There are certain characteristics which are likely to be associated with a positive relationship with students. For example positive relationships are likely to be those which are characterized by warmth, trust and low degrees of conflict (Baker et al
Identifying whether previous punishments have reinforced the behavior would also be important to design an appropriate punishment strategy. Question Fostering Positive Relationships with Students Developing a close relationship with children is associated with improving the positive outcomes of that relationship (Birch & Ladd, 1997)
, 1998). In another booklet produced by the American Psychological Association (APA) signs such as increased risk-taking, increased alcohol or drug use, significant vandalism, and loss of temper on a daily basis were listed as immediate warning signs (Cornell et al
There are a number of warning signs which were included in a federal government guide which may indicate a student who could pose a potential threat. These signs included a history of discipline problems, use of drugs and alcohol and excessive feelings of rejection (Dwyer et al
School Psychology: Behavioral Interventions As children often learn the majority of their prosocial behaviors from school it is important that there is an awareness of the processes of teaching and assessing these skills. It is also important to recognize that antisocial behavior in school may be an indicator of a need for prosocial skill teaching and development (Elksnin & Elksnin, 1998)
, 2004). In particular, guidelines issued by the Secret Service indicate that there are five different elements of information which the threat assessment inquiry should collect (Fein et al
This gives rise to applied behavior analysis, which through the FBA, identifies antecedent and consequent events which are associated with the disruptive act. By identifying these associated events interventions may be designed and introduced which change the undesirable behavior (Gresham et al
This gives rise to applied behavior analysis, which through the FBA, identifies antecedent and consequent events which are associated with the disruptive act. By identifying these associated events interventions may be designed and introduced which change the undesirable behavior (Gresham et al
The first of these is that it is possible that preschool children may provide social reinforcers within their group, which may help to shape and maintain social behaviors. It has also been shown that by changing the behaviors of one child through intervention, this may also facilitate changes in other children not involved in the intervention (Kohler & Fowler, 1985)
School-wide Mental Health Support The school system plays an important role in ensuring that all children and adults receive mental health support, as many would otherwise not access appropriate services. One of the main reasons why the school mental health support system is so important is that it may offer a less formal means of accessing help, reducing the stigma with which it is associated (Stephan et al
In support of the information taken from interviews, a systematic review of the student's school records (SARS) may provide additional relevant information. In particular, information may be garnered on consequent events from similar previous incidents, providing information on possible positive/negative reinforcing factors (Walker et al
The fostering of positive relationships with students is instrumental in this, as students are more likely to consult in an adult with which they have already fostered a positive relationship. One particularly crucial element of those relationships is likely to be trust, as children are more likely to seek advice, guidance and support from an adult with whom they have built a trusting relationship (Watson & Ecken, 2003)
The main drawback to this method is that the results will not help to pinpoint the cause of problems, and may also result in rater bias if only one professional is involved in the process. These may be particularly useful when dealing with young children however, where the methods and skills taught need to take account of different cognitive abilities (Webster-Stratton & Reid, 2004)
Indirect methods may be used, including functional assessment interviews (FAIs), most likely taking information on the surrounding events from relevant third parties such as parents and teachers. Although the focus is on collection of information directly related to the incident of vandalism, other background information may also assist in achieving a thorough assessment (Witt et al
Reporting laws, as they are termed are variable by state (Maney & Wells, 1988, p. 4) (Domrowski & Gischlar, 2006, p
(Kratochwill, 1988) Understanding of changing theory and principles that are current and effective is sought as an ethical goal, of both the industry and the individual and much of this can occur within the school setting, at every level as interaction and intervention are at a near constant, offering countless opportunity for learning accompanied by constant reevaluation of ethic and efficacy. (Fagan, 2002) (Dupaul, 2003) Therefore school is a place where psychology becomes exceedingly important and where ethics are imperative, to protect children and to protect public opinion of the profession
234) but it is clear that the ethics code of the NASP support the idea that ethical standards of the school psychologists must sometimes go beyond the regional laws to protect the child, and there is at least some discretion on the part of the professional to seek outside assistance and report to law enforcement, school officials and departments of human services, incidence of suspected or documented abuse of children, even in cases of suspected self-abuse or fear of suicide (which do not always fall clearly in reporting rules and laws). (Eckert, Miller, Dupaul & Riley-Tillman, 2003, p
Children are members of the worlds most vulnerable of populations, and in this population there is a subgroup of people who fall into a category that leaves them even more vulnerable, that of the mentally ill. (Fagan & Warden, 1996, p
Children are members of the worlds most vulnerable of populations, and in this population there is a subgroup of people who fall into a category that leaves them even more vulnerable, that of the mentally ill. (Fagan & Warden, 1996, p
It is also imperative to understand that the field of psychology (and school psychology) goes through progressive changes, with regard to understanding of psychological phenomena and its connection to behavior and biology. (Kratochwill, 1988) Understanding of changing theory and principles that are current and effective is sought as an ethical goal, of both the industry and the individual and much of this can occur within the school setting, at every level as interaction and intervention are at a near constant, offering countless opportunity for learning accompanied by constant reevaluation of ethic and efficacy