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NASP Practice Model: Improving Outcomes for Students and Schools

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NASP Practice Model: Improving Outcomes for Students and Schools

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National Association of School Psychologists (NASP)

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In May 2020, the National Association of School Psychologists (NASP) adopted the NASP 2020 Professional Standards, including the Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model. The 2020 NASP Practice Model takes effect July 1, 2020 and builds on the success of the 2010 model in advancing the consistent implementation of school psychological services to help ensure their maximum effectiveness, efficiency, and quality in schools nationwide.

About the NASP Practice Model

The NASP Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model, represents NASP's official policy regarding the delivery of school psychological services.

Promotion and Implementation

School psychologists have a critical role in communicating the importance of our national standards in improving outcomes for students, families, and schools, and in working towards their adoption. Consistent adoption of these standards across school districts and states helps promote a consistency of practice that ensures the public that students will have access to needed services wherever they live.

Professional Development

NASP has developed a self-assessment survey for school psychologists to find out how thier practice aligns with the 10 domains outlined in the NASP Practice Model. The survey will provide you with a personalized print-out of professional development needs. Check the online learning center for on-demand professional development that can help you address these areas of need.

ESPS Recognition Program

The Excellence in School Psychological Services (ESPS) Recognition Program recognizes school districts throughout the country that are working to implement the NASP Practice Model.

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In May 2020, the National Association of School Psychologists (NASP) adopted the NASP 2020 Professional Standards, including the Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model.

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NASP Telehealth: Virtual Service Delivery

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NASP Telehealth: Virtual Service Delivery

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Updated

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National Association of School Psychologists (NASP)

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As school psychologists are called on to provide services remotely, questions continue to arise regarding legal, ethical, and pragmatic limits on what activities school psychologists can and should perform. Because students, families, and our colleagues need support during this time, and because we cannot be physically present with them to provide such supports, we are obligated to figure out how to best provide support within the limitations imposed by the COVID-19 crisis. As noted in the first remote service delivery document, because every situation is different, an ethical lens is important in developing responses and taking responsibility for them. An equity lens must also be used so that the most vulnerable youth are not further disadvantaged by decisions that neglect their needs. Finally, it is important to use a preventive lens; we are trying to mitigate long-term effects from the crisis and be well-positioned to serve when schools reopen. What follows are some recommendations for navigating the COVID-19 crisis.

Definition of telehealth

For the purposes these recommendations, telehealth is defined as any school psychological service that is being provided remotely-that is, without being in the same physical space as the individuals who are receiving services. Generally, a state-issued credential to provide school psychological services does not limit the ability to provide telehealth services. Although most school psychologists will benefit from continuing professional development in best practice for telehealth service delivery, it is permissible under NASP's ethical standards to provide services remotely that an individual has the skills to deliver face-to-face, so long as the particular practices are appropriate (or appropriately adapted) for this delivery modality. Note that telehealth service delivery includes technology-based services (e.g., using Zoom or other video platforms, email) as well as more traditional methods (e.g., phone calls, notes or resources sent via standard mail).

General Practice Recommendations

Services requiring face-to-face interaction should not be conducted during the time of school closures while the risk of contagion is high, as this practice places the health of the student, family, and practitioner at risk. Such practices could also yield unreliable or invalid results.

When making decisions about practice, follow a detailed, ethical decision-making process as reviewed in the prior guidance document and the COVID-19 "Ask the Experts" webinar series, especially the specific webinar "Legal and Ethical Decisions for Remote School Psychological Services."

Obtain specific parental consent (and, when applicable, student assent) to provide telehealth services. This informed consent includes discussing with parents any modifications or adaptations to services being provided, as well as limitations, risks, and benefits that result from remote delivery. Document everything you do.

As many situations will not have perfect solutions, utilize collaborative problem-solving, ongoing evaluation (and documentation) of the chosen solution, and adjustment of solutions as needed.

Assessment/Evaluation

Assessments must be administered in the manner in which they were developed and validated. If adaptations are made for remote administration, there must be high-quality evidence that such adaptations produce results that are similarly reliable and valid to the face-to-face administration. Any such adaptions should be documented in the evaluation report.

Assessments should be administered remotely only on platforms designed for that purpose. Appropriate training is needed for both the school psychologist and any individual at home who assists the student. Even when appropriate supports are available, school psychologists should still identify and report any validity issues given the student's level of anxiety, disruptions during the testing session, etc.

Although rating scales, interviews, and possibly home-based observations could be conducted remotely, it is important to remember that students' behavior during the time of school closure may not be typical for that student, which may reduce the utility of those assessments, particularly when planning interventions that may eventually be delivered when school resumes.

