|
|
Tonya Oberg, MSE, Licensed School Psychologist,
651-439-1962, obergt@stillwater.k12.mn.us
|
Office Hours:
Tuesday and Thursday
7:45 – 4:00 |
Table of Contents (Click to access the following information):
· What is a School Psychologist? –Adapted from the National Association of School Psychologists
· School Psychological Services at New Heights Charter School
· About the School Psychologist
· Psych - Speak - A Quick-Reference guide to terminologies and other information used in Psychological Reports
· Just For Fun
· FAQs
· Useful Links
What Is a School Psychologist?
(Adapted from the National Association of School Psychologists’ brochure: “What is a School Psychologist? – For more information, visit the website: National Association of School Psychologists
Who Are School Psychologists?
School psychologists have specialized training in both psychology and education. They use their training and skills to team with educators, parents, and other mental health professionals to ensure that every child learns in a safe, healthy and supportive environment. School psychologists understand school systems, effective teaching and successful learning. Today’s children face more challenges than ever before. School psychologists can provide solutions for tomorrow’s problems through thoughtful and positive actions today.
The training requirements to become a school psychologist are a minimum of 60 graduate semester hours including a year-long internship. This training emphasizes preparation in mental health, child development, school organization, learning, behavior and motivation. To work as a school psychologist, one must be certified and/or licensed by the state in which services are provided. School psychologists also may be nationally certified by the National School Psychology Certification Board (NSPCB).
What Do School Psychologists Do?
School psychologists tailor their services to the particular needs of each child and each situation. School psychologists use many different approaches, but most provide these core services:
Consultation
- give healthy and effective alternatives to teachers, parents, and administrators about problems in learning and behavior
- help others understand child development and how it affects learning and behavior
- strengthen working relationships between educators, parents and community services
Assessment — use a wide variety of techniques at an individual, group, and systems level to evaluate:
- academic skills
- learning aptitudes
- personality and emotional development
- social skills
- learning environments and school climate
- eligibility for special education
Intervention
- work face-to-face with children and families
- help solve conflicts and problems in learning and adjustment
- provide psychological counseling for children and families
- provide social skills training, behavior management, and other strategies
- help families and schools deal with crises, such as separation and loss
- link children / families to additional services in the community
Prevention
- identify potential learning difficulties
- design programs for children at risk of failure
- provide parents and teachers with the skills to cope with disruptive behavior
- develop school-wide initiatives to make schools safer and more effective
Education
develop programs on topics such as:
- teaching and learning strategies
- classroom management techniques
- working with students who have disabilities or unusual talents
- substance abuse
- crisis management
Research and Planning
- evaluate the effectiveness of academic programs, behavior management systems, and other services
- generate new knowledge about learning and behavior
- contribute to planning and evaluating school-wide reform and restructuring
Health Care Provision
- collaborate with school and community-based personnel to provide a comprehensive model of school-linked health services
- work with children and families to provide integrated community services focusing on psychosocial wellness and health-related issues
- developing partnerships with parents and teachers to create healthy school environments
Growing Up Isn’t Easy
All children and adolescents face problems from time to time. They may:
- have fears about starting school
- manage their time poorly
- fall behind in school work
- be upset about family events such as divorce and death
- feel depressed
- lack self-discipline
- experiment with drugs or alcohol
- think about suicide
- lack study skills
- face a tough decision about college or work
- consider dropping out of school
- not be aware of their aptitudes and abilities
School psychologists are there to help parents, educators, and the community understand and solve these problems.
School psychologists:
- understand how schools work and how children learn
- provide easily accessible, cost-effective mental health services to children
- promote positive mental health and a safe and effective learning environment
*BACK TO TOP*
School Psychological Services
at New Heights Charter School
The Present
The School Psychologist is actively involved in a variety of activities at New Heights School. The activities of the School Psychologist at New Heights School are broad, in that he strives to cover everything that “ensure(s) that every child learns in a safe, healthy and supportive environment”. The following is a list of activities that the School Psychologist is currently involved in. Although not a complete list, the following describes the primary roles of the School Psychologist at New Heights:
· Conducting psycho-educational evaluations for students who require/may require special education services.
