The Alberta Teachers’ Association

How Can School Psychologists Help teachers?

Can school psychologists really help teachers?

The 21st-century classroom is more challenging than ever, and the inclusive education practices outlined in Alberta Education’s Action on Inclusion initiative mean that teachers will face a broader range of student diversity and, subsequently, will need increased access to specialized services. It is critical to the education of all students, especially those with special needs, that teachers receive appropriate support so they can succeed in their evolving teaching roles. Therefore, it’s important that teachers are aware of and use the full spectrum of skills and services provided by a school psychologist.

The school psychologist’s role is changing

Traditionally, the primary role of school psychologists has been to provide diagnostic assessment information for students, with funding and resources tied to the findings of the assessment. As a result, in most Alberta school districts, school psychologists have not had the opportunity to offer a broad array of school psychology services. Consequently, Alberta teachers have generally not been provided with ongoing school psychology implementation and problem-solving collaborative support. It is important to know, however, that school psychologists have the training and skills to assist teachers as they respond to the diverse learning needs of students in today’s classrooms. As indicated in Action on Inclusion, everyone will need to work and think differently to provide the best educational experience for all students, and school psychologists are willing and able to help teachers achieve this outcome.

Who is the school psychologist?

The breadth and depth of psychologists’ training in assessment, intervention, research and evaluation at the individual, group and systems’ levels marks their significant contributions to the school team. (Canadian Psychological Association 2007, 4)

Do all psychologists have the same training and expertise? While there are core areas in which all psychologists are required to demonstrate competency, specific areas of expertise can vary widely. In Alberta, registered psychologists declare their areas of competency (school/education being one of seven areas). School psychologists are unique in their graduate training as they develop expertise in educational pedagogy and psychological health. The Canadian Psychological Association (CPA 2007) describes school psychologists as science-based practitioners who possess skills and knowledge in child and adolescent development, principles of learning, behaviour and individual differences, social/emotional/behavioural and academic interventions, assessment and program planning.

What services do school psychologists provide to teachers?

School psychologists are an integral and important part of the student services team, as well as of the district’s organizational structure. School psychologists provide a wide variety of both educational and mental health services to districts, school staff, students, and their families. (CPA 2007, 3)

School psychologists possess skills and expertise in assessment, intervention, prevention, program evaluation and research. They work with teachers and learning teams through collaborative processes to facilitate students’ learning. In addition, school psychologists consult with educators on the cognitive, emotional and social development of students. In 2006, a National Association of School Psychologists taskforce conceptualized a school psychology service-delivery pyramid—universal, targeted and intensive—as a means to build school systems’ ability and improve competencies of all children. The more recent Alberta Education pyramid of intervention is similar in structure and has been used as a framework for potential school psychology services in Alberta (Figure 1).

Figure 1. Service-delivery pyramid: Universal, targeted and specialized

Specialized: School psychology services that support individual students

• Provide collaborative consultation services to teachers and parents to develop and implement academic, behavioural or social programming plans for students who are experiencing significant or ongoing difficulties.
• Advocate for the needs of students who have learning, socio-emotional and behavioural exceptionalities or difficulties at the various levels: school, district and community resources.
• Facilitate referrals to other agencies and professionals.
• Work collaboratively with professionals from other agencies to ensure wraparound supports for students.
• Evaluate students using various assessment methods to better understand a student’s educational needs. This may involve engaging in classroom observation, conducting a file review, gathering case history information, reviewing previous assessments and, as needed, administering new assessments.
• Accumulate an understanding of a student’s learning profile in order to accurately describe the intellectual, academic, affective, social, adaptive and language development of a student, and then work as a member of the learning team to facilitate that student’s engagement in learning.

Targeted: School psychology services that support targeted groups

• Build teachers’ and administrators’ abilities regarding learning styles and behaviours commonly associated with various learning, socio-emotional and behavioural difficulties through ongoing and collaborative consultation.
• Identify teaching strategies or provide implementation assistance on how to adapt curricula and make accommodations to meet students’ needs based on learning styles, cognitive profiles, developmental levels and behavioural challenges.
• Complete classroom observations (for example, behaviour management) and work in partnership with teachers to develop specific teaching strategies and programs to meet students’ needs.
• Advocate for students who have learning, socio-emotional and behavioural exceptionalities or difficulties.
• Recommend teaching materials and methods of instruction for the development of targeted skills.
• Assist with planning targeted programming for small-group academic, behavioural or social skill instruction.
• Suggest, focus and facilitate teachers’ use of other consultative services (for example, learning coaches, speech language pathologists and family–school liaison workers).

Universal: School psychology services that support all

• Provide inservice training for school personnel and parents to develop education stakeholders’ skills.
• Help school personnel develop learner and classroom profiles and use data from those profiles to guide instructional practices.
• Help school personnel analyze and interpret assessment and behavioural data (for example, provincial achievement tests and effective behavioural supports programs).
• Disseminate current educational and psychological research (for example, evidence-based instructional interventions).
• Advocate for system reform that is consistent with evidence-based instructional interventions.
• Provide assistance with inclusive education practices (for example, universal design for learning, differentiated instruction and flexible groupings).
• Suggest, focus and facilitate teachers’ use of other consultative services (for example, learning coaches, speech language pathologists and family–school liaison workers).

Consultation skills are essential for providing school psychology services at all three levels of intervention. School psychology consultation involves not only extensive knowledge in the aforementioned areas but also experience and understanding of how to work as a team member to facilitate group collaboration and optimize the unique expertise of all group members.

Conclusion

In Alberta, school psychologists’ services have traditionally been focused on completing psycho-educational assessments. Considering the changing situations of schools as Action on Inclusion is implemented, teachers and students will need a broader range of educational resources. School psychologists have a unique spectrum of training, skills and expertise that supports the outcomes of Action on Inclusion. Alberta teachers now have an opportunity to re-examine and reshape school psychologists’ roles, functions and services to better serve students in the 21st-century classroom.

References

Alberta Education. n.d. Action on Inclusion. http://education.alberta.ca/department/ipr/inclusion.aspx (accessed November 30, 2011).

Canadian Psychological Association (CPA). 2007. Professional Practice Guidelines for School Psychologists in Canada. www.cpa.ca/cpasite/userfiles/Documents/publications/CPA%20Guideline%20Practice.pdf (accessed November 30, 2011).

Ysseldyke, J., M. Burns, P. Dawson, B. Kelley, D. Morrison, S. Ortiz, S. Rosenfield and C. Telzrow. 2006. School Psychology: A Blueprint for Training and Practice III. Bethesda, Md.: National Association of School Psychologists.

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R. Coranne Johnson, PhD, R. Psych., is a school psychologist working in private practice, primarily with Peace River School Division. She is the chair of the Psychologists’ Association of Alberta’s School Psychology Committee.

Shawn Crawford, PhD, R. Psych., is a school psychologist working in private practice, primarily with Canadian Rockies School Division. He is a member of the Psychologists’ Association of Alberta’s School Psychology Committee.