Some reevaluation decisions can be made based on data available prior to the school's closure. School psychologists should carefully consider whether there is sufficient evidence to support the continued need for special education services without further 1:1 testing for individual students.

If the evaluation or reevaluation cannot be completed safely, ethically, and/or legally, school personnel should communicate with parents about this and request extensions to timelines until a date when the comprehensive evaluation can be completed with integrity. The federal government and state governments have provided guidance on the implementation of the Individuals Disability Act and where flexibility is appropriate, and this guidance is addressed in the COVID-19 " Ask the Experts" webinar called, "Wading through a Sea of Ambiguity: Charting a Course for Special Education Services in the Pandemic."

Counseling (Individual and Group)

Consider whether the counseling goals that were in place prior to school closure remain relevant in the current situation. It may be more important to discuss current coping strategies, celebrate small successes, and plan for return to school, rather than focus on past difficulties. Discuss with students and parents and work with the IEP team to adjust IEPs as needed.

Confidentiality agreements should be renegotiated as needed. It is unlikely that confidentiality can be assured for individuals or groups, and students need to be aware of that. Remember that confidentiality agreements can be different depending on the circumstances, but what is essential is that everyone knows what has been agreed to and is willing to follow the agreement.

Be sure that you have plans in place to manage emergencies if students threaten harm to themselves or others. Be sure that parents know how to get help out of school hours (or when you are otherwise unavailable).

Some students who do not currently receive services may need brief school psychological services during school closures. Work with school administrators to establish methods for students or families to contact you when such needs arise.

Students may need to grieve a wide variety of losses, and it is important to allow for processing not just of obvious losses, such as deaths, but more subtle ones (e.g., loss of transition experiences like graduation or prom).

Ask students to generate strategies that have worked for them in the past when they faced challenges. Ask them how those strategies might work now.

Consultation with Teachers and Administrators

Teachers and administrators are figuring things out as they go, just as school psychologists are. Ask how you can be supportive. Find out what they think they are doing well and celebrate those steps. Ask for their ideas on how to best support students and families.

Advocate for sensible workloads for teachers (and yourselves). Help administrators and other colleagues recognize that there will be a lot of time when neither students nor teachers will be available for instruction.

Emphasize the need to maintain positive relationships with students. These relationships will likely matter more in supporting students' eventual return to school than their academic work.

Advocate for equitable access to whatever instruction is being provided. Be sure to consider the needs of low income, economically marginalized families, English learners, and the needs of students with disabilities. Some schools are providing hardware (e.g., Chromebooks), mobile hotspots, or alternatives to electronic communications (e.g., delivering materials to students at home). These ideas are discussed in the "Ask the Experts" webinars that address strategies for engaging and supporting parents and teachers during the pandemic.

Depending on the history of your previous interactions, your teachers and administrators may not know what kind of valuable services you can offer at this time. Offer suggestions and educate them about the breadth of your skills and how they might be helpful at this time. The NASP COVID-19 "Ask the Experts" series offers suggestions for school psychologists for how they can better support their teachers and principals during the pandemic.

Collaboration with Families

Ask families what they need and be respectful of their responses. Use this information to connect them with additional service providers if needed. Access your network of community supports, while remaining aware that the availability of these supports may also be impacted by the virus. The NASP COVID-19 "Ask the Experts" webinar entitled "Strategies for Engaging and Supporting Parents During the Pandemic" offers a view of what parents are experiencing and how school psychologists can be helpful.

Provide encouragement and assist families in problem solving. Let them know you care and that they aren't expected to know how to do this perfectly or even well.

Work with colleagues to develop strategies for connecting with students and families that are not participating in remote learning activities. Be persistent in trying to develop supportive connections with these families.

Be sensitive to the multiple demands on students and parents/caregivers during school closures, and keep expectations reasonable for availability and communication. While some parents are at home with their children, many may also be trying to balance home and remote work responsibilities. Additionally, many high school students may be in the role of caregiver for younger siblings if their parents are away from the home working and classroom demands might need to be adjusted for them.

School psychologists may have great resources to share, yet emails sent to families may get lost amidst the many communications coming from the school. Consider working with the school's or district's web team to add a page on the website with available resources (e.g., handouts, websites, activities) so they are available when needed. Consider also how to communicate this information to families with limited internet access (e.g., newsletters by mail, delivering packets to students' homes).

Be kind to yourself and others as we progress through this crisis.

© 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

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Telehealth: Virtual Service Delivery Updated Recommendations

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As school psychologists are called on to provide services remotely, questions continue to arise regarding legal, ethical, and pragmatic limits on what activities school psychologists can and should perform.

