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Parent feedback conferences: An opportunity to intervene?
Author(s) -
Flanagan Rosemary
Publication year - 2011
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20555
Subject(s) - psychology , referral , session (web analytics) , variety (cybernetics) , intervention (counseling) , school psychology , psychological intervention , interpersonal communication , medical education , special education , psychotherapist , applied psychology , pedagogy , social psychology , psychiatry , nursing , medicine , artificial intelligence , world wide web , computer science
School personnel and parents refer youth for psychoeducational evaluations for various reasons. At times, the data do not indicate difficulties that necessitate any level of special education services. That should not mean that the school psychologist's work is complete. Given that evaluation data can indicate a wide variety of issues, including ones that are indirectly related to the referral question, it seems appropriate for the school psychologist to be able to offer expertise on these related issues. In this article, a role for the school psychologist as an individual who could offer targeted intervention in a brief meeting is discussed. Some behavioral, affective, and interpersonal concerns of children and their families might be addressed in this manner, and of course, could be followed up or revisited readily. Cognitive and behavioral interventions are particularly suitable for this purpose. Thus, the school psychologist is in a unique position to provide assistance, which may be akin to single‐session psychotherapy. © 2011 Wiley Periodicals, Inc.