvement with concussion cases are provided, including serving as concussion team leaders, tracking students\u27 symptoms and accommodations, and training others in their school community about concussion recognition and response

Traumatic Brain Injury: Transition and Intervention

The Individuals with Disabilities in Education Act defines traumatic brain injury as an acquired in· jury to the brain caused by an external physical force. The injury results in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child\u27s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; langnage; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma (IDEA, 2004). Ohio\u27s educational definition of traumatic brain injury is not restricted to injuries resulting from external trauma. Ohio\u27s definition includes conditions such as strokes, tumors. and injuries caused by surgeries. This expansion of the federal definition allows more children with brain injuries to be identified under the TBI category for the purpose of receiving special educational services. Because of advancements in medical technology, many children with severe brain injuries now survive and these survivors often experience significant neurobehavorial morbidity (Yeates, 2000). Thus. trauma survival requires the development of programs and interventions to meet the long-term needs of these individuals (Aetcher-Janzen & Kade, 2(07). However, despite the need for specialized service delivery, relatively few students with bead injuries are identified under the TBI label. Data from 2007 indicate only 23,805 students received special education services under the TBI category (IDEA, 2(07) although actual incident rates are much higher (National Trauma Registry). It is likely that more than 130,000 school-age children with TBI have functional limitations that are significant enough to warrant special education services (GIang, TYler, Pearson, Todis & Morivant, 2004). In Ohio, approximately 3,750 children sustain a TBI each year, 450-600 of which are moderate to severe. However, as of December of 2007, the Ohio Departnient of Education reported only 1166 children total served under the TBI category in Ohio\u27s schools. Clearly, children with TBI are under-identified in Ohio\u27s schools. Failure to appropriately identify and understand the unique needs of students with brain injuries may reduce the likelihood of their educational needs being met When children who have sustained brain injuries return to school, their teachers may not be aware of the child\u27s injuries and subsequent educational needs, particularly if there is a lack of communication between hospital rehabilitation, parents, and school. GIang and colleagues (2004) surveyed parents whose children have sustained a TBI and found that lack of school staff knowledge of TBI and its effects was the primary reason for dissatisfaction with their children\u27s instructional services

Supporting Students after Concussion: What College Faculty Need to Know

Returning to university life following concussion can be challenging for students. Our Brain Health Collaboratory, in conjunction with the Center on Brain Injury Research and Training, developed set of online resources to inform college faculty members about brain injuries. The module includes information about concussion effects, academic and environmental accommodations, and the role of college faculty in providing support. This session will share our research that led to development of the module, as well as our plan to evaluate its efficacy

School-Based Traumatic Brain Injury and Concussion Management Program

Traumatic brain injuries (TBIs), including concussions, can result in a constellation of physical, cognitive, emotional, and behavioral symptoms that affect students’ well-being and performance at school. Despite these effects, school personnel remain underprepared identify, educate, and assist this population of students. This article describes a model of service delivery for students with TBI in a large urban school district. The district\u27s TBI Program and Concussion Management Team addresses unique issues related to assessment, intervention, and transition planning for this population of students, as well as prevention and education efforts in the district as a whole. This model involved designating a district-level school psychologist to serve as a point person for TBI cases, which improved accurate identification of students with TBI, facilitated coordination of concussion management efforts, and provided a smooth transition for students with TBI from the hospital or clinic back to school. Suggestions for increasing school psychologists’ involvement with TBI cases are proposed, including strategies for serving as team leaders, for coordinating progress monitoring, and for training others in the school community about TBIs

Brain Health Research Collaborative

This session involves discussion of a proposed Brain Health Collaboratory to provide research, education/outreach, and clinical opportunities for faculty and students at the University of Dayton and the Greater Dayton community. This collaboration aligns with core components of UD’s Vision, including developing partnerships that contribute to the greater good and enhancing interdisciplinary research. This initiative will also provide a strong opportunity for collaboration among SEHS education and health sciences programs and with other departments/ programs across campus

Concussions and Children Returning to School – What Parents Need to Know

As a researcher in school psychology, I study how to help students thrive in school. I am particularly interested in the care they receive after concussions, and I have found this care to be inconsistent among both educators and medical personnel. While some injured student-athletes receive treatment in a sports clinic and are monitored by an athletic trainer, others receive little guidance on how to safely return to their normal activities. This lack of guidance sometimes causes parents to under- or over-restrict their child’s activity, both of which can prolong recovery

School Psychology Programs: Graduate Preparation in Traumatic Brain Injury

Although traumatic brain injuries are the leading cause of death and disability among children and adolescents, it remains a low incidence category for special education identification. Students with TBI can present with unique educational and psychosocial needs. Using surveys administered to program directors and interns, this study explored how school psychologists are prepared to identify and facilitate appropriate services for students with TBI