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School Psychologists’ Role in the Return to School Post COVID-19

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School Psychologists’ Role in the Return to School Post COVID-19

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NASP Virtual Service Delivery in Response to COVID-19 Disruptions

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NASP Virtual Service Delivery in Response to COVID-19 Disruptions

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National Association of School Psychologists (NASP)

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Many communities are experiencing school closures (with no instruction provided) or suspension of school attendance with efforts to provide instruction through alternative formats. As schools take these steps for extended periods in order to protect community health, school psychologists may be asked to engage in virtual service delivery on a short-term basis. For those who plan to deliver services remotely, NASP has a guidance document on telehealth that should be helpful ( https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-psychology). This document outlines considerations with respect to technology, record keeping, privacy, and validity of measures.

However, the current situation presents some additional challenges because professionals may be asked to engage in virtual service delivery in an emergency context, not a planful one. There will not be a "one size fits all" response to the various situations practitioners face. There is a great deal of uncertainty and anxiety regarding what is best practice in these circumstances.

As you receive directives from your supervisors, it may be helpful to examine requests for providing services remotely through an ethical lens.

Consider your competence and the best interests of students. Clearly, individual practitioners need to consider the limits of their own competence in deciding whether they can ethically provide services remotely and the nature of the services they can provide in this format (Standard II: Professional Competence and Responsibility). Practitioners must also consider the best interests of the children they serve (Principle IV.1: Promoting Healthy School, Family, and Community Environments), which includes not abandoning clients in times of need. There are many considerations in assuring that students' best interests are served when working remotely. For example:

If evaluations are to be conducted remotely, they should be conducted through platforms specifically designed for that purpose.

Consider that even assessment measures that are designed to be delivered using technology most often also involve human support for the student's use of technology. Practitioners must consider their own training needs and the need to develop clear procedures for service delivery in this manner. Training will also be needed for the adult who is assisting the student at home. It is unlikely that appropriate supports can be developed quickly.

Potential validity issues must be addressed when assessments are taking place in a time of anxiety for youth, their families and caregivers, and school personnel.

Practitioners may need to renegotiate confidentiality agreements to manage the limited privacy students may have at home.

Practitioners need to set clear limits on when they are and are not available for consultation or counseling. Arrangements must be made for back-up communication when individual providers are unavailable. Emergency response plans need to be in place if students threaten harm to self or others.

Ensure all students have equitable access to mental health and other school psychological services provided remotely. When plans are being made or directives are received, it is important to ask how all students will receive services. For example, students with disabilities, students who are from low-income economically marginalized communities, students in rural areas, and students in unstable home environments may have different needs and different opportunities to access services. School psychologists should work with school and district administrators to ensure that continued service delivery is available to all students who need it. This may require creative problem solving to ensure that students who do not have access to a computer, other technology-related devices, and/or internet are able to access telehealth services in the event of a prolonged school closure (Principle 1.3, 1.3.1., Fairness and Justice).

Consider the relationship between ethics and law. School psychologists will need to know and understand the regulatory and legal limits placed on their practice by their credentialing bodies (Principle IV.2. Respect for Law and the Relationship of Law and Ethics). Consult with your state department of education and, perhaps, your state psychology board to ensure that you are practicing within the limits of your credentials.

Continue to monitor guidance from your district, state, and the U.S. Department of Education related to service delivery requirements during extended school closings. NASP cannot provide legal guidance related to IDEA compliance and ensuring the implementation of students' IEPs during COVID-19 related school closures. School psychologists should monitor and follow guidance from the U.S. Department of Education, as well as state educational agencies (SEAs) and local educational agencies (LEAs). Direct questions about specific cases to your supervisor or the appropriate district-level administrator.

Engage in a problem-solving process to determine the best course of action in individual cases. Consider the problem-solving model presented in Armistead, Williams, and Jacob (2011) as a model. It includes seven steps:

1. Describe the problem situation.

2. Define the potential ethical-legal issues involved.

3. Consult available ethical and legal guidelines.

4. Confer with supervisors and colleagues.

5. Evaluate the rights, responsibilities, and welfare of all affected parties.

6. Consider alternative solutions and the likely consequences of each.

7. Elect a course of action and assume responsibility for this decision.

Our guidance is limited at this point while we await additional information from the U.S. Department of Education regarding service delivery, timelines, and other special education related issues during extended school closings. We will disseminate this information when it is received.

In the meantime, please keep in close touch with your state department of education and your LEAs for additional guidance. Coordination between the local school district, other service providers, and available technology will be critical. In addition, some practitioners may find the following documents of use (although none are directed specifically at school psychology practice).

From the Department of Health and Human Services

From the Department of Education

From the American Psychological Association

From the American School Counselors Association

From the American Public Health Association

From the National Register of Health Service Psychologists

Armistead, L., Williams, B. B., & Jacob, S. (2011). Professional ethics for school psychologists: A problem-solving model casebook (2nd ed.). National Association of School Psychologists.

