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School psychologists' perceived competence and training needs for student substance abuse.

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Title: School psychologists' perceived competence and training needs for student substance abuse.
Authors: Burrow-Sanchez J (AUTHOR), Call ME (AUTHOR), Adolphson SL (AUTHOR), Hawken LS (AUTHOR)
Source: Journal of School Health. Jun2009, Vol. 79 Issue 6, p269-276. 8p.
Abstract: BACKGROUND: School psychologists are some of the most likely personnel to deliver mental health services, including substance abuse, in school settings, but there is limited research on the perceived competence of school psychologists to address student substance abuse concerns. The 3 aims of this study were to determine how school psychologists perceive their training in 9 competence areas related to student substance abuse and to identify which training areas they indicate as being most needed to address student substance and which substances they perceive as being the most common in their schools. METHODS: A descriptive survey study was conducted with a national sample of 210 school psychologists working in high schools. Data were analyzed using analysis of variance to test for differences between competency areas; descriptive statistics and correlation analyses were employed to determine key training areas for school psychologists. RESULTS: Findings indicated that school psychologists varied in their ratings of perceived competence to address student substance abuse concerns. Participants identified screening and assessment, consultation, and individual interventions as the most important areas for future training. CONCLUSIONS: School psychologists need and want more training for working with students who use or abuse substances. Implications for pre-service and in-service training are discussed and directions for future research are provided. [ABSTRACT FROM AUTHOR]
Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: School psychologists' perceived competence and training needs for student substance abuse.
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  Data: <searchLink fieldCode="AR" term="%22Burrow-Sanchez+J%22">Burrow-Sanchez J</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Call+ME%22">Call ME</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Adolphson+SL%22">Adolphson SL</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hawken+LS%22">Hawken LS</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+School+Health%22">Journal of School Health</searchLink>. Jun2009, Vol. 79 Issue 6, p269-276. 8p.
– Name: Abstract
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  Data: BACKGROUND: School psychologists are some of the most likely personnel to deliver mental health services, including substance abuse, in school settings, but there is limited research on the perceived competence of school psychologists to address student substance abuse concerns. The 3 aims of this study were to determine how school psychologists perceive their training in 9 competence areas related to student substance abuse and to identify which training areas they indicate as being most needed to address student substance and which substances they perceive as being the most common in their schools. METHODS: A descriptive survey study was conducted with a national sample of 210 school psychologists working in high schools. Data were analyzed using analysis of variance to test for differences between competency areas; descriptive statistics and correlation analyses were employed to determine key training areas for school psychologists. RESULTS: Findings indicated that school psychologists varied in their ratings of perceived competence to address student substance abuse concerns. Participants identified screening and assessment, consultation, and individual interventions as the most important areas for future training. CONCLUSIONS: School psychologists need and want more training for working with students who use or abuse substances. Implications for pre-service and in-service training are discussed and directions for future research are provided. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of School Health is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=105526576
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