A Mile Wide and A Mile Deep: Comprehensive Interventions for Children and Youth with Emotional and Behavioral Disorders and Their Families

Quinn, Kevin P.; McDougal, James L.

doi:10.1080/02796015.1998.12085908

Cited by 26 publications

(7 citation statements)

References 42 publications

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“…"We see the evidence of meaningful progress throughout the country, both in outstanding school psychologists and in model school psychology service delivery programs that have succeeded in going beyond business as usual" (Conoley & Gutkin, 1995, p. 215). Quinn and McDougal (1998) noted evidence throughout the literature that school psychologists are able to eliminate old practices and incorporate recommended practices into their work. A number of model programs focusing on mental health in schools and communities, where school psychologists assumed critical roles in design, implementation, and evaluation, were described by Dwyer and Bernstein (1998) as "islands of hope" in the profession.…”

mentioning

confidence: 99%

Role change for school psychology: The challenge continues in the new millennium

Bradley-Johnson

Dean

2000

Psychol. Schs.

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Calls for change in the role of school psychologists have appeared in the literature over a period of nearly 50 years. Evidence of change exists for some outstanding individual school psychologists and in a number of model programs, but not on a widespread basis. This paper discusses ideas for role change that have appeared rather consistently in the literature: an emphasis on indirect service, application of the science of psychology, an emphasis on prevention, systematic evaluation of services, involvement of various stakeholders, and consideration of diversity from a broad perspective. Hopefully the 21st century will bring more widespread implementation of these ideas because there is likely to be an even greater need for such services in the schools.

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confidence: 99%

Role change for school psychology: The challenge continues in the new millennium

Bradley-Johnson

Dean

2000

Psychol. Schs.

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“…A strong counseling psychology and school counseling partnership certainly does not preclude equally strong affiliations with school psychology and other psychological specialties, as demonstrated by the recent APA school coalition cited above. In fact, school psychologists, in ways similar to those expressed in this article, are also advocating for models of practice, training, and research that include cross-disciplinary partnerships, systemic and preventive interventions, and cultural competence (Fagan & Sheridan, 2000;Fantuzzo, McWayne, & Bulotsky, 2003;Quinn & McDougal, 1998;Short & Harrison, 2003;Swerdlik & French, 2000). Similarly, school counselors are being trained to work more collaboratively with school psychologists (Staton & Gilligan, 2003).…”

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confidence: 85%

Counseling Psychology and School Counseling

Romano

Kachgal

2004

The Counseling Psychologist

132

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Counseling psychology and school counseling have become quite removed from each other despite sharing a common history, having similar values, and the fact that many training programs for the two disciplines coexist in the same university department or college. This article argues for a stronger integration of the two specialties to advance their contributions to pre–K-12 education and the nation’s youth. Counseling psychology, with its strong commitment to career psychology, counselor training and supervision, multiculturalism, prevention, and scientific inquiry, is well positioned among psychological specialties to exert major influence in the educational enterprise. Models of school counselor training and service delivery have been recently developed and offer numerous opportunities for collaboration between counseling psychologists and school counselors. A collaborative model that encompasses training curricula, research, service, and professional organization dimensions of the specialties is presented. Challenges that may impede a stronger partnership between counseling psychology and school counseling, as well as suggestions for addressing them, are also discussed.

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“…These findings, together with findings on the poor long-term outcomes of these youth (e.g., Blackorby & Wagner, 1996;Harry & Anderson, 1994), suggest that teachers may view the behavior as serious and resistant to change. Given the pervasiveness of the problems of students with ED, it is unlikely that a 6week intervention could achieve the results comparable to the simultaneous implementation of comprehensive and systemic approaches to prevention and intervention recommended by experts (e.g., Quinn & McDougal, 1998). It should also be noted that the BASC assesses behaviors based on the previous 6 months; therefore, respondents reported on a very similar time period for the pretests and posttests.…”

Section: Behavioral Outcomesmentioning

confidence: 99%

An Exploratory Study of Member Attraction, Climate, and Behavioral Outcomes of Anger-Coping Group Therapy for Children with Emotional Disturbance

Nickerson¹,

Coleman

2006

Small Group Research

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This exploratory study examined member attraction, group climate, and behavioral outcomes of anger-coping group therapy with children in an urban school. Two facilitators co-led a 6-week cognitive-behavioral group intervention with five children who were identified with either emotional disturbance (ED) or exhibited difficulty with anger management. Pretest and posttest ratings on the Behavioral Assessment System for Children (BASC) were gathered from children, parents, and teachers. Children also completed the Group Attitude Scale (GAS) after the first, middle, and last group session. All group sessions were videotaped, and three independent observers viewed the tapes and completed the Group Climate Questionnaire-Short Form (GCQ-S) following each session. Results indicated that the children formed a cohesive, healthy functioning group. Parents indicated significant improvement in children's behavior on the BASC, although teachers and children did not note these changes. Clinical implications for interventions for children with ED and directions for future research are discussed

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A Mile Wide and A Mile Deep: Comprehensive Interventions for Children and Youth with Emotional and Behavioral Disorders and Their Families

Cited by 26 publications

References 42 publications

Role change for school psychology: The challenge continues in the new millennium

Role change for school psychology: The challenge continues in the new millennium

Counseling Psychology and School Counseling

An Exploratory Study of Member Attraction, Climate, and Behavioral Outcomes of Anger-Coping Group Therapy for Children with Emotional Disturbance

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