© 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

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Virtual Service Delivery in Response to COVID-19 Disruptions

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Many communities are experiencing school closures (with no instruction provided) or suspension of school attendance with efforts to provide instruction through alternative formats. As schools take these steps for extended periods in order to protect community health, school psychologists may be asked to engage in virtual service delivery on a short-term basis.

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NASP The Pandemic’s Impact on Academic Instruction and Student Progress

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NASP The Pandemic’s Impact on Academic Instruction and Student Progress

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The Pandemic’s Impact on Academic Instruction and Student Progress

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Community Conversations: A Conversation with Dr. George Sugai

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Community Conversations: A Conversation with Dr. George Sugai

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Webinar by George Sugai discussing MTSS/PBIS/trauma informed approaches as teachers, children and families prepare to reenter schools

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Community Conversations:  A Conversation with Dr. George Sugai

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This session will help you take steps to get the most out of your data for end of year reporting. Join us as we review helpful reports that are used for planning for next year.

During this one-hour webinar, the presenter will describe the changes from the WIAT-III to the WIAT-4; identify subtests and composites new to the WIAT-4; and discuss how professionals can use WIAT-4 results to determine eligibility for specialized services and identify goals for intervention.

This event is limited to 3,000 people.

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This session will help you take steps to get the most out of your data for end of year reporting. Join us as we review helpful reports that are used for planning for next year.

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MHS Demonstrations, Discussions, and More

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MHS Demonstrations, Discussions, and More

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May 27, 2020, 3:00 PM - 3:30 PM (EDT)

MHS Online Assessment Center + Live Demonstration

Join Janelle Bierdeman, Assessment Consultant - Healthcare, Northwest NA, on Wednesday, May 27 th, from 3:00 PM - 3:30 PM EDT for a live demonstration of the MHS Online Assessment Center +.

Let our expert consultant walk you through the new MHS Online Assessment Center + featuring enhancements to streamline your assessment process and improve remote administration.

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May 27, 2020, 3:00 PM - 3:30 PM (EDT) MHS Online Assessment Center + Live Demonstration Join Janelle Bierdeman, Assessment Consultant - Healthcare, Northwest NA, on Wednesday, May 27 th, from 3:00 PM - 3:30 PM EDT for a live demonstration of the MHS Online Assessment Center +.

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The Professional Standards of the National Association of School Psychologists document-In Press

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The Professional Standards of the National Association of School Psychologists document-In Press

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COVID-19: Special Education and Service Delivery

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COVID-19: Special Education and Service Delivery

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National Association of School Psychologists (NASP)

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The resources and guidance listed below, from NASP, the federal government, and other agencies, may be helpful for school psychologists in determining how to continue offering services to students with disabilities as required by the Individuals with Disabilities Education Act (IDEA) during the COVID-19 outbreak.

NASP Resources

Federal Government Resources

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The resources and guidance listed below, from NASP, the federal government, and other agencies, may be helpful for school psychologists in determining how to continue offering services to students with disabilities as required by the Individuals with Disabilities Education Act (IDEA) during the COVID-19 outbreak. NASP Resources Federal Government Resources

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 When One Door Closes and Another Opens: School Psychologists Providing Telehealth Services

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 When One Door Closes and Another Opens: School Psychologists Providing Telehealth Services

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National Association of School Psychologists (NASP)

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This webinar explores the role of school psychologists as telehealth providers.

Expert Panelists

Dan Florell, Ph.D. Associate Professor of Psychology, Eastern Kentucky University

Kari Oyen, Ph.D. Assistant Professor of School Psychology, University of South Dakota

Stephanie Taylor, Ed.S. Clinical Director of Psych Ed Services, Presence Learning

Hiral Vekaria, Ed.S. Coordinating Early Intervention Services Lead Psychologist, Wake County Public Schools, NC.

Moderator

Stacy Kalamaros Skalski, Ph.D. NASP Director of Professional Policy and Practice

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When One Door Closes and Another Opens: School Psychologists Providing Telehealth Services

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This webinar explores the role of school psychologists as telehealth providers. Expert Panelists Dan Florell, Ph.D. Associate Professor of Psychology, Eastern Kentucky University Kari Oyen, Ph.D. Assistant Professor of School Psychology, University of South Dakota Stephanie Taylor, Ed.S. Clinical Director of Psych Ed Services, Presence Learning Hiral Vekaria, Ed.S.

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Pearson Staying connected through Telepractice

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Pearson Staying connected through Telepractice

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Join us for daily videos, tools and step-by-step guidance on using our list of assessments in your telepractice. Ask a question or talk to a representative as you consider how to use assessments for health and wellness or education.

