School-Based Health Centers: Implications for Counselors

Brown, Michael

doi:10.1002/j.1556-6678.2006.tb00394.x

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…Most school psychologists have little background in SBHCs and, perhaps, in the common health disorders of children and adolescents (Brown, 2006;Brown, Shaw, & Trivette, 2003). Make it part of your continuing professional development plan to learn how SBHCs work and how the most common health problems affect children's learning and behavior.…”

Section: Practical Strategies For Partnering With School-based Healthmentioning

confidence: 98%

The school‐based health center as a resource for prevention and health promotion

Brown

Bolen

2007

Psychology in the Schools

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The importance of school‐based health centers (SBHCs) in overall prevention and health promotion programming is growing as they become increasingly common in schools. SBHCs can improve access to comprehensive physical and mental health services for children and families, and make a significant contribution to universal prevention efforts in schools. Partnering with school‐based health centers in the overall prevention and health promotion programming provides an opportunity for school psychologists to broaden their impact on the entire school population. This article describes the role and primary functions of SBHCs and how these centers can provide important prevention and health promotion services for children and adolescents. Research regarding SBHCs' primary prevention outcomes is also reviewed with the goal of providing school psychologists the necessary background to work collaboratively with SBHCs. © 2007 Wiley Periodicals, Inc.

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Section: Practical Strategies For Partnering With School-based Healthmentioning

confidence: 98%

The school‐based health center as a resource for prevention and health promotion

Brown

Bolen

2007

Psychology in the Schools

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“…Additionally, despite SBHC's focus on providing interdisciplinary services (M. B. Brown, ), the relationship between training and preparedness and current practices of IPC did not differ based on presence of SBHC in schools. The extent of participants’ involvement in the SBHCs, which was unknown, may have contributed to the lack of significant differences between these participants.…”

Section: Discussionmentioning

confidence: 94%

“…Finally, because school‐based health centers (SBHCs) provide interdisciplinary services related to physical and mental health needs (M. B. Brown, ), their presence in schools was also considered. Specifically, the following questions were investigated: (a) Do perceptions of training related to IPC with medical providers predict perceptions of current practices in IPC with medical providers?…”

Section: Introductionmentioning

confidence: 99%

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices

Arora

Levine

Goldstein

2018

Psychology in the Schools

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Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees' and professionals' perceptions of training, preparedness, and current practices related to IPC with medical providers. Survey results indicated that participants (N = 317) endorse relatively low levels of training and preparedness and limited practice of IPC with medical providers. Additionally, results indicated that perceptions of training and preparedness were associated with current practices in IPC with medical providers. Findings demonstrated the impact of training and preparedness on subsequent engagement in IPC and have implications for the future training of school psychologists as they seek to address the needs of youth with chronic health conditions. K E Y W O R D S interprofessional collaboration, preparedness, school psychology, training

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Addressing the Impact of Trauma in High Poverty Elementary Schools

Brown

Dari

Spencer

2019

Creating Caring and Supportive Educational Environments for Meaningful Learning

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A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.

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School-Based Health Centers: Implications for Counselors

Cited by 4 publications

References 8 publications

The school‐based health center as a resource for prevention and health promotion

The school‐based health center as a resource for prevention and health promotion

School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices

Addressing the Impact of Trauma in High Poverty Elementary Schools

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