Training school psychologists in psychopharmacology consultation

Abstract

The number of children taking psychotropic medications has dramatically increased in recent years. These children typically take medication during school hours, thereby making the school setting an optimal venue in which evaluate the effectiveness of medications. Given their training in data‐based decision making, intervention, and assessment, school psychologists should be involved in the evaluation of medication effectiveness in children at school. However, many school psychology programs do not offer formal training in psychopharmacology. This article describes the American Psychological Association and National Association of School Psychologists standards for psychopharmacology training. Additionally, the article details how school psychologists can use the behavioral consultation model, described by Kratochwill & Bergan (1990) to evaluate the effectiveness of medications. Legal and ethical considerations are also discussed. © 2009 Wiley Periodicals, Inc.

Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

“…Whereas students in nondoctoral programs may receive basic training in SMHS, they may also need to pursue postgraduate training in SMHS because nondoctoral programs are shorter in length than doctoral‐level programs. Our rationale for the courses listed in Table 1 is based on what has been presented in the school psychology literature as being a necessary part of the SMHS expanded role of school psychologists (Roberts, Floress, & Ellis, 2009; Semrud‐Clikeman, 2005; Tharinger & Palomares, 2004). Integrated within the subsections below is a discussion of ethical and professional practice issues related to the provision of SMHS.…”

Future trends in the application and impact of psychopharmacology within the school setting

“…For review of this subject matter see the article by Ball, Kratochwill, Johnston, and Fruehling (2009). Although a relatively small number of professionals hold such privileges, as discussed by Roberts, Floress, and Ellis (2009) in their article, pharmacological consultation may be the arena in which the greatest impact of the role of psychological professionals may be seen. Truly, although medical professionals ranging from primary care physicians to neurologists and psychiatrists prescribe the various medications discussed in the preceding articles, they are not usually afforded the time that psychological professionals are to engage in more in-depth observations and assessment, both in and outside of the school.…”

“…In turn, both the clinical practice of the medical professionals and the practice of the psychological professionals benefit from this consultative relationship, which will likely equate to increased positive outcomes for the child or adolescent. For more thorough coverage of issues pertaining to psychopharmacological consultation, see Roberts et al (2009).…”

Medication-Related Practice Roles: An Ethical and Legal Primer for School Psychologists

“…Using this evaluation model, school psychologists can offer empirical support to prescribing physicians to inform treatment decision-making. School psychologists' training in data-based decision-making, intervention, and program evaluation makes this a logical practice role (Roberts et al 2009). …”

“…School psychologists appear to be well positioned to provide these additional therapeutic supports in the form of cognitive-behavioral therapy, behavioral management instruction, family support groups, and social skills training. Roberts et al (2009) highlighted the consultative roles in which trained school psychologists may perform. These authors specifically demonstrated how behavioral consultation models (e.g., Kratochwill and Bergan 1990) can be used to evaluate the effect of psychotropic medication within a problem-solving approach.…”