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Considerations for Delivery of School Psychological Telehealth Services

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Considerations for Delivery of School Psychological Telehealth Services

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National Association of School Psychologists (NASP)

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The resources and guidance listed below, from NASP, the federal government, and other agencies, offer guidance and suggestions for graduate educators during the COVID-19 outbreak.

NASP Resources

Schools & Educators

Families & Caregivers

Families & School Communites

Government Resources

Additional Stakeholder Resources

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The resources and guidance listed below, from NASP, the federal government, and other agencies, offer guidance and suggestions for graduate educators during the COVID-19 outbreak. NASP Resources Schools & Educators Families & Caregivers Families & School Communites Government Resources Additional Stakeholder Resources

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APA Guidelines for Psychological Practice for People with Low Income and Economic Marginalization 

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APA Guidelines for Psychological Practice for People with Low Income and Economic Marginalization 

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Neuropsychology of Trauma: Trauma Sensitive Assessments

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Neuropsychology of Trauma: Trauma Sensitive Assessments

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Presented by Dr. Steven G. Feifer, Ed.D., NCSP
This is a two part event. All registrants receive access to Dr. Feifer's 3 hour webinar for up to six months, or up until you complete the review quiz, webinar evaluation, and obtain the CE Certificate of Completion. NH based educators and providers receive an additional benefit of a live Q&A with Dr. Feifer on June 3rd, 2020 12:30-1:30pm. After registration, you will receive access information close to when the webinar becomes available on May 27th, 2020.
Workshop Description

This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning. Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children. There will be a discussion on five steps that schools can take to become "trauma-informed", in order to better meet the diverse needs of all learners. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children. Targeted assessment strategies, specific classroom accommodations, and key coping strategies will be presented for at-risk students.

NHASP is excited to partner with the School Neuropsychology Institute for this webinar. This webinar is available to anyone with an interest. Thank you for your interest and visiting our site!

Continuing Education Credits

Number of CE/CPD Credits: 3 (APA and NASP Approved). CE credits will be provided by the School Neuropsychology Institute upon completion of the webinar and associated quiz. Additional CE credits will not be provided for the NH Educator/Provider Q&A session.

Target Audience

School Psychologists, Psychologists, School Counselors, School-based Mental Health and Social Workers, Teachers, and Administrators.

Agenda

(1) Discuss the prevalence of trauma and stress for school aged children, as well as the various sources from which trauma can occur.

(2) Explore key brain regions that are impacted when students experience trauma, and the subsequent effect on academic and social skills' development.

(3) Review five essential steps toward the development of a "trauma informed" school.

(4) Review various trauma screening tools and specific assessment techniques in order to conduct a "trauma-informed" evaluation.

(5) Discuss specific classroom accommodations along with school-wide interventions, and key coping strategies to induce a more positive school climate for all students.

Registration Information

Registration is open to any practitioner (e.g., school psychologist, psychologist, learning disability assessment specialist) who would like to participate, not just NHASP members. Registrations must be received by MAY 24th at noon EST through this link, so register now! Cancellations must be received by May 24th at noon. Webinar continuing education credits are both NASP and APA approved.

The fee for the webinar is $90. Online payments only will be accepted for this event. No purchase orders or mailed in checks will be accepted. Additionally, please note that NHASP is now using payment processing from Wild Apricot to simplify your checkout process. You will no longer be re-directed to PayPal for payment.

Once you have registered and close to the event day, you will receive an email from the School Neuropsychology Institute providing you with a username and password for their website, where you can watch the webinar whenever it is convenient for you. You will have access to the webinar for up to six months, or up until you complete the review quiz, webinar evaluation, and obtain the CE Certificate of Completion.

Lecture handouts will be available on the School Neuropsychology Institute website. After you watch the webinar, you will required to complete a review quiz and an evaluation form, and then you will receive a certificate for 3 hours of NASP and APA approved continuing education credits.

For questions, please contact NHASP President .

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Neuropsychology of Trauma: Trauma Sensitive Assessments

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This is a two part event. All registrants receive access to Dr. Feifer's 3 hour webinar for up to six months, or up until you complete the review quiz, webinar evaluation, and obtain the CE Certificate of Completion. NH based educators and providers receive an additional benefit of a live Q&A with Dr. Feifer on June 3rd, 2020 12:30-1:30pm.

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School-Based Mental Health Services and School Psychologists

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School-Based Mental Health Services and School Psychologists

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National Association of School Psychologists (NASP)

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Mentally healthy children are more successful in school and life. Good mental health is critical to children's success in school and life. Research demonstrates that students who receive social-emotional and mental and behavioral health support achieve better academically. School climate, classroom behavior, engagement in learning, and students' sense of connectedness and well-being all improve as well. Mental health is not simply the absence of mental illness but also encompasses wellness promotion; social, emotional, and behavioral health; and the ability to cope with life's challenges. Left unmet, mental health problems are linked to costly negative outcomes such as academic and behavior problems, dropping out, and delinquency. Mental and behavioral health problems not only affect students' short-term classroom engagement, but also interfere with long-term development of positive relationships and work-related skills.

