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School Psychologists: "Mental Health...

Montero, Maria S.

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School Psychologists: "Mental Health Experts?".

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Psychologists: "Mental Health Experts?"./
Author:	Montero, Maria S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	139 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
Contained By:	Dissertations Abstracts International82-10B.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28317037
ISBN:	9798708749253

School Psychologists: "Mental Health Experts?".
Montero, Maria S.

School Psychologists: "Mental Health Experts?". - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 139 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: B.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2021.

This item must not be sold to any third party vendors.

This study investigated the Assembly Bill 114 assertion that School Psychology is considered the appropriate discipline to provide mental health services to the special education student population. The current study sought to examine School Psychologist's perceived level of mental health training they received while in their school psychology program to prepare them to provide mental health services to the special education student as prescribed in the Individualized Education Plan (IEP). As such, the study investigated the relationship between the School Psychologist's perceived level of mental health training to inform their level of preparedness to provide quality of care services to the student population in their caseload. The sample size included 67 practicing School Psychologists' with a membership to the California Association of School Psychology in California. The research design instrument was a 5 point Likert scale as well as a qualitative response driven survey questionnaire. A Pearson Product-moment correlation was used to identify the relationship between the degree of training in mental health, and the level of perceived preparedness for addressing the mental health needs of the special education student population. The results of this study revealed a positive relationship between level of mental health training and level of preparedness, and competence to address mental health related issues. The research findings indicated that School Psychologists' are overwhelmingly reporting not having received sufficient training in mental health diagnosis or treatment to competently address the mental health needs of the student population. The findings also revealed that school districts continue to contract mental health therapist to provide mental health services to students, as opposed to School Psychologists' as indicated by AB114. Finally, those School Psychologists' providing mental health services to students are reporting not feeling prepared to address the mental health needs of the students. As such, a positive relationship was also found between perceived level of training and preparedness in mental health and quality of care provided to the students. Implications for practice, policy, education and recommendations for further studies were discussed.

ISBN: 9798708749253Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

School

School Psychologists: "Mental Health Experts?".
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520 $a This study investigated the Assembly Bill 114 assertion that School Psychology is considered the appropriate discipline to provide mental health services to the special education student population. The current study sought to examine School Psychologist's perceived level of mental health training they received while in their school psychology program to prepare them to provide mental health services to the special education student as prescribed in the Individualized Education Plan (IEP). As such, the study investigated the relationship between the School Psychologist's perceived level of mental health training to inform their level of preparedness to provide quality of care services to the student population in their caseload. The sample size included 67 practicing School Psychologists' with a membership to the California Association of School Psychology in California. The research design instrument was a 5 point Likert scale as well as a qualitative response driven survey questionnaire. A Pearson Product-moment correlation was used to identify the relationship between the degree of training in mental health, and the level of perceived preparedness for addressing the mental health needs of the special education student population. The results of this study revealed a positive relationship between level of mental health training and level of preparedness, and competence to address mental health related issues. The research findings indicated that School Psychologists' are overwhelmingly reporting not having received sufficient training in mental health diagnosis or treatment to competently address the mental health needs of the student population. The findings also revealed that school districts continue to contract mental health therapist to provide mental health services to students, as opposed to School Psychologists' as indicated by AB114. Finally, those School Psychologists' providing mental health services to students are reporting not feeling prepared to address the mental health needs of the students. As such, a positive relationship was also found between perceived level of training and preparedness in mental health and quality of care provided to the students. Implications for practice, policy, education and recommendations for further studies were discussed.
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