Emily N Mosca, MSEd
Graduate Student
University of Dayton
moscae1@udayton.edu

Susan C Davies, EdD
Professor, School Psychology Program Coordinator
University of Dayton
sdavies1@udayton.edu

School psychologists apply expertise in mental health, learning, and behavior to help students succeed. In addition to conducting evaluations and consultation, we are trained to provide direct support and interventions to students. The school psychology program at the University of Dayton has a particularly strong mental and behavioral health component.
A crucial component of National Association of School Psychologist (NASP) Domain 4 is developing and implementing behavior change across all tiers of support, using the problem solving process and data-based decision making. In the school psychology program at the University of Dayton, our course entitled Social and Behavior Assessment for Intervention, which has an accompanying 40-hour school-based practicum, involves completion of two behavioral case studies (Tier 1 and Tier 3) in the schools. Practicum students work under the supervision of a school psychologist in a local school district to focus on behavioral concerns for an entire classroom, as well as for an individual student. The behavior case studies involve collecting information from a variety of sources and conducting a Functional Behavior Assessment (FBA). During the practicum, students test behavioral hypotheses and create a Behavior Intervention Plan (BIP) based on their findings. Throughout this process, the practicum student works collaboratively with the school psychologist supervisor and a classroom teacher to successfully implement the interventions in the classroom, including integrating behavior supports with academic goals. Students also discuss their case studies with their peers and course instructor, which allows them to hear various behavior concerns, brainstorm ideas for interventions, and discuss challenging consultation issues that arise. Through this process, our graduate students become familiar with common behavior concerns, applying effective problem solving consultation, and evidence-based interventions.
In addition to the practicum addressing social and behavioral assessment for intervention, our program requires five counseling courses: counseling theories, counseling children and adolescents in K-12 schools, group counseling, crisis prevention and intervention, and counseling diverse learners. Our graduates are prepared to develop interventions for students with social, emotional, and behavioral challenges and to lead systems change initiatives, including positive behavioral interventions and supports (PBIS). These components connect directly to NASP Domain 4.
Students begin the counseling course sequence by learning about counseling theories and their application. Students analyze the connection between counseling theories and school psychology through a final paper. Students also take a class on counseling children and adolescents in K-12 schools, in which they learn evidence-based strategies for a variety of presenting concerns. While learning about counseling in schools, they begin to create an electronic resource library, which includes contact information for counseling and mental health programs in their community. They learn how to contact outside resources in the community and support collaborative care models for children and families.
In group counseling, students learn about assessing the need for a group in a school, how to do a literature review to support this group, and the stages of group counseling in education. Throughout the semester, students take turns leading a mock counseling group on a topic of their choice. They use different counseling theories to plan what discussions and activities their groups will participate in, building off their knowledge from previous counseling classes. They continuously receive feedback from their peers and instructor, which hones their group leadership skills. Their final project is creating a six to eight-week program that involves group counseling sessions on a topic of their choice.
In the crisis intervention and prevention course, students learn about various crises that can occur in schools and how to conduct a threat assessment. Students write a term paper on a crisis topic of their choice; they also evaluate crisis plans from regional schools and create sample crisis plans. The course also involves practicing counseling students in crisis through role playing scenarios and receiving feedback from their professor and peers.
In the course on counseling diverse learners, which focuses on working with culturally diverse students and families, students have the option of taking this course through a study abroad experience. The program has taken place four times in Argentina and most recently in Costa Rica. While abroad, students observe the educational system in another country and reflect on their experience through diversity journals and papers. At the end of the program, students write a final reflection on what they learned from their international experience, particularly in terms of how other countries approach school-based mental health services. Allowing students to take this class abroad gives them an opportunity to improve their intercultural skills and gain a wider worldview.
A major strength of these classes is that the school psychology students take them with counseling students (our program is housed in the Department of Counselor Education and Human Services). This allows the students in the school psychology program to interact with, and learn from, future school and clinical mental health counselors, which will help our students work closely with school and community counselors in the future.
Another aspect of NASP Domain 4 is the knowledge of biology, how it impacts behavioral and mental health, and its overall impact on life skills. Our class on biological bases of behavior allows students to explore this topic in depth. Students learn typical development of the brain and how variables such as injury, disease, and drug use can alter this typical development. Students learn and discuss how atypical development affects education and behavior in the classroom. The students complete online discussion posts where they talk through current news articles and research that relates to the class. Students also have had the opportunity to discuss psychopharmacology with a practicing psychiatrist. This allows them to ask questions about integrating behavioral and mental health services with pre-existing medical treatment for a student.
Our program emphasizes active engagement with practitioners who are integrating the skills of Domain 4 into their work as school psychologists. We seek practicum and intern supervisors, as well as adjunct instructors, who are engaged in this work. We regularly invite practitioners into classes to discuss their jobs and answer questions about how they use their counseling and mental health skills in schools. This helps our students gain a realistic view of how counseling and mental health services can be carried out in the daily role of a school psychologist. Finally, faculty members convey to students the importance of advocating for the use of these skills in the field. This can empower them to advocate for a broader role—including providing mental health services—in their future positions.