There is a growing and unmet need for mental and behavioral health services for children and youth. According to the U.S. Department of Health and Human Services, one in five children and adolescents experience a mental health problem during their school years. Examples include stress, anxiety, bullying, family problems, depression, learning disability, and alcohol and substance abuse. Serious mental health problems, such as self-injurious behaviors and suicide, are on the rise, particularly among youth. Unfortunately, many children and youth do not receive the help they need, and disparities in access to care exist among low-income communities and minoritized youth. Among the 3.8 million adolescents ages 12-17 who reported a major depressive episode in the past year, nearly 60% did not receive any treatment, according to a 2019 report by the Substance Abuse and Mental Health Services Administration. Of the adolescents who do get help, nearly two thirds do so only in school.

Schools are an ideal place to provide mental and behavioral health services to children and youth. Schools provide an ideal context for prevention, intervention, positive development, and regular communication between school and families. Schools also offer caring relationships and regular, consistent connections between students and staff both in person and virtually. School-employed mental health professionals (i.e., school psychologists, school counselors, school social workers, and school nurses) know the students, parents, and other staff, which contributes to accessibility of services. Research shows that students are more likely to seek counseling when services are available in schools. In some cases, such as rural areas, schools provide the only mental health services in the community. Comprehensive, culturally responsive school mental health services can help address inequities in access and help reduce the stigma associated with receiving mental health services by making it part of the fabric of the school system.

Comprehensive school mental and behavioral health services support the mission and purpose of schools: learning. All services provided in schools should be appropriate to the learning environment; those that are not risk being ineffective or even counterproductive. Just as children are not simply small adults, schools are not merely private clinics with white boards. Being trained to work within the school culture is essential to being effective (and cost-effective). School psychologists have specialized training in child development, mental health, learning, diversity, culturally responsive services, and school systems and law. Their unique expertise lies in how these elements interact to shape children's behavior, learning, and overall adjustment.

Comprehensive school mental health services are essential to creating and sustaining safe schools. Increased access to mental health services in schools is vital to improving the physical and psychological safety of our students and schools, as well as academic performance and problem-solving skills. Culturally responsive school mental health supports that encompass social-emotional learning, mental wellness, behavioral health, resilience, and positive connections between students and adults are essential to creating a school culture in which students feel safe and empowered to report safety concerns, which is proven to be among the most effective school safety strategies. Additionally, in the aftermath of a crisis, school-employed mental health professionals provide supports that facilitate a return to normalcy, are sustainable, and can help to identify and work with students with more intense or ongoing needs.

Providing a continuum of school mental and behavioral health services is critical to effectively addressing the breadth of students' needs. Comprehensive mental health services are most effective when provided through a multitiered system of supports (MTSS). MTSS encompasses the continuum of need, enabling schools to promote mental wellness for all students, identify and address problems before they escalate or become chronic, and provide increasingly intensive, data-driven services for individual students as needed. Access to adequate staffing of school-employed mental health professionals, like school psychologists, is essential to the quality and effectiveness of these services.

School psychologists provide a continuum of services that connect mental health, behavior and learning, school and home, and school and community services. Meeting the full continuum of student needs requires collaboration and coordination. Typically, community providers offer supplementary or intensive services that go beyond school capacities. An MTSS approach facilitates collaboration while ensuring that services provided in school are appropriate to the learning context and those that are provided after school hours are appropriately linked to and supported in the school setting. Partnerships are most effective when they are coordinated by school-employed mental health professionals, are defined by clear memoranda of understanding, and reinforce an appreciation for the unique contribution each group makes to creating more seamless and comprehensive service delivery. This not only reduces gaps, redundancy, and conflict, it also reduces stress on families and supports their roles as primary caregivers and decision makers regarding their child's development.

School psychologists are part of a team of school-employed mental health professionals who provide these services. Improving staffing ratios for these professionals is critical to adequately supporting students' mental and behavioral health. For more information on school-based mental health services and the role of school psychologists, visit www.nasponline.org.

Please cite this document as:

National Association of School Psychologists. (2021). Comprehensive School-Based Mental and Behavioral Health Services and School Psychologists [handout]. Author.

© 2021, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

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Comprehensive School-Based Mental and Behavioral Health Services and School Psychologists

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Mentally healthy children are more successful in school and life. Good mental health is critical to children's success in school and life. Research demonstrates that students who receive social-emotional and mental and behavioral health support achieve better academically. School climate, classroom behavior, engagement in learning, and students' sense of connectedness and well-being all improve as well.

