Domain  2:

School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, schools and systems, and methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others. Examples of professional practices include:

  1. Using a consultative problem-solving process for planning, implementing, and evaluating all instructional, and mental and behavioral health services.
  2. Facilitating effective communication and collaboration among families, teachers, community providers, and others.
  3. Using consultation and collaboration when working at the individual, classroom, school, or systems levels.
  4. Advocating for needed change at the individual student, classroom, building, district, state, or national levels

 

Klose, L., Plotts, C., & Lasser, J. (2012). Participants’ evaluation of consultation: Implications for training in school psychology. Assessment & Evaluation in Higher Education, 37(7), 817-828. doi: 10.1080/02602938.2011.576310

This article outlines the importance of developing consultation skills during graduate school in order to effectively practice school psychology. The article addresses the acquisition of this skill and notes the importance of finding a balance between confidence in one’s own abilities and appreciation of other’s expertise (and the ability to defer to these experts). Specifically, this article focused on the student’s perceptions of their own consultation abilities in comparison to classroom teacher’s perceptions of student’s consultation. Generally, students were less confident in their consultation abilities when compared to classroom teacher’s evaluations of their abilities. This lack of confidence has potential to impact other domains/areas of practice. Overall, it seems that consultation skills taught during graduate studies do not necessarily translate well into school settings. The article suggests that graduate programs begin focusing on confidence in students and transferability of consultation skills to school settings.

In reading this article, I became increasingly aware of how important it is be confident, yet realistic, in my abilities when not only consulting but also communicating and collaborating. In order to gain confidence, it is critical that I have practical experience in the school system and direct my research and coursework towards applicable principles that will help me when I enter my future role. This confidence will help me professionally advocate for students, teachers, and parents in the school system

Arora, P., Levine, J., & Goldstein, T. (2019). School psychologists’ interprofessional collaboration with medical providers: An initial examination of training, preparedness, and current practices. Psychology in the Schools, 56(4), 554-568. doi: 10.1002/pits.22208

The focus of this article in on interprofessional collaboration in specific relation to students with chronic health conditions. Though the article focuses specifically on the relationship between school psychologists and medical providers it acknowledges the importance of collaboration  between all these providers, families, and communities. The intent of this article was to explore the relationship between school psychologist and other health providers as there seems to be a lack of research in regards to this subject. The research that does exist suggests that there is limited communication between these professionals. More specifically, interprofessional collaboration was examined between medical professionals and school psychologists based on perception of training, preparedness, and current practice. The study suggested the perception of low levels of preparedness and training. Certainly, as acknowledged in the article, this professional relationship can be improved upon in order to promote collaboration. Importantly, this article outlined a correlation between coursework and internship experience related to interprofessional collaboration and preparedness in the field.

Given this research, I have become specifically mindful in regards to my focus during internship and coursework. Throughout my practicum, I really worked on improving my communication skills in order to develop my collaborative abilities. Furthermore, as I continue into my internship, I will continue to highlight my skill development in regards to this domain in order to increase my likelihood of professional success in the future.

 

Simon, D., Cruise, T., Huber, B., Swerdlik, M., & Newman, D. (2014). SUPERVISION IN SCHOOL PSYCHOLOGY: THE DEVELOPMENTAL/ECOLOGICAL/PROBLEM‐SOLVING MODEL. Psychology in the Schools, 51(6), 636-646. doi: 10.1002/pits.21772

This article is more specific to supervision in school psychology. Though I am not currently in a supervisory role, this article allowed me to exam my own supervision experiences in the role and understand the intricacies and importance of supervision in regards to the profession of school psychology. In the future, this article, in conjunction with my personal experience, may influence how I supervise other hopeful school psychologists.

In brief, this article discuss the Developmental/ecological/problem solving model as a model of supervision specific to school psychology. Specficailly, the developmental component helps lead hopeful psychologists towards independence, the ecological component discusses the many domains prevalent in school psychology and prepares the candidate to work in these multiple domain systems, and the problem solving model emphasizes research based intervention and  the importance of decision making supported by data. The article discusses the evoluation of the supervisory role in school psychology and acknowledges the multi-facetedness of the profession. It also addresses the 10 NASP domains and the importance of a model that examines practice accoss these domains.

Again, this article reminded by of the uniqueness of the profession, and the importance of consultation and collaboration within the profession in order to help professionals find success in the field of school psychology.