Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers.

There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children's mental health needs. Implications of the findings are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

From clinical trials to professional training: A graduate course in evidence-based interventions for children, youth, and families.

In preparing students to become competent professional psychologists, graduate coursework must lay the foundation for the development of competence in the ethical delivery of evidence-based interventions. This paper describes a graduate course designed to introduce students to evidence-based treatments with children and youth. The course is designed to enhance critical thinking in translating research into practice as well as to develop core competencies in intervention planning, implementation, and evaluation. Activities to enhance interaction and to promote problem-based learning include student presentations of a workshop on an effective practice element, as well as a case assignment requiring treatment planning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying evidence-based interventions in school psychology: Building a bridge or jousting with windmills?

The outcomes of current efforts at identifying evidence-based interventions (EBIs) within school psychology remain uncertain. The political and professional contexts, diversity of settings in which school psychologists function, wide variety of intervention objectives, and multiple constituencies served by school psychologists present unique challenges to this endeavor. As the EBI process evolves, it is predicted that vigorous debate will continue over basic epistemological questions, methodological rigor, and professional use of EBI reviews. It is argued that such discussion is critical if the EBI project is to be relevant to both researchers and practitioners. Although a complex task, the effort to identify EBIs can facilitate a more data-based, problem-solving approach to school psychological services. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Integrated psychological services in the Greeley-Evans public schools.

Integrated school psychological services were implemented 12 years ago in the Greeley-Evans Public Schools by combining the positions of school psychologist and school social worker and placing each professional in an elementary school full-time. After 5 years, services were expanded to secondary schools such that all schools had a full-time school psychologist. Using Bennett's (1988) model for the evaluation of alternative services to determine success in meeting stated goals, a number of positive outcomes were achieved. A time-use survey indicated increased involvement with a variety of interventions for school psychologists. The results of a consumer satisfaction questionnaire given to teachers, administrators, and support personnel also suggested positive perceptions of the new role. Additionally, placement of students with significant emotional disturbance decreased over this time period relative to a 34% student enrollment increase. It is hoped that the long-term implementation of an alternative school psychological services model such as this one will encourage others to enact ecologically responsive services relative to their unique systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies for change in substance abuse: Bridging community and clinical approaches.

Suggests that interventions for substance abuse problems in both community and clinical settings require considerations for epidemiology, natural course, and the personal processes necessary for behavior changes. In the community, public health approaches to effect positive health behavior changes are designed to use research and education, adoption of behavioral norms, and enactment of supportive legislation. Similar strategies can be used effectively in clinical settings; specifically, these may be empirically based assessments and feedback, treatment measures and environments that support sober functioning, and appropriate ground rules governing the conditions and expectations of treatment. The unique role of psychologists in the planning, implementation, and evaluation of both community and clinical interventions is described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work activities of academic clinical psychologists: Do they practice what they teach?

Do PhD-level clinical psychologists who work in academic settings engage in both research and clinical practice, as the Boulder model recommends? Clinical psychology faculty members in 3 types of psychology departments were surveyed regarding their actual and preferred work activities and their attitudes toward clinical practice. Respondents indicated that they spent more than twice as much time in research as in clinical activity, with many (44%) reporting no involvement in clinical practice. Implications of declining practice among clinical faculty include potentially ineffective instruction in clinical course work, less informed clinical research, and the devaluing of clinical practice in traditional academic settings. Recommendations for facilitating practice among clinical faculty who wish to do so are proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy in long-term care: I. Practical considerations and the link to policy and advocacy.

This article is the 1st of 2 examining 3 domains that are important to providing high-quality, evidence-based services to long-term care (LTC) residents: policy and advocacy, practical considerations, and outcome research. Older adults who reside in LTC facilities have a very high rate of mental health difficulties. Psychologists have been able to provide services to this population through Medicare since the late 1980s, resulting in an increase in psychologists who are working with LTC residents, either as part of their practice or on a full-time basis. The focus of this article is on practical considerations for therapists in LTC settings from both the published literature and personal observations (including an illustrative case example), the current policy environment, and the importance of advocacy on behalf of clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using evidence-based treatments: The experiences of youth providers working under a mandate.

Whether as clinicians, administrators, or evaluators, psychologists are increasingly involved in efforts to implement evidence-based treatments (EBTs) within clinical practice settings. The state of Texas has undertaken what may be the largest EBT implementation effort to-date. A survey was conducted to understand the experiences of 197 children’s service providers working within this effort. Providers’ own attitudes toward the EBTs and their perceptions of their colleagues’ support for the EBTs were somewhat negative, although they gave positive ratings of the quality of their EBT training and of their agencies’ support for the EBTs. Significant, independent predictors of providers’ attitudes toward the EBTs included provider views of their colleagues’ and their agencies’ support for the EBTs, their opinions of the quality of their training in the EBTs, and their perceptions of institutional barriers to EBT use (all ps     

Communication and records: Hippa issues when working in health care settings.

To refocus awareness on the original mandate of the Health Insurance Portability and Accountability Act (HIPPA) regulations, this article will review record keeping requirements and examine patient-doctor and interdisciplinary communication as a way to improve the health care consumer's trust in the privacy of their personal information while facilitating integrated and fluid health care delivery systems. The HIPPA rules especially important in medical settings are discussed with a special emphasis on issues confronting psychologists who practice outside of medical institutions and hospitals. The article also examines important implications for practice activities when psychologists attend patients who are hospitalized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Virginia Dakin Cliver Bennett (1916-2003).

