TY - JOUR
T1 - A Qualitative Study of Facilitators and Barriers Related to Comprehensive and Integrated School Psychological Services
AU - Castillo, Jose M.
AU - Wolgemuth, Jennifer R.
AU - Barclay, Chris
AU - Mattison, Amira
AU - Tan, Sim Yin
AU - Sabnis, Sujay
AU - Brundage, Amber
AU - Marshall, Leslie
PY - 2016/7/1
Y1 - 2016/7/1
N2 - Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full-time, school-based practitioners from across the US participated in semi-structured interviews. Constant-comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.
AB - Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full-time, school-based practitioners from across the US participated in semi-structured interviews. Constant-comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.
UR - https://digitalcommons.usf.edu/esf_facpub/170
UR - https://doi.org/10.1002/pits.21932
U2 - 10.1002/pits.21932
DO - 10.1002/pits.21932
M3 - Article
VL - 53
JO - Psychology in the Schools
JF - Psychology in the Schools
ER -