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COVID-19: Crisis & Mental Health Resources

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COVID-19: Crisis & Mental Health Resources

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National Association of School Psychologists (NASP)

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The resources and guidance listed below, from NASP, the federal government, and other agencies, offer tips and suggestions for crisis and mental health teams working with children during the COVID-19 outbreak.

NASP Resources

School Mental Health Professionals & Crisis Teams

Families, Educators, & Caregivers

Government Resources

Additional Stakeholder Resources

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The resources and guidance listed below, from NASP, the federal government, and other agencies, offer tips and suggestions for crisis and mental health teams working with children during the COVID-19 outbreak. NASP Resources School Mental Health Professionals & Crisis Teams Families, Educators, & Caregivers Government Resources Additional Stakeholder Resources

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The simple, free, and secure telemedicine solution.

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Telemedicine is the use of communications technology, specifically, to provide real-time virtual care and remote clinical services to patients. Telehealth refers to all the other ways technology like video meetings can be used to facilitate non-clinical healthcare services like billing, administrative meetings, education, and training.

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The Simple, Free, and Secure Telemedicine Platform | Doxy.me

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Telemedicine is the use of communications technology, specifically, to provide real-time virtual care and remote clinical services to patients. Telehealth refers to all the other ways technology like video meetings can be used to facilitate non-clinical healthcare services like billing, administrative meetings, education, and training.

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Through support, education, and advocacy NAMI Maine is dedicated to building better lives for the 1 in 4 Mainers who are affected by mental illness.

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Lots of things are different right now due to COVID-19, and that can feel overwhelming. Talk about your feelings and get support from another young person.

We're here for you every day from 12pm - 10pm. This peer support text line is for youth 14-20 years old and staffed by individuals under 23 years of age.

Please note, the Teen Text Support Line is not a crisis line.
If you believe that you or someone you know could be in crisis, please do not hesitate to connect with these local and national resources:

Maine's Statewide Crisis Line: (888) 568-1112 (call or text)
National Suicide Prevention Lifeline: 1-800-273-8255
National Crisis Text Line: Text HOME to 741741
Trevor Project LGBTQ Crisis Line: 1-866-488-7386 (online chat here or text TREVOR to 1-202-304-1200)

Curious about what happens when you call or text the Maine Statewide Crisis Line? Learn more here.

Looking for more resources? Check these out!

How to Create a Wellness Plan (from Sources of Strength)

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Teen Text Line - National Alliance on Mental Illness Maine

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Lots of things are different right now due to COVID-19, and that can feel overwhelming. Talk about your feelings and get support from another young person. We're here for you every day from 12pm - 10pm. This peer support text line is for youth 14-20 years old and staffed by individuals under 23 years of age.

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Adverse Childhood Experiences

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How can ACEs and their Outcomes be Prevented in Children?

Data from the National Child Traumatic Stress Network and the Family Research Laboratory indicate that many children exposed to cumulative trauma or victimization will show negative health and behavior outcomes, even before they reach the age of 18. Yet the majority of these children do not develop the significant health and behavior outcomes identified in the ACE Study. How might that happen and how can this be extended to the more vulnerable children? Many children experience family and community settings that are "good enough" to protect them from the impact of trauma and to support adequate resilience development and healthy coping. Interventions are emerging which help prevent children and families from being overwhelmed by their exposure to one or more ACEs.
Opportunities to prevent ACEs include:

Parents managing their marital, mental health, substance use, criminal, violence, and maltreatment risk issues before causing ACEs in their children.

Parents reflecting on their own ACE histories, identifying what still bothers them and strengthening healthy ways to cope and to protect and support their children.

The #1 predictor ...that a child will develop socially, emotionally, cognitively, etc. is the parent's self- understanding, or how you have made sense of your own...experiences, good or bad...It's never too late to make sense of your life and what happened to you.
Dr. Daniel Siegel, Co-author of Parenting From the Inside Out:
How a Deeper Self-Understanding Can Help You Raise Children Who Thrive.

From a lecture at Parents as Teachers National Conference, 4-5-07
For children exposed to ACEs, opportunities to reduce negative outcomes include:

Identifying ACEs and providing protective/promotive family and community experiences and enhancing resilience before the child develops impairment (e.g. to maintain child feeling safe, lovable, capable, meaningful; to make sense out of the adversity and how to cope; to enable parent availability to support the child, etc.)..

