学校心理学家在学校实施创伤知情多层支持系统中的作用

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-11-12 DOI:10.1080/15377903.2020.1848955

Heather E. Ormiston, Malena A. Nygaard, Olivia C. Heck

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引用次数: 6

摘要

国家儿童创伤应激网络应用了一个创伤知情(TI)镜头，以支持框架的多层系统，被称为TI- mtss。NCTSN提出了10个核心区域指导方针，以指导学校人员实施TI-MTSS。本文的目的是将学校心理学家的培训和专业知识与学校心理学家在学校领导TI-MTSS工作的理想定位联系起来。在国家儿童创伤压力网络提供的10个核心领域指导方针的框架下，我们在10个核心领域的每个领域中操作学校心理学家的角色和技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools

Abstract The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school psychologists to a rationale that school psychologists are ideally positioned to lead the efforts of TI-MTSS in schools. Framed in the 10 Core Area guidelines provided by the National Child Ttraumatic Stress Network, we operationalize the school psychologist’s role and skills within each of the 10 Core Area domains.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.