Introduction to the special section on school-related outcomes and success for youth with chronic medical conditions.

Perfect, Michelle M.; Moore, Ida M.

doi:10.1037/spq0000332

Cited by 6 publications

(13 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several of these sub- or postdoctoral-specialty definitions mention the importance of consultation, partnerships with external practitioners, and the need for public health approaches (e.g., reduce threat and promote protective factors). For example, Perfect et al (2019) emphasized the importance of a public health framework in which providing training, supports, and resources to teachers in a systems framework increases learning opportunities and outcomes for students with chronic health conditions. In large measure, however, they all direct the school psychologist’s focus toward children’s individual difficulties.…”

Section: Since 1995: Some Cautions To Optimismmentioning

confidence: 99%

“…In addition, literature since 1995 is replete with calls for school psychological specialties focused on individual child treatment. These include specialties in treating students with pediatric or early-onset schizophrenia, depression, suicidal ideation, obesity, chronic illness; atypical neurological functioning; and those who have experienced homelessness and maltreatment (Miller & Maricle, 2019; Perfect & Moore, 2019; Semrud Clikeman, & Griffin, 2000; Shaw, Gomes, Polotskaia, & Jankowska, 2015; Sulkowski, 2016; Viezel & Davis, 2014). Several of these sub- or postdoctoral-specialty definitions mention the importance of consultation, partnerships with external practitioners, and the need for public health approaches (e.g., reduce threat and promote protective factors).…”

Section: Since 1995: Some Cautions To Optimismmentioning

confidence: 99%

See 1 more Smart Citation

How is school psychology doing: Why hasn’t school psychology realized its promise?

Conoley¹,

Powers²,

Gutkin³

2020

School Psychology

115

View full text Add to dashboard Cite

We take a look back to 1995 when Conoley and Gutkin shared their vision for an adult-focused practice of school psychology with a primary focus on developing health-promoting systems for schoolage children. We then look to the present to what has happened and not happened to substantiate their vision. We found very encouraging developments and continuing challenges in the research targets and practice roles of school psychologists. There is no shortage of evidence-based strategies to improve the school experience of all children. The opportunities offered by, for example, the Multi-Tiered Systems of Support paradigm are promising, but it is unclear whether school psychologists are assuming leadership roles in this work. Furthermore, incorporating postdoctoral specialties is a promising role expansion for school psychologists, but most of the specialties keep the psychologists’ focus on individual child assessment and treatment. School psychology is a very large professional tent with room for many approaches to preventing childhood disorders and promoting behavioral and academic success. Graduate education and current practice seem to reflect the traditional test and place roles for psychologists that Conoley and Gutkin hoped to expand beyond 25 years ago. Research efforts and national organization supports are hopeful, however, for a reimagined practice of psychology that makes use of the powerful ecosystems that affect children’s well-being. Much work is yet to be done.

show abstract

Section: Since 1995: Some Cautions To Optimismmentioning

confidence: 99%

Section: Since 1995: Some Cautions To Optimismmentioning

confidence: 99%

How is school psychology doing: Why hasn’t school psychology realized its promise?

Conoley¹,

Powers²,

Gutkin³

2020

School Psychology

115

View full text Add to dashboard Cite

show abstract

“…Our findings support earlier studies where chronic conditions [ 14 , 16 , 17 , 18 , 27 ] or special needs [ 16 ] were associated with indicators of poorer educational attainment. Chronic health conditions studied mostly comprise asthma, epilepsy, cancer, juvenile arthritis, kidney disease, diabetes, gastrointestinal diseases, or heart conditions in different combinations of diseases [ 14 , 15 , 16 , 28 , 29 ].…”

Section: Discussionmentioning

confidence: 99%

A Chronic Disease in Adolescence and Selection to an Educational Path—A Longitudinal Study

Koivusilta

Kaltiala

Myöhänen

et al. 2022

IJERPH

View full text Add to dashboard Cite

Chronic disease may affect adolescents’ educational success. We study whether adolescents with a somatic chronic condition have lower school performance, lower odds for academic education, and a delayed start of upper-secondary studies. Seventh graders and ninth graders in the Helsinki Metropolitan Region, Finland, were invited to participate in a school survey in 2011 and 2014, respectively. The respondents (2011, N = 8960; 2014, N = 7394) were followed using a national application registry until 2017. The chronic conditions were asthma, diabetes, and epilepsy. Outcomes were grade point average (GPA), study place in an academic school, and delayed start of secondary education. Adolescents with a chronic disease needing medication had lower GPAs in both grades. Chronic disease with medication in the seventh grade predicted higher odds for the non-academic track (OR = 1.3) and the delayed start (OR = 1.4). In the ninth grade, chronic disease predicted non-academic studies univariately (OR = 1.2) and was not associated with the delayed start. The somatic chronic condition with medication, particularly epilepsy, slightly lowers students’ school performance, which is a mediator between the chronic condition and selection into educational paths. Compared to gender and parents’ education, and particularly to GPA, the role of chronic conditions on educational outcomes is small.

show abstract

“…These areas need validation relative to implementation within biopsychosocial ecological models. In particular, ecologically valid assessments need to be developed for this purpose as well as further intervention research on chronic health involving other fields of study, such as biology, neurology, and immunology (Perfect & Moore, 2019). Moreover, research in these areas is prime for funding by agencies such as the National Institutes for Health and the National Institute for Child Health and Human Development.…”

Section: Implications For Future Researchmentioning

confidence: 99%

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Kranzler¹,

Floyd²,

Bray³

et al. 2020

School Psychology

View full text Add to dashboard Cite

and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school-and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology. In these models, the role of genetics is mediated by the family environment and broader social contexts to influence variability in cognitive, social-emotional, and behavioral domains of psychological functioning. These individual differences then interact with specific situations, leading to outcomes in educationally relevant behaviors, such as achievement, self-esteem, motivation, and peer relations. The focus of research in school psychology, therefore, should not be on "1 size fits all" school-wide interventions but rather on understanding how and why children and youth differ from one another and on translating research on the effects of genes, the environment, and their interplay into effective educational interventions. Research on bullying and victimization in schools is discussed as an example of the importance of taking a biopsychosocial ecological approach to studying complex behavior. Impact and ImplicationsIn this commentary, we explain why biopsychosocial models of human development are optimal for guiding research in school psychology. The focus of research in school psychology should not be on "1 size fits all" school-wide interventions but on understanding how and why children and youth differ from one another and on translating research on the effects of genes and the environment and their interplay into effective educational interventions.

show abstract

Introduction to the special section on school-related outcomes and success for youth with chronic medical conditions.

Cited by 6 publications

References 34 publications

How is school psychology doing: Why hasn’t school psychology realized its promise?

How is school psychology doing: Why hasn’t school psychology realized its promise?

A Chronic Disease in Adolescence and Selection to an Educational Path—A Longitudinal Study

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Contact Info

Product

Resources

About