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'It's Not My Problem!' Reframing Test and Place Referrals into Systemic Interventions.

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Title: 'It's Not My Problem!' Reframing Test and Place Referrals into Systemic Interventions.
Language: English
Authors: Engel, N, Faustino, Peter
Peer Reviewed: N
Page Count: 17
Publication Date: 1998
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Adjustment (to Environment), Behavior Problems, Educational Psychology, Elementary Secondary Education, Individual Testing, Observation, Referral, Systems Approach
Geographic Terms: U.S.; New York
Abstract: A broad scientific perspective that recognizes the child's social environment is needed in school psychology practice. The chances of influencing change expand when psychologists switch from an intrapsychic model to a social systems (group process) framework for testing referrals. Intrapsychic explanations create a mechanism for educators to avoid change because they locate the problem within an individual, which leads to over-referrals for assessment and over-emphasis on the child as the problem. Misbehavior may not be a symptom of psychopathology, but a function of the child's adaptation to the particular system. Observing behavior outside the testing room increases understanding of the interpersonal context in which the behavior is taking place. Adding standardized testing and observation together, the number and variety of possible intervention strategies is increased. Experience with shifting the focus of a multidisciplinary, pupil-services team away from individual assessment and in the direction of assessment of the child's functioning in context is presented. The reframing technique is described, and changes in the response of the team utilizing a systems perspective to test and place referrals are reported. Hope is increased when children's difficulties are assessed in terms of the social environment. (Contains 13 references.) (EMK)
Notes: Paper presented at the Annual Meeting of the National Association of School Psychologists (30th, Orlando, FL, April 14-18, 1998).
Journal Code: RIEJUN2002
Entry Date: 2002
Accession Number: ED460300
Database: ERIC
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  Data: 'It's Not My Problem!' Reframing Test and Place Referrals into Systemic Interventions.
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  Data: <searchLink fieldCode="AR" term="%22Engel%2C+N%22">Engel, N</searchLink><br /><searchLink fieldCode="AR" term="%22Faustino%2C+Peter%22">Faustino, Peter</searchLink>
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  Data: 17
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  Data: 1998
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Testing%22">Individual Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Referral%22">Referral</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink>
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  Data: A broad scientific perspective that recognizes the child's social environment is needed in school psychology practice. The chances of influencing change expand when psychologists switch from an intrapsychic model to a social systems (group process) framework for testing referrals. Intrapsychic explanations create a mechanism for educators to avoid change because they locate the problem within an individual, which leads to over-referrals for assessment and over-emphasis on the child as the problem. Misbehavior may not be a symptom of psychopathology, but a function of the child's adaptation to the particular system. Observing behavior outside the testing room increases understanding of the interpersonal context in which the behavior is taking place. Adding standardized testing and observation together, the number and variety of possible intervention strategies is increased. Experience with shifting the focus of a multidisciplinary, pupil-services team away from individual assessment and in the direction of assessment of the child's functioning in context is presented. The reframing technique is described, and changes in the response of the team utilizing a systems perspective to test and place referrals are reported. Hope is increased when children's difficulties are assessed in terms of the social environment. (Contains 13 references.) (EMK)
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  Data: Paper presented at the Annual Meeting of the National Association of School Psychologists (30th, Orlando, FL, April 14-18, 1998).
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Educational Psychology
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Individual Testing
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      – SubjectFull: Systems Approach
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      – SubjectFull: U.S.; New York
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      – TitleFull: 'It's Not My Problem!' Reframing Test and Place Referrals into Systemic Interventions.
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