Professional preparation of pediatric school psychologists for school‐based health centers

Abstract

The growth of school-based health centers parallels the development of the subspecialty of pediatric school psychology. School psychologists have had minor roles in most school-based health centers. In many cases, school psychologists with training in the foundation of school psychology do not have the specific skills to meet the role and function in a school-based health center. However, there is a niche for the skills that can be provided by a school psychologist with subspecialty training in pediatric school psychology. A description of the potential roles for school psychologists in school-based health centers is presented. The professional preparation beyond foundation school psychology training required to succeed in these roles is discussed. A detailed model for predoctoral internships and postdoctoral residencies for the professional preparation of pediatric school psychologists is presented. With this advanced level of training, school psychologists are well prepared to meet the expanded role and function required in school-based health clinics.

School psychologists' perceptions of primary care partnerships: Implications for building the collaborative bridge

“…Therefore, it is critical that school personnel and medical professionals are afforded pre-service and ongoing professional learning opportunities on topics related to the educational implications of chronic health conditions and the promotion of systems-level partnerships. Graduate students in school psychology may have the opportunity to specialize in Pediatric School Psychology, allowing them to receive focused training and applied practice on meeting the academic, behavioural and mental health needs of students with chronic health conditions (Power, DuPaul, Shapiro, & Parrish, 1995;Shaw, 2003). Additional learning opportunities for both school psychologists in training and in practice include presentations offered at NASP annual conventions, addressing topics related to chronic health conditions.…”

Collaborative Consultation to Support Children With Pediatric Health Issues: A Review of the Biopsychoeducational Model

“…At the in-service level, practicing school psychologists may participate in workshops/presentations at state and national conventions where they can gain additional knowledge in the area of pediatric health issues. As stated by Shaw (2003), the profession of school psychology must develop training in methods ''to address the 'noneducational' barriers to instructional outcomes'' (p. 321).…”

“…In order for this model to have optimal impact for the student, pediatricians and school psychologists must develop means of communication that allow for relatively ''jargon-free'' discussions (Shaw, 2003). Additionally, both professionals are extremely busy with somewhat limited resources, and therefore the communication must be efficient and effective in order for the collaborative effort to continue.…”

School-Based Health Centers: Implications for Counselors

“…Providing training for practitioners seeking to work fulltime in SBHCs and other health care settings presents a variety of challenges to training programs. Shaw (2003) discussed these training issues in his article "Professional Preparation of Pediatric School Psychologists for School-Based Health Centers." The context for training was established by enumerating the roles that school psychologists might play when working in an SBHC.…”

“…There were also a number of educational or consultative roles, including serving as a school-medical system liaison and as staff and parent educator. Shaw (2003) pointed out that the gap between the current training and the roles required in an SBHC present a challenge to practitioners who wish to assume significant roles in these centers. This presents a clear problem for counselor training programs.…”