Identifying ACEs and impairment and providing intervention for impairment, before it leads to unhealthy coping or negative outcomes. Screening for cumulative risk across categories (not just the major identified adversity) is important for developing a trauma-informed intervention plan. Trauma-focused cognitive- behavioral therapies for individuals or groups are available to treat impairment, PTSD, depression, loss, internalizing and externalizing behavior problems, etc.

Taking a trauma-informed approach to dealing with unhealthy coping strategies and illness, such as assessing for trauma which may have led to impairment which the unhealthy strategies are being used to cope with or which exacerbate illness.

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Maine Resilience Building Network - Providers

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How can ACEs and their Outcomes be Prevented in Children? Data from the National Child Traumatic Stress Network and the Family Research Laboratory indicate that many children exposed to cumulative trauma or victimization will show negative health and behavior outcomes, even before they reach the age of 18.

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Comparing the latest telehealth solutions: A review of Doxy.me, thera-LINK, and Zoom

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Comparing the latest telehealth solutions: A review of Doxy.me, thera-LINK, and Zoom

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Office and technology checklist for telepsychological services

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Office and technology checklist for telepsychological services

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CARES Act: Elementary and Secondary School Emergency Relief (ESSER) Fund

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CARES Act: Elementary and Secondary School Emergency Relief (ESSER) Fund

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CARES Act: Elementary and Secondary School Emergency Relief (ESSER) Fund

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Alert: Stay up to date on Maine's COVID-19 Response

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Considerations for Delivery of School Psychological Telehealth Services

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Considerations for Delivery of School Psychological Telehealth Services

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Pearson Staying connected through Telepractice

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Pearson Staying connected through Telepractice

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Join us for daily videos, tools and step-by-step guidance on using our list of assessments in your telepractice. Ask a question or talk to a representative as you consider how to use assessments for health and wellness or education.

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Please make a copy

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Please make a copy

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Distance Learning Activity Tracker Template

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Distance Learning Activity Tracker Template

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Please make a copy

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Shared Distance Learning Activity Tracker Template

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APA GUIDANCE FOR TELE-ASSESSMENT W/ DR. JORDAN WRIGHT

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APA GUIDANCE FOR TELE-ASSESSMENT W/ DR. JORDAN WRIGHT

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Podcast: Play in new window | Download | Embed

Subscribe: Android | Google Podcasts | RSS

Dr. Jordan Wright is here to talk through the recently published "Guidance on Psychological Tele-Assessment During the COVID-19 Crisis." We talk briefly about Jordan's research (which he has conducted for many years) on tele-assessment in general and his involvement in developing remote methods for both the WJ and the WISC. The conversation then turns to the six guiding principles for conducting remote assessment during these times. If you've read the principles, you'll have some familiarity with the concepts, but Jordan really brings them to life through our discussion. This is a great partner episode to last week's interview with Dr. Susie Raiford about remote assessment of the WISC!

Cool Things Mentioned

The Testing Psychologist podcast is available for CEU's!

I've partnered with At Health to offer CE credits for podcast episodes! Visit this link to access current and past episodes available for CE credit. You can use code "TTP10" for a discount on ALL the course credits you purchase from At Health!

About Dr. Jordan Wright

A. Jordan Wright, PhD, ABAP is a core faculty member in the Counseling Psychology PhD program at New York University, where he also directs the Center for Counseling and Community Wellbeing, NYU's training clinic. He is the author of Conducting Psychological Assessment: A Guide for Practitioners, co-author of the 6th edition of the Handbook of Psychological Assessment, and editor of Essentials of Psychological Assessment Supervision. Among other topics, he has conducted research in the adaptation of performance-based tests to remote, online administration platforms, and he recently worked with colleagues to produce APA's guidance document on conducting psychological tele-assessment.

About Dr. Jeremy Sharp

I'm a licensed psychologist and Clinical Director at the Colorado Center for Assessment & Counseling, a private practice that I founded in 2009 and grew to include 12 licensed clinicians, three clinicians in training, and a full administrative staff. I earned my undergraduate degree in Experimental Psychology from the University of South Carolina before getting my Master's and PhD in Counseling Psychology from Colorado State University. These days, I specialize in psychological and neuropsychological evaluation with kids and adolescents.

As the host of the Testing Psychologist Podcast, I provide private practice consulting for psychologists and other mental health professionals who want to start or grow psychological testing services in their practices. I live in Fort Collins, Colorado with my wife (also a therapist) and two young kids.
Ready to grow your testing services? Click below to schedule a complimentary 30-minute pre-consulting call!
Schedule Your Call

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APA Guidance for Tele-Assessment w/ Dr. Jordan Wright - The Testing Psychologist

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Podcast: Play in new window | Download | Embed Subscribe: Android | Google Podcasts | RSS Dr. Jordan Wright is here to talk through the recently published "Guidance on Psychological Tele-Assessment During the COVID-19 Crisis."