Annotated Bibliography

Dupaul, G. (2018). Promoting success across school years for children with attention-deficit/hyperactivity disorder: Collaborative school-home intervention. Journal of the American Academy of Child & Adolescent Psychiatry, 57(4), 231-232. doi:  10.1016/j.jaac.2018.02.001

This article discusses the Collaborative Life Skill (CLS) program for children with ADHD. CLS incorporates teachers, parents, and the student in the intervention. In this study, 135 elementary school with ADHD were randomly assigned to receive intervention through CLS or to be a part of the control group. The program was delivered over the course of two years. Upon follow-up, parents reported lessened symptoms of ADHD, oppositional defiant disorder, and organizational skills difficulties. These results were moderate to large in comparison to the control group. Positively, this intervention focuses on treatment effectiveness across school years which is important due to the long-term impairment for children with ADHD. Other benefits of the intervention are also discussed. In conclusion, the article briefly discuses the benefit of sustained effects across school years for clinicians who work with children with ADHD.

I chose this article because it offers an effective collaborative solution to suggest to parents and teachers when working with students with ADHD. As mentioned in the article, it is one of the largest school-home collaborative interventions. This intervention strategy is something that I added to my bank of interventions and will hopefully serve as an effective tool for me in my future practice.

Ohan, J., Seward, L., Stallman, R., Bayliss, J., & Sanders, H. (2015). Parents’ barriers to using school psychology services for their child’s mental health problems. School Mental Health,7(4), 287-297. doi: 10.1007/s12310-015-9152-1

Ohan, Seward, Stallman, Bayliss and Sanders discuss the role of school psychologists in addressing children’s mental health problems. Furthermore, the authors note the increasing importance in determining potential barriers for parents in seeking help from school psychologists for their children, especially since the field of school psychology is moving towards a more collaborative model. In brief, the barriers that parents face was the main focus of this article. Ohan and colleagues discovered the most frequent barriers to accessing school psychology services include fear of stigmatization for their child (the largest concern), belief that the school psychologist lacks resources to adequately deal with the problem, the work that school psychologists do is unhelpful and/or ineffective, and concerns regarding lack of confidentiality.

Certainly, this research informs future practice. Specifically, this research challenges me to begin thinking of strategies to build confidence in parents regarding the profession of school psychology, while also working to decrease the stigmatization’s surrounding students working with a school psychologist.

Splett, J., & Maras, M. (2011). Closing the gap in school mental health: A community-centered model for school psychology. Psychology in the Schools, 48(4), 385-399. doi: 10.1002/pits.20561

Splett and Maras (2011) discuss how schools have started to play a larger role in providing mental health services to young people. Specifically, evidence based practice within schools are helping meet mental health needs for children. Furthermore, Maras and Splett discuss the role that school psychologists can have in closing the gap between school based research in evidence based intervention and practice. There is a discussion regarding the current role of school psychologists and how this role can be improved upon to better the training process and practice of evidence based intervention. In relation to the community, the article discusses the reciprocal relationship between the research process and implementation of interventions in the community in the “Research-to-Practice” model. This step is known as the knowledge exchange process and is acknowledged to be a difficult step because it aims to create less dissonance between research and the community (such as the school community). This “Research-to-Practice” model is in contrast to the community-centered (CC) process when considering closing this gap between research and practice. CC is meant to adopt new research base tactics but also improve upon current;y implemented tactics. The idea of CC is that interventions are selected based on community need. Thus, it may be evidence-based intervention, or it might be in the form of a community tradition or ritual with high levels of buy-in. The article also discuses the getting-to-outcomes (GTO) framework which is meant to help practitioners in planning, implementing, and evaluating interventions. The article concludes by discussing how both CC and GTO can be adopted within the school system.

This article will be beneficial for me to consider when working with different communities in future practice. Certainly, as discussed throughout this portfolio, and many times through the duration of the program, EBI is highly regarded. However, I I think this article nicely outlines the importance of being mindful of the community you are working with (for example, Indigenous communities) and to allow yourself the opportunity to incorporate meaningful activities and interventions for that specific community.