Educationally Based Psychological Services School Psychologist School Adjustment Counselor School Guidance Counselor

GUIDANCE COUNSELOR Purpose: Basic counseling skills Consultation Prevention Scheduling College and vocational planning

Guidance Individual counseling Group counseling (generally developmentally related) Preparation of curriculum and/or classroom lessons in areas of social, emotional, and behavioral issues that are developmentally appropriate Consultation about students with teachers, parents, and other professionals Administration and/or supervision of group tests Presentations to groups of other professionals and parents College Advising – writing letters of recommendation Scheduling of classes and review of academic requirements

SCHOOL ADJUSTMENT COUNSELOR Purpose: Counseling Consultation Prevention Intervention Liaison

SAC Individual counseling Consultation with teachers, parents, juvenile justice professionals, and agency professionals Home visits and evaluations Liaison between the school and outside agencies including the juvenile justice system. Facilitation of students’ transition to school after an outside placement Development of therapeutic treatment plans

SCHOOL PSYCHOLOGIST Purpose: Consultation Assessment Individual Counseling Group Counseling Development of prevention plans Development of intervention plans Determine eligibility for special education Research Liaison and Coordination

School Pysch Problem-solving behavioral consultation Multi-faceted psychological and psychoeducational assessment Face-to-face techniques which are designed to enhance the mental health, behavior, personality, social competence, and academic or educational status of the student Individual and group counseling proactive intervention; effort to prevent problems Secondary intervention — Identification of problems during earliest stages; intervention before problems become severe

OVERLAP OF FUNCTIONS Counseling Guidance: basic and developmental curriculum based SAC: more serious emotional problems work with families Sch Psych: range of issues- social/emotional/behavioral/academic

OVERLAP (cont) Consultation: Must work with parents, teachers, and other professionals in order to define problems, solve problems, coordinate services, and to implement interventions.

BASIC DIFFERENCES Guidance: Schedule classes at high school level Academic planning for students at all levels Develop a social/emotional curriculum for each age and grade level Teach the curriculum with a classroom setting Vocational and college planning

BASIC DIFFERENCES (CONT) School Adjustment Counselor: Deal with serious emotional and behavioral issues Work with outside agencies for treatment Work with juvenile justice authorities Conduct home evaluations

BASIC DIFFERENCES (cont) School Psychologist: Conduct complete, multidimensional evaluations Psychological Academic Social/emotional Functional behavioral assessments

EDUCATIONAL REQUIREMENTS Licensing is through the Department of Elementary and Secondary Education Two levels of license: Initial - all course work and an advanced practicum Professional – work for 3 years, complete a supervised internship Must complete professional level license within 5 years of receiving initial license

The college or university determines the number of credits for the degrees and awards the degrees. Two graduate level degrees required: A Master’s degree (minimum of 30 credits) A Specialist level degree (minimum of 60 credits) In MA and most of the NE, this is called a Certification of Advanced Graduate Study Must be a continuation of Master’s program of study.

A FEW LAST THOUGHTS More schools are beginning to develop and offer mental health services. Childrens’ problems are more extensive and intensive than in the past. The costs of outside placements and mental health services are becoming prohibitive. Still maintain an educational perspective – behavioral and emotional problems impact academic performance.

THANK YOU FOR YOUR ATTENTION Dr. Karen Noone-Yvon School Psychology School Guidance School Adjustment THANK YOU FOR YOUR ATTENTION Dr. Karen Noone-Yvon Karen.noone-yvon@aic.edu