Assessment and intervention issues and models in School Psychology : the case of Europe and North America

As práticas da Psicologia Escolar parecem ser cada vez mais marcadas pelas necessidades de referenciação/diagnóstico de crianças para o subsistema de educação especial, em detrimento do desenho e implementação de intervenções dirigidas aos problemas específicos dos alunos. A aparente insatisfação dos psicólogos escolares com essa tendência, bem como as dificuldades na utilização de modelos categoriais de diagnóstico em contexto escolar, têm dado origem à progressiva implementação de modelos alternativos de avaliação e intervenção, principalmente de modelos Response to Intervention, Curriculum-Based Measurement e Problem Solving. A controvérsia quanto à natureza verdadeiramente alternativa desses modelos parece, no entanto, longe de se esgotar. Neste artigo são discutidas vantagens e limitações dos diferentes modelos, de acordo com a melhor evidência disponível na literatura, e são ainda equacionadas as suas implicações nas práticas da Psicologia Escolar. Practices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system of special education instead of being focused on the design and implementation of interventions for students with specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with categorical diagnostic models within the school context have stimulated a movement toward the implementation of alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to the best evidence available. We also consider the implications for practices in School PsychologyPractices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system of special education instead of being focused on the design and implementation of interventions for students with specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with categorical diagnostic models within the school context have stimulated a movement toward the implementation of alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to the best evidence available. We also consider the implications for practices in School Psychology(undefined

\u201cIs Our Daughter Crazy or Bad?\u201d: A Case Study of Therapeutic Assessment with Children

In this paper we present a new model of intervention with documented efficacy that combines psychological tests and assessment methods with therapeutic techniques to promote change in clients. We will discuss Therapeutic Assessment of Children and their families (TA-C) through the case of a 4-year-old girl, Clara, and her family. Clara\u2019s parents were distressed by her uncontrollable rage outbursts and feared she might be \u201ccrazy\u201d. The treatment helped to shift the narrative the parents had about Clara and give new meanings to her behaviors. We describe in detail the steps of the assessment and provide a theoretical discussion of the therapeutic processes involved

Alissa R. SherryTHE BLACK LESBIAN EXPERIENCE: THE INTERTWINING OF RACE AND SEXUALITY

me grounded. Thank you for agreeing to work with me and for offering invaluable support, feedback, and mentoring. You are my feminist role model. Second, I would like to thank my family. My mom and my husband, Phillip, none of this would exist without you. Your computer support, editing, and more importantly your love and emotional support are invaluable. My baby boys, Guinness and Griffin, who remind me everyday that there are things that are more important than academic pursuits. Third, my friends and family who listened to me go on and on about dissertation, in particular, Naomi Moller who provided me with much statistical and emotional support and friendship. Who knew we’d gain so much from nanny-sharing. Finally, I am grateful to the women that entrusted me with their experiences, I truly learned more than I expected