Philosophy+Statement

=Philosophy Statement= 1. It is essential for school psychologists to serve as early interventionists for students at risk of educational and/or social emotional difficulties. **
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As a school psychologist it as my professional duty to assist students in gaining the tools and skills they need to perform in school. I believe that by using early screening and interventions to identify students at risk and provide them with the early intervention we help insure they succeed. When dealing specifically with academic interventions the sooner we can identify and provide intervention for student the better the outcomes because “by the time a child enters grade four, his or her academic trajectory has been established” (Elias & Hayes, p. 475).

In order to provide our students with the best opportunity to succeed academically we must be sure that they are able to function socially and emotionally. The focus must not only be on academic achievement but also on social emotional wellbeing because research supports “the claim that higher or lower levels of social-emotional competence are correspondingly associated with high or poor achievement (Elias & Haynes, 2008, p. 477).” Research also shows that early intervention has the potential to positively impact future academic success and deter children from substance abuse and juvenile delinquency (Porter, Castillo, Curtis & Batsche, 2005). We must help provide students with the strong and effective screenings and interventions early on in order to make their futures brighter.

//After a year of working in the schools my conviction that early intervention is an important role for school psychologists has been strengthened. I witnessed cases of early intervention and progress made because of the hard work put in early in a student’s education. I also saw cases of intervention beginning in the later grades, and the struggles students and staff had in attempting to close large gaps. There were also cases of mental health interventions, where early work was clearly preventative and successful in helping students to succeed academically and socially. As I move forward in my career as a school psychologist I remain dedicated to early interventions.//

2. School psychologists best serve students, when we work with staff and parents as collaborators and consultants. **
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When we as school psychologists, take on an active role within our schools as a resource for parents and teachers we are able to have a larger impact on the populations we serve. Alone, there are only so many students we can reach, but by working with teachers and parents as consultants and collaborators we are able to have an impact not only on the children that we directly serve but also on those that are later served by the staff and parents we train (Brown, Pryzwansky, & Schulte, 2006). In a field where we are in such high demand consultation and collaboration seem to me to be a practical and productive method of disseminating our services in an effective manner.

//This philosophy statement is one that became even more true to me as I spent my first year in a school. Schools are full of students and teachers who need help solving problems and I realized that I cannot solve those problems on my own. I learned that not only is my time more effective when used to collaborate with teachers and parents who spend far more time with students than I can, but also that they provide important insight into the concerns that I as someone outside of the classroom and outside of the home do not have. I am more effective as a school psychologist when I can collaborate with those closest to the problem. I am also more effective when I can teach teachers and parents and provide them the tools to solve the problem rather than solve it for them.//

3. A strength-based model of assessment is required in order to provide the best interventions to meet the needs of individual students. **
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Strength-based assessment is defined as “the measurement of emotional and behavioral skills and characteristics that create a sense of accomplishment; contribute to satisfying relationships with family members, peers, and adults; enhance the ability to cope with stress; and promote social and academic development” (Nickerson, 2007, p.16). I believe that looking at a student from a strength based perspective takes the opportunity to remind staff and parents what positive attributes the student possess that can help them to succeed. This perspective allows students and families to be viewed as individuals with positive attributes and areas of weakness, instead of simply a “problem student”. The outcomes of strength based model appear to me to be more successful and motivating for students, families, and staff.

//As a member of the special education team this year, I was excited to see that my team mates also valued a strength-based model of assessment. I experienced many great meeting where parents were told all of the positive things their students could do and about the growth they had made before being bombarded by all of the areas where their child struggles. As a practitioner it felt better to look at students in terms of what they could do rather than to only focus on all of their areas of weakness.//

4. Multi-disciplinary team collaboration is essential to efficiently perform our duties as school based professionals and provide the best interventions for students. **
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By working and communicating well with other professionals in the school and community we are able to better meet the needs of students by taking information from all disciplines into account when we are providing services to students. It is directly stated in National Association of School Psychologists Principles of Professional Ethics: E.1 “To best meet the needs of children and other clients, school psychologists cooperate with other professional disciplines in relationships based on mutual respect” (Fagan & Wise, 2000, p. 468). In addition to being an ethical obligation, this type of group effort reduces the duplication of efforts and saves time, in the end making the team more effective and able to meet the needs of more students.

//It became very clear to me this year that I simply cannot do what is best for students without input from other professionals who have crucial information about students. It is necessary to collaborate as much as possible with those who are also working with a student in order to best serve the student.//

5. It is important that we use assessment tools and intervention programs that are research based and appropriate for our student populations. **
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In using assessment tools and interventions that are evidenced based we are ensuring that our efforts have the intended outcome and that our assessments measure what we are searching for (Sattler, 2001). Our student’s education is too important to use curriculum that we “think” will work, we must instead focus our energy on interventions that are proven to be successful. In recent years more and more attention has been focused on using researched-based programs and therefore the availability of such research has increased. Additionally, each student deserves and evaluation that accurately represents his or her abilities without test bias.

//In my internship I have found that it is not only ethically important to use assessments that measure what we are searching for and accurately represent the student, but that it is also imperative in saving time and resources. I have seen time and energy spent in vain because no one took the initial time to ask the right questions and then find the assessments and interventions that can answer those questions. We must do our work in ways that is purposeful and appropriate for each individual student.//