School Psychology Misdirected U C Berkeley School Psychology Conference May 9, 2008 Jane Close Conoley, Ph.D. University of California Santa Barbara

Special Thanks to Gutkin, T.B. Ecological school psychology: A personal opinion and a plea for change To appear in: T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4 th ed.) . New York: Wiley.

National Comorbidity Replication Survey (Kessler & Associates, 2005) Every year, 25% of Americans are diagnosable with a DSM mental disorder (approximately 60% either moderate or serious) Nearly 60% will receive no treatment in any given year Median delay between onset and treatment - 6 to 23 years for those with lifetime disabilities Half of all lifetime diagnosable mental disorders begin by age 14 “ Most people with mental disorders in the United States remain either untreated or poorly treated.”

Every year, 25% of Americans are diagnosable with a DSM mental disorder (approximately 60% either moderate or serious)

Nearly 60% will receive no treatment in any given year

Median delay between onset and treatment - 6 to 23 years for those with lifetime disabilities

Half of all lifetime diagnosable mental disorders begin by age 14

“ Most people with mental disorders in the United States remain either untreated or poorly treated.”

WHO World Mental Health Survey Consortium (2004) “Approximately 85% of Americans will not receive health care treatment for their diagnosable mental or substance-abuse disorder within a year. More than 70% of them will never receive specialized mental health care.” (Norcross, 2006, p. 683)

Milken Institute An Unhealthy America: The Economic Burden of Chronic Disease. National annual cost of mental disorders = $217 billion (treatment, lost economic output) - third only to cancer and coronary disease (DeVol & Bedroussian, 2007)

250 Million prescriptions in 2006 anti-depressant, anti-psychotic and anti-anxiety medications (Munsey, 2008; Burt, McCaig & Rechtsteiner, 2007)

anti-depressant, anti-psychotic and anti-anxiety medications (Munsey, 2008; Burt, McCaig & Rechtsteiner, 2007)

Thomas Insel - Director of the National Institute of Mental Health Data such as these are indicative of “a systemic and unacceptable failure in the provision of [mental health] care” in the United States (Insel & Fenton, 2005, p. 590).

U. S. Surgeon General “The nation is facing a public crisis in mental healthcare for infants, children and adolescents.” (U.S. Public Health Service, 2000) The “foremost finding is that most children in need of mental health services do not get them.” (U.S. Department of Health and Human Services, 1999, p. 180) THE SYSTEM IS BROKEN

POPULATION-BASED SERVICES PREVENTION EARLY INTERVENTION Effective Remediation Services Ideal Distribution of Services

OUR HIGHEST PRIORITY GOALS – MOST IMPORTANT JOB ROLES 1. Engage and motivate primary caregivers (e.g., teachers, parents) in the lives of children so they take action in behalf of children 2. Give psychology away (Miller, 1969) to primary caregivers (e.g., teachers, parents) in the lives of children so they take effective action in behalf of children

Medical Model Human Behavior = Individual, environment

Ecological Model Behavior = Individual Environment

Traditional Clinical Psychology Service Delivery – Direct, Medical Model Daily Interaction Student Teacher (The Problem = Pathology) Referral Assessment & TREATMENT Brief Feedback Psychologist

Daily Interaction Student

Teacher (The Problem = Pathology)

Referral

Assessment &

TREATMENT

Brief Feedback

School Psychology Consultation Service Delivery – Indirect, Ecological Model Daily Interaction (The Problem = I-E “Match”) Teacher ……………………………………………… Student( s ) Treatment Assessment & Referral Assessment Assessment CONSULTATION Psychologist

Daily Interaction (The Problem = I-E “Match”)

Teacher ……………………………………………… Student( s )

Treatment

Assessment & Referral Assessment Assessment

CONSULTATION

Psychologist

Comprehensive programs consist of school readiness, parent involvement that empowers parents to take a role in education across grades K-12, and school-linked services designed to improve achievement by ensuring that the health and social needs of children are met .

Policymakers and educators have mostly ignored the nature of interactions between families and schools…this relationship may be “the missing link in school-linked social service programs” Smrekar (1994)

Constructive Connection: The 6 “C”s Context Centrality Complexity Consistency Communication Collaboration

Context

Centrality

Complexity

Consistency

Communication

Collaboration

C ontext Site specific There is no one prescription

Site specific

There is no one prescription

Family-School Teams Ask What forms of parent participation are desirable and feasible? and What strategies can be employed to achieve them?

What forms of parent participation are desirable and feasible? and

What strategies can be employed to achieve them?

This team, amongst other things, is a vehicle for establishing a common language, mapping existing school- and community-based resources, and identifying student, family, and staff needs.

