Creating a Positive School Ethos

Challenges for Educational Psychologists and Their Services

Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) (N = 11) shared their perspectives about the current challenges for EPs. Their written accounts were analysed by way of qualitative research methods which represented a discrete learning experience for the EPITs. Data analysis suggested that the 'challenge' for EPs and their services was to adopt an 'ecological' or'systemic' orientation to educational psychology with an emphasis on naturalistic practitioner-research methods. 'Challenges' and their 'barriers' were construed to be 'internally' and 'externally' determined leading, in theory, to either 'change' or 'status quo' in regard to EPs' practice. Legislation, educational and social policies were identified as external challenges which could be appropriately met by EPs' consensus on service aims, an agreed practice model, continued professional development, awareness and understanding of 'change' and how to manage it, and opportunities for professional exchanges through national networks of EPs. The limitations of the enquiry in terms of generalizability were considered. EP publications, both contemporary and historical, were found to provide converging evidence for the data.

Addressing students' social and emotional needs: the role of mental health teams in schools

Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy makers, these school-based approaches can more fully realize their potential to enhance the quality of life and to positively impact the future of many poor and ethnic minority students.