- Providing brief 1:1 student counseling
· Acting as a mediator for student-to-student problems/issues
· Providing consultation services to teachers, parents, students & administration for a variety of needs, such as:
o Serving as a link for parents/students to resources available to them in the community (if necessary)
o Providing teachers with alternative methods of teaching / working with at-risk students or those who require special education services
o Assist in transitioning and placement of students with special needs
o Providing information to parents regarding child development, discipline, motivation, etc.
The Future
Currently, the School Psychologist is working towards the construction of groups at New Heights to address a variety of issues, including topics such as:
· Anxiety
· Anger Management
· Social Skills
· Depression
· Chemical Dependency
Check back on this web site next fall (2003-2004 school year) for updates, or e-mail the School Psychologist at amayer@newheightsschool.org.
*BACK TO TOP*
About the School Psychologist
*BACK TO TOP*
Psych Speak
The following is a collection of information typically contained in psychological reports. Some of information detailed is not commonly found in psycho-educational reports (e.g., a report summarizing the assessment for a student in need of Special Educational services), but is commonly found in other types of psychological reports.
Table of contents:
Global Assessment of Functioning
(Adapted from Lynn Geurin’s Mental Health and Expert Manual – Chapter 22)
The following is information specifically on the Global assessment of functioning. This is represented by a number ranging between 0-100 on the Multiaxial Classification System (Axis V). Below is a description of what the numbers mean.
100
|
91 Superior functioning in a wide range of activities, life's problems never seem to get out of hand, is sought out by others because of his/her many positive qualities. No symptoms.
90
|
81 Absent or minimal symptoms (e.g., mild anxiety before an exam), good functioning in all areas, interested and involved in a wide range of activities, socially effective, generally satisfied with life, no more than everyday problems or concerns (e.g., an occasional argument with family members).
80
|
71 If symptoms are present, they are transient and expectable reactions to psychosocial stressors (e.g., difficulty concentrating after family argument); no more than slight impairment in social, occupational, or school functioning (e.g., temporarily falling behind in schoolwork).
70
|
61 Some mild symptoms (e.g., depressed mood and mild insomnia) OR some difficulty in social, occupational, or school functioning (e.g., occasional truancy, or theft within the household), but generally functioning pretty well, has some meaningful interpersonal relationships.
60
|
51 Moderate symptoms (e.g., flat affect and circumstantial speech, occasional panic attacks) OR moderate difficulty in social, occupational, or school functioning (e.g., few friends, conflicts with peers or co-workers).
50
|
41 Serious symptoms (e.g., suicidal ideation, severe obsessive rituals, frequent shoplifting) OR any serious impairment in social, occupational, or school functioning (e.g., no friends, unable to keep a job).
40
|
31 Some impairment in reality testing or communication (e.g., speech is at times illogical, obscure, or irrelevant) OR major impairment in several areas, such as work or school, family relations, judgment, thinking, or mood (e.g., depressed man avoids friends, neglects family, and is unable to work; child frequently beats up younger children, is defiant at home, and is failing at school).
30
|
21 Behavior is considerably influenced by delusions or hallucinations OR serious impairment, in communication or judgment (e.g., sometimes incoherent, acts grossly inappropriately, suicidal preoccupation) OR inability to function in almost all areas (e.g., stays in bed all day, no job, home, or friends)
20
|
11 Some danger of hurting self or others (e.g., suicide attempts without clear expectation of death; frequently violent; manic excitement) OR occasionally fails to maintain minimal personal hygiene (e.g., smears feces) OR gross impairment in communication (e.g., largely incoherent or mute).
10
|
1 Persistent danger of severely hurting self or others (e.g., recurrent violence) OR persistent inability to maintain minimal personal hygiene OR serious suicidal act with clear expectation of death.
0 Inadequate information.
Multiaxial Classification System
*Page Under Construction* Please Check back soon.
