Conceptual frame for selecting individual psychotherapy in the schools

Abstract

Psychotherapy is a service-delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determing when to employ psychotherapy within the school-based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short-term outcomes, and overall child development. Both the individual needs of students and the cumulative body of evidence regarding treatment effectiveness are required for intervention selection. The school psychologists' unique training in psychology and education affords the opportunity to effectively use psychotherapy to enhance the academic and social development of children. C 2009 Wiley Periodicals, Inc.

Measurement of the Effects of School Psychological Services: A Scoping Review

“…Of the six theoretical/conceptual articles, three reports contained conceptual frameworks of the effects of school psychological services (Bradley-Johnson and Dean, 2000;Strein et al, 2003;Hughes and Theodore, 2009), two articles recommended methodological proposals to assess effects of services (Durlak, 2002;Morrison, 2013), and one critically discussed possible positive and negative effects of school psychological services (Nicholson et al, 2009). Within the category meta-analyses, three reports summarized effect sizes of 17 (Prout and Prout, 1998) and 65 empirical group studies (Reese et al, 2010) and five single-subject-design studies (Boudreau et al, 2015) on direct school-based psychological services respectively and one investigated the overall effect of 35 studies on indirect services (Reddy et al, 2000).…”

“…In relation to the first thematic cluster, most articles (i.e., 11 of 22) defined the effects of school psychological services as development of psychological outcomes at the student level. Three empirical articles (Lepage et al, 2004;Yeo and Choi, 2011;Ogg et al, 2013), four theoretical/conceptual articles (Durlak, 2002;Hughes and Theodore, 2009;Nicholson et al, 2009; Eligibility criteria: a "school psychology" or "counseling" in the school context was explicitly mentioned in title and/or abstract. Editorials, commentaries, book and test reviews were excluded.…”