C omplex Relationships The child/family system is in transaction with the school/schooling system Home and school inputs and resources Match between home and school

The child/family system is in transaction with the school/schooling system

Home and school inputs and resources

Match between home and school

Home Inputs Include messages about Effort Attitudes about the value of learning Sense of self as a learner

Include messages about

Effort

Attitudes about the value of learning

Sense of self as a learner

School Inputs New experiences Demands Opportunities Rewards

New experiences

Demands

Opportunities

Rewards

C entral to Child Development “ If educators view children simply as students, they are likely to see the family as separate from school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view children as children, they are likely to see both the family and community as partners with the school in children's education and development” Epstein (1995 )

“ If educators view children simply as students, they are likely to see the family as separate from school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view children as children, they are likely to see both the family and community as partners with the school in children's education and development”

Activities Parenting Communicating Home learning Volunteering Shared decision making and governance Community support

Parenting

Communicating

Home learning

Volunteering

Shared decision making and governance

Community support

Family-School Relationships Are Essential ADHD (August, Anderson, & Bloomquist, 1992) Conduct disorders (Reid & Patterson, 1992 ; Webster-Stratton 1993) Social skills deficits (Sheridan, Kratochwill, & Elliott, 1990) Homework completion difficulties (Jayanthi, sawyer, nelson, Bursuck, & Epstein, 1995) Significant improvement in academic achievement (Hansen, 1986; Heller & Fantuzzo, 1993).

ADHD (August, Anderson, & Bloomquist, 1992)

Conduct disorders (Reid & Patterson, 1992 ; Webster-Stratton 1993)

Social skills deficits (Sheridan, Kratochwill, & Elliott, 1990)

Homework completion difficulties (Jayanthi, sawyer, nelson, Bursuck, & Epstein, 1995)

Significant improvement in academic achievement (Hansen, 1986; Heller & Fantuzzo, 1993).

C onsistency Across Systems Set realistic expectations Provide a structure and routine for learning Enhance students’ learning opportunities Support students’ learning Establish positive relationships Model learning

Set realistic expectations

Provide a structure and routine for learning

Enhance students’ learning opportunities

Support students’ learning

Establish positive relationships

Model learning

Home Values X Achievement Strong, consistent values about the importance of education. Willingness to help children and to intervene at schools. Ability to become involved.

Strong, consistent values about the importance of education.

Willingness to help children and to intervene at schools.

Ability to become involved.

C ommunication : Foundational Element Two-way communication is necessary to co-construct the “bigger” picture about the child’s life Families and school personnel see the child in their respective environments and jump to conclusions about the child’s behavior in the other environment

Two-way communication is necessary to co-construct the “bigger” picture about the child’s life

Families and school personnel see the child in their respective environments and jump to conclusions about the child’s behavior in the other environment

C ollaboration Equal status between participants (e.g., parents, teachers, students, psychologists, principals) A common goal Adequate leadership and support (e.g., school district, state, federal levels)

Equal status between participants (e.g., parents, teachers, students, psychologists, principals)

A common goal

Adequate leadership and support (e.g., school district, state, federal levels)

Sample Programs

Check and Connect Model designed to promote student engagement with school for youth at high risk for dropping out (Sinclair, Christenson, Evelo, & Hurley, 1997)

Model designed to promote student engagement with school for youth at high risk for dropping out

(Sinclair, Christenson, Evelo, & Hurley, 1997)

Conjoint Behavioral Consultation (CBC) Process entails four separate stages for professionals and families to work together on identifying and solving academic, social-emotional, or behavioral concerns for students: Problem identification Problem analysis Implementation, and Evaluation (Sheridan, Kratochwill, & Bergan, 1996)

Process entails four separate stages for professionals and families to work together on identifying and solving academic, social-emotional, or behavioral concerns for students:

Problem identification

Problem analysis

Implementation, and

Evaluation

(Sheridan, Kratochwill, & Bergan, 1996)

Connecting With Families Family school meetings (Weiss & Edwards, 1992), Family-school consultation (Carlson, Hickman, & Horton, 1992), and Parent-educator problem solving (Christenson, 1995).

Family school meetings (Weiss & Edwards, 1992),

Family-school consultation (Carlson, Hickman, & Horton, 1992), and

Parent-educator problem solving (Christenson, 1995).

Comer’s School Development Program Illustrates the power of relationships at a systems level (Comer et al., 1996).

Illustrates the power of relationships at a systems level

(Comer et al., 1996).

Comer’s School Development Program 3 teams Parent, school planning and management, and student and staff support 3 operations Comprehensive school plan, staff development, and periodic assessment and modification 3 guiding principles to create a positive school climate for learning Consensus - decisions made by consensus Collaboration - viewpoints of team members are heard and respected No-fault - time is not wasted on unproductive blaming

3 teams

Parent, school planning and management, and student and staff support

3 operations

Comprehensive school plan, staff development, and periodic assessment and modification

3 guiding principles to create a positive school climate for learning

Consensus - decisions made by consensus

Collaboration - viewpoints of team members are heard and respected

No-fault - time is not wasted on unproductive blaming

Key Elements of Successful Programs Parents are children’s first teachers and have a lifelong influence on their values, attitudes, and aspirations Children’s educational success requires congruence between what is taught at school and values matched at home

Parents are children’s first teachers and have a lifelong influence on their values, attitudes, and aspirations

Children’s educational success requires congruence between what is taught at school and values matched at home

Key Elements of Successful Programs Most parents care deeply about their children’s education and can provide substantial support if given specific opportunities and knowledge Schools must take the lead in eliminating or at least reducing traditional barriers to parent involvement

Most parents care deeply about their children’s education and can provide substantial support if given specific opportunities and knowledge

Schools must take the lead in eliminating or at least reducing traditional barriers to parent involvement