School psychologists understand the biological, cultural, developmental, and social influences on mental and behavioral health, behavioral and emotional impacts on learning, and evidence-based strategies to promote social–emotional functioning. School psychologists, in collaboration with others, design, implement, and evaluate services that promote resilience and positive behavior, support socialization and adaptive skills, and enhance mental and behavioral health.
National Association of School Psychologists, 2021
Examples of professional practices in delivering Mental and Behavioral Health Interventions include:
- Offering a spectrum of mental and behavioral health services, such as personal and group counseling, guidance on behavior management, encouraging positive behavioral supports, and empowering parents through educational programs.
- Harmonizing behavioral supports and mental health services with the academic and learning objectives of students, creating an integrated approach to holistic student development.
- Assisting in the creation and implementation of curricula designed to foster valuable skills in students, including self-regulation, planning, organization, empathy, social skills, and decision making.
- Employing systematic decision-making processes to examine the triggers, consequences, functions, and root causes of behavioral issues, allowing for informed and evidence-based interventions.
- Designing and carrying out behavior modification programs on various scales: individual, group, classroom, and across the whole school, to promote a positive and productive learning environment.
- Assessing the efficacy of evidence-based interventions to enhance individual student wellness in terms of social, emotional, and behavioral aspects, ensuring the interventions meet the unique needs of each student.
Adapting these practices to meet the unique needs and circumstances of each school and student population is crucial, as it highlights the flexibility and adaptability of a competent school psychologist. By embedding these practices into my work, I aim to make a positive impact on the lives of the students I serve.
(Adapted from the National Association of School Psychologists, 2020, p. 5)
Relevant Courses:
EDPS 681: Theories and Skills of Counselling
This course provided a comprehensive overview of the historical and theoretical foundations of counselling psychology, and the significant contributions made in this area. A key component of the course involved a critical evaluation of a range of contemporary counselling theories, resulting in the development of my own personal counselling theory. The course was delivered fully online, incorporating both synchronous and asynchronous learning methods, and emphasizing practical skill practice with instructor feedback.
Relevance: The knowledge and skills acquired in this course I was able to connect with through my earlier career in Community Services. We examined various counselling theories and practices, and development of my own counselling theory, I am now better equipped to provide comprehensive mental and behavioural health services. The course also provided an introduction to counselling skills, such as active listening, double-sided reflection, enabling me to provide intentional, collaborative and effective support to students, and to design interventions that promote resilience and positive behavior.
EDPS 687: Developmental Psychopathology
In the Developmental Psychopathology course, as the name implies I had the opportunity to gain a deeper understanding of childhood and adolescent disorders. It extensively explored the nature, prevalence, developmental course, cultural and gender contexts, and familial patterns of learning and behavior disorders. The focal areas include intellectual disabilities, autism spectrum disorders, attention-deficit/hyperactivity disorder, conduct problems, mood disorders, anxiety disorders, and trauma and stress.
Relevance: This course significantly enhances my capability to deliver effective mental health and behavioral interventions as a school psychologist. It provides critical insights into different disorders, thereby assisting in differential diagnosis and implementation of tailored evidence-based interventions. Furthermore, a comprehensive understanding of various childhood and adolescent disorders aids in the development and delivery of curricula to improve students’ academic outcomes and foster their emotional and behavioral management skills.
EDPS 688: Cognitive & Affective Bases of Behaviour
The course on cognitive and affective bases of behaviour provided a comprehensive exploration of the theories of cognition and affective development during the first two decades of life. This online course covered an array of topics such as the biological bases of cognition, perception, memory, motivation, emotion, learning, creativity, and language. In addition, it examined sociocultural and environmental factors associated with learning, cognition, emotion regulation, and behaviour, along with the impact of trauma and stress on emotional and cognitive development.
Relevance: This course significantly developed my understanding of cognitive and affective bases of behaviour, enabling me to integrate this knowledge with the mental and behavioural health supports necessary for students’ academic and learning goals. I learned to identify various factors influencing a student’s cognitive performance and emotional experiences, preparing me to create tailored behavioural supports in an educational setting. Moreover, the practical application of theories and concepts relating to cognition and affect allowed me to evaluate and implement evidence-based interventions effectively, enhancing my capacity to contribute positively to student wellbeing and educational success.
