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The role of school psychologists in assisting students with somatization
Descriptive
TitleInfo
Title
The role of school psychologists in assisting students with somatization
Name
(type = personal)
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Atkin
NamePart
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Michael
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Michael Atkin
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author
Name
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Schneider
NamePart
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Kenneth C.
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Kenneth C. Schneider
Affiliation
Advisory Committee
Role
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chair
Name
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Rutgers University
Role
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degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
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school
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Text
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theses
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DateCreated
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2017
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2017-10
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2017
Place
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xx
Language
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eng
Abstract
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This study explored the role of school psychologists in providing assessment and treatment services to students experiencing somatic symptoms. Participants were recruited from a convenience sample of members of five State organizations of school psychologists. A web-based survey was utilized to obtain information on the participants’ perceptions regarding their roles, experiences, and competencies related to the assessment and treatment of students with somatic symptoms; facilitators and barriers to such processes; and pertinent training and education needs. A total of 190 participants out of approximately 3,521 potential respondents completed the survey, representing an overall 5.4% response rate. Overall, the majority of study participants reported that they do not feel that they have received adequate training nor have sufficient competencies to provide competent assessment and treatment services to somaticizing students. The participants shared that the most prevalent interventions and roles that they have provided in instances in which they have been involved in assessing and treating these students have included multi-method informed approaches (interviews, observation, behavior rating scales, review of records), consultation with teachers, administering Cognitive Behavior Therapy (CBT), and providing counseling focused on stress reduction and emotional expression. Interventions not frequently utilized included encouraging students to recognize the psychological origin and nature of their symptoms and encouraging students to increase their lessened physical activities. Respondents indicated that in the context of assisting students with somatic issues, their overall collaboration/consultation with school nurses and outside medical providers has been very limited. The most prevalent barriers confronted in attempting to assist these students included parental resistance/denial, insufficient training and knowledge, limited contact with such students, and staff resistance. The least frequent barriers were student resistance/denial and professional/district restrictions. Limitations of the study, directions for future research, and implications for the training, professional development, and practices of school psychologists are discussed.
Subject
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Topic
School Psychology
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Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_7933
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (viii, 95 p.)
Note
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Psy.D.
Note
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Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Somatization disorder
Note
(type = statement of responsibility)
by Michael Atkin
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T300054Z
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Atkin
GivenName
Michael
Role
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RightsEvent
Type
Permission or license
DateTime
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2017-04-04 16:36:27
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Name
Michael Atkin
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Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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windows xp
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2017-04-04T09:27:16
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2017-04-04T09:27:21
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