Domain 6 Research

 

Lund, E., Blake, J., Ewing, H., & Banks, C. (2012). School Counselors’ and School Psychologists’ Bullying Prevention and Intervention Strategies: A Look Into Real-World Practices. Journal of School Violence, 11(3), 246-265. doi: 10.1080/15388220.2012.682005

Lund, Blake, Ewing and Banks (2011) researched school psychologists and school counsellors perceptions regarding bullying in their respective schools and the related training and interventions used for bullying by these professionals. Research suggests that these school based mental-health professionals are not frequently in charge of the evidence-based interventions for bullying, though nearly half of these professionals are involved with the anti-bullying program. Rather, it seems that administrators are in charge of these forms of information. The article also provides a discussion of bullying interventions and the different types. Specifically, there is a discussion regarding tier 1, tier 2, and tier 3 interventions. Following, Lund and colleagues discuss bullying interventions used in schools.

This article provides me with a basic foundation of possible evidence based bullying interventions and how to address difficulties related to bullying in the school environment.

Burns, M. (2011). School Psychology Research: Combining Ecological Theory and Prevention Science. School Psychology Review, 40(1), 132-139. Retrieved from http://go.galegroup.com.ezproxy.lib.ucalgary.ca/ps/i.do?p=AONE&u=ucalgary&id=GALE|A254097425&v=2.1&it=r

This article discusses the current model of training and practice for school psychology, being grounded in research and the scientific model, and proposes how ecological theory – in combination with prevention science – could provide a framework for school psychology. The article discusses both the ecological perspective and the prevention science. The ecological perspective is the interaction of multiple environmental systems. Comparatively, prevention science consists of identifying risks and protective factors to help remove dysfunction. More generally, the article provides recommendations for practice of the school psychology and the implications of practice which include using intervention that promote strengths, utilizing tiered models for delivery, to coordinate services for students, and to be mindful of culture.

I selected this article as a resource for understanding prevention science specifically and how it applies to the practice of school psychology. Ideally, this model will help in preventing and managing different school-wide phenomenon including bullying truancy, suicide, and violence.

Dwyer, K., Osher, D., Maughan, E., Tuck, C., & Patrick, K. (2015). TEAM CRISIS: SCHOOL PSYCHOLOGISTS AND NURSES WORKING TOGETHER. Psychology in the Schools, 52(7), 702-713. doi: 10.1002/pits.21850

This article