EDPS 696: Social, Emotional, & Behavioural Assessment & Intervention
Social, Emotional, & Behavioural Assessment & Intervention was a comprehensive course that focused on evidence-based assessment and interventions for children and youth with significant social, emotional, and behavioural needs in school and community settings. It emphasized sensitivity to a child’s behavior, individual strengths and weaknesses, and the broader contextual and cultural factors. It teaches students to identify risk and protective factors and develop best practices for designing effective intervention programs and monitoring their overall effectiveness.
Relevance: The course directly addresses the critical needs of school psychologists to design, implement, and evaluate services that promote mental and behavioral health, resilience, and positive behavior in students. It bolsters critical thinking about various strategies and interventions linked to social-emotional resilience. Moreover, it expands the understanding of the assessment process, including case conceptualization and differential diagnoses, leading to the selection of appropriate interventions for social, emotional, and behavioral concerns. Through this course, I gained hands-on experience with these crucial aspects, further enhancing my readiness for professional practice in school psychology.
Work Samples:
I included this work sample within the “Mental and Behavioral Health and Interventions” domain because it illustrates the practical application of a Behavioral Activation approach, one of the mental and behavioral health interventions that I learned about and applied in my work. This specific intervention exemplifies my understanding of the various influences on mental health, and through its use, I aimed to promote resilience and positive behavior in adolescents dealing with depression.
My contributions include the segment from approximately minute 7:00 to minute 10:30, and the design of slides and visuals/motion graphics for the group presentation.
I included this work sample within the Mental and Behavioral Health and Interventions domain because it illustrates how I applied evidence-based strategies to promote social-emotional functioning in a practical context. In the following section, I present recommendations for managing Adolescent-Onset Conduct Disorder, using a hypothetical case study of ‘Kyle’, who is portrayed as a resident of Chilliwack, where I currently reside. Considering Kyle’s strengths, such as his intelligence and social skills, and vulnerabilities, like his challenges with emotional regulation, the recommendations provide a comprehensive approach that involves his home, school, and community.
Annotated Bibliography:
Duff, C. T., & Bedi, R. P. (2010). Counsellor behaviours that predict therapeutic alliance: From the client’s perspective. Counselling psychology quarterly, 23(1), 91-110.
I included this article within the Mental and Behavioral Health and Interventions domain because it has informed my approach to establishing effective therapeutic alliances with students. In their enlightening study, Duff and Bedi delve into the counselor behaviors that foster a strong therapeutic bond, providing a wealth of knowledge for school psychologists in training. By studying client-identified counselor behaviors, I learned more about the methods that could enable me as a school psychologist to build robust therapeutic alliances with students. The knowledge gleaned from this research has deepened my understanding of how interpersonal skills and behaviors can bolster resilience and positive behavior in students, and it’s also broadened my capacity to devise, implement, and assess services that foster socialization and adaptive skills. Additionally, this study has granted me an insightful perspective on the evidence-based practices that can help create a constructive and nurturing learning atmosphere. As I continue with my internship experience, these insights will be vital in personalizing interventions to address the individual social, emotional, and behavioral needs of each student.
Hiebert, B. (2001). Creating a working alliance: Generic interpersonal skills and concepts. Unpublished manuscript. University of Calgary: Division of Applied Psychology.
I included this article within the Mental and Behavioral Health and Interventions domain because it presents a good overview of essential interpersonal skills, decision-making techniques, and self-management strategies which are foundational to the work of a school psychologist. Hiebert’s insights provide critical context to the varied elements of school psychology, emphasizing the importance of engaging with students, providing feedback, and fostering resilience. These aspects are crucial in understanding the dynamics of mental and behavioral health within a school setting. Moreover, the text’s focus on problem-solving aligns with the aim of identifying and addressing behavioral triggers and root causes, thus informing the systematic decision-making processes within this domain. The integrated approach to student development discussed in the text supports the alignment of behavioral and mental health services with students’ academic objectives, a key element in my domain of focus. By integrating the principles highlighted in Hiebert’s work into my practice, I am better equipped to adapt interventions to the individual needs of students, ensuring the promotion of social, emotional, and behavioral wellness. This work