Contextualizing School Psychology Practice: Introducing Featured Research Commentaries

Autor/in	Burns, Matthew K.
Titel	Contextualizing School Psychology Practice: Introducing Featured Research Commentaries
Quelle	In: School Psychology Review, 42 (2013) 3, S.334-342 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	School Psychology; Counseling Techniques; Evaluation; Intervention; Student Needs; Mental Health; Wellness; Consultants + Suchen Sie Ihr Suchwort? Schulpsychologie; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Evaluierung; Psychohygiene; Well being; Well-being; Wohlbefinden; Consultant; Berater
Abstract	Bronfenbrenner (1977) defined ecological-systems theory (EST) as the study of the multiple interconnected environmental systems that influence individual development. To understand the child, psychologists must fully examine the environment in which the child lives including the home, school, community, and culture (Bronfenbrenner, 1986). There are two ways to integrate EST into school psychology practice. First, school psychologists would solve the "big problems" (Shapiro, 2000, p. 560) that schools face by examining systemic issues and doing so would affect school psychology assessments, interventions, and consultation practices. Second, the EST framework provides depth because school psychologists can use it within the intervention process to fully analyze a problem for an individual student by examining all of the systems within which the student engages (or functions). In this article, the author provides examples of how EST can provide breadth and depth to school psychology practice in the overlapping roles of assessment, intervention, and consultation. The hope is to generate thought about how school psychologists can use an EST approach to influence practice and how some common activities might align with more ecologically relevant practices when engaged in assessment, intervention, and consultation. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04