Reconceptualizing Educational Contexts: The Imperative for Interprofessional and Interagency Collaboration in School Psychology

Autor/inn/en	McClain, Maryellen Brunson; Shahidullah, Jeffrey D.; Harris, Bryn; McIntyre, Laura Lee; Azad, Gazi
Titel	Reconceptualizing Educational Contexts: The Imperative for Interprofessional and Interagency Collaboration in School Psychology
Quelle	In: School Psychology Review, 51 (2022) 6, S.742-754 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1949247
Schlagwörter	School Psychology; School Psychologists; Partnerships in Education; Agency Cooperation; Interprofessional Relationship; Counselor Role; Interdisciplinary Approach; Counselor Training; Evidence Based Practice; Graduate Study + Suchen Sie Ihr Suchwort? Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Hochschulpartnerschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	The increasingly diverse and complex student population school psychologists serve necessitates a reconceptualization of the field with explicit emphasis on interprofessional, interagency collaborations (IIC) to promote equitable and high-quality services for all students. School psychologists are positioned to play a central role in IIC with specific training and experience in consultation, psychology, education, and multidisciplinary knowledge to ensure effectiveness. We highlight the historical context of IIC in the field and advocate for school psychologists to engage in IIC to better meet the needs of all students and families through coordinated and streamlined services. We conceptualize this paradigm shift through three multidisciplinary frameworks: (a) interprofessional team-based care, (b) population health, and (c) implementation science. We posit that school psychologists are ideal school professionals to engage in IIC, which has been adopted by other fields; educational and mental health inequities may be improved through effective IIC; and that implementation science concepts, which are familiar to the field of school psychology, can be applied to successfully implement IIC in schools. We conclude by providing recommendations that span graduate training, practice, and research in an effort to stimulate meaningful change in graduate training and preparation, practice, and research in the area of IIC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01