Developing a Tiered Response Model for Social-Emotional Learning through Interdisciplinary Collaboration

Autor/inn/en	Maras, Melissa A.; Thompson, Aaron M.; Lewis, Christie; Thornburg, Kathy; Hawks, Jacqueline
Titel	Developing a Tiered Response Model for Social-Emotional Learning through Interdisciplinary Collaboration
Quelle	In: Journal of Educational & Psychological Consultation, 25 (2015) 2-3, S.198-223 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2014.929954
Schlagwörter	Social Development; Emotional Development; Mental Health; School Psychologists; Change Agents; Pilot Projects; Student Personnel Services; Elementary School Students; Interdisciplinary Approach; Mental Health Workers; School Counselors; School Social Workers; Screening Tests; Intervention; Student Evaluation; Student Empowerment; College School Cooperation + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Psychohygiene; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Pilot project; Modellversuch; Pilotprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Psychiater; School counselor; Beratungslehrer; Pädagogischer Berater; Social work in school; Schulsozialarbeiter; Screening-Verfahren; Schulnote; Studentische Bewertung; Studienberechtigung
Abstract	A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01