Presents an obituary for Virginia Bennett, who died on July 14, 2003. Dr. Bennett fought to have school psychology achieve professional parity with clinical psychology through her advocacy of the doctorate as the entry level for school psychologists. She was also a tireless crusader for raising training standards for both certified and doctoral-level school psychologists and was influential in promoting evidence-based interventions in school psychology long before this outlook became fashionable. Her boundless energy, focused agenda, and intense love of both her work and students left an enduring impact. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological needs and resources as perceived by rural and urban psychologists.

Practicing psychologists in rural and urban Oregon were surveyed about their perceptions of psychological needs and resources in their communities. Both groups indicated the most salient unmet community needs as adequate access to appropriately trained medication prescribers, comprehensive psychological assessment services, and psychological services for children. When compared with urban communities, those in rural communities have more difficulties with accessing all professional services, and rural psychologists have access to fewer professional resources. However, there appear to be few differences between perceived needs and resources in rural and urban communities. Psychologists who practice in these communities perceive a strong need for more access to psychological services in both settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elementary school children's perceptions of play therapy in school settings.

Seven elementary school children's perceptions of the process of counseling with school counselors who utilized play therapy techniques were explored through a qualitative investigation. Findings included the importance of the therapeutic relationship, emotional expressiveness, and creative play. Better choices, decreased anxiety, increased empathy, and bolstered self-confidence were reported by participants as a result of participation in the counseling process. Additionally, participants articulated their preference for a mixture of traditional verbal interventions and play therapy techniques to solve problems in counseling. Implications for play therapists and counselors who utilize play therapy techniques in school settings are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implementation of an evidence-based practice in a clinical setting: What happens when you get there?

Great strides have been made in creating and testing evidence-based practices (EBPs). However, without adequate dissemination and implementation in clinical settings, this progress is of limited value. This article describes the implementation of an EBP (e.g., cognitive–behavioral therapy for depression and anxiety) in a large-group practice mental health services delivery system, focusing on both the role of psychologists and on the training model developed for implementation. The experience in implementation of an EBP is reviewed, with an emphasis on the role and direction psychologists might take in engaging and developing EBP training programs for other mental health services delivery systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Public mental health: The role of population-based and macrosystems interventions in the wake of Hurricane Katrina.

Policy makers and decision makers are struggling to recognize the needs of shattered communities in the wake of unimaginable devastation. Professional psychology is providing some of the answers as it examines the consequences of disaster. The authors, 6 U.S. Public Health Service commissioned officers, describe their experiences in this new arena. Working at the federal, state, and local levels of government during the national response to the Hurricane Katrina disaster, the authors strive to identify high-value practice areas and define new roles for professional psychologists. The authors suggest that traditional crisis and trauma interventions are expanding to include nontraditional population-based and macrosystems-level interventions. Such roles are explored in narrative form, providing professional and personal insight into the impact that psychologists can have on decision makers who recognize their value and position them effectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirically supported interventions: Announcing a new standing section of School Psychology Quarterly.

We are delighted to introduce a new standing section of School Psychology Quarterly entitled "Empirically Supported Interventions" (ESI). This section will be devoted to publishing (a) reviews of the empirical literature on prevention and intervention; (b) reports of original empirical work that enhance our knowledge of empirically supported programs; (c) empirically supported practice parameters or best practices guidelines aimed at improving the clinical behavior of school psychologists and related professionals; (d) methodological approaches or technologies for advancing empirically supported interventions; and (e) scholarly analyses of criteria used to identify empirically supported interventions. The inauguration of the ESI section of School Psychology Quarterly represents a new era in research for our profession that we hope will usher in advancements for both the science and practice of school psychology. The former will be addressed by applying rigorous empirical standards to evaluate intervention research. For the latter, we hope to provide research data that are directly relevant to the application of psychology in school and community settings, thus strengthening the ties between science and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

In the echoes of gunfire: Practicing psychologists' responses to school violence.

The recent rash of school shootings has thrust practicing psychologists into the role of assisting communities prevent such high profile incidents of juvenile violence. Although many psychologists are involved in assessing and treating children at risk for violent behavior, their efforts are rarely linked with other organized prevention efforts. This article describes how practicing psychologists represent a critical resource to school districts in developing and implementing a comprehensive violence prevention strategy. The authors outline a model school and mental health clinic collaborative program that can be replicated in various practice settings and discuss the benefits and essential steps for building such a collaboration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current practice of psychological assessment.

A survey was conducted to evaluate current psychological testing practice in acute care inpatient settings. Findings indicated that psychologists typically continue to use the standard test battery developed by Rapaport, Gill, and Schafer in the 1940s. We outline an alternative problem-oriented approach to assessment that seems better suited for short-term care settings. In this model the primary assessment strategy emphasizes rapid assessment of symptoms and problem areas rather than comprehensive personality assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors That Influence Fee Setting by Male and Female Psychologists.

What factors influence how psychologists in private practice set fees for self-pay clients? An anonymous survey in one county showed that male and female clinical psychologists did not differ in fees requested for services to self-pay clients, indicating that they equally value their time and work effort. They felt that their fees were strongly influenced by personal and local factors (i.e., education/qualifications, business experience, and local competition). Female psychologists indicated that local competition had a significantly greater influence on fee setting than did male psychologists. This perception among female psychologists might arise from competition with the larger number of nondoctoral therapists, who are predominately female, or from higher awareness through more active networking. The usefulness of this model for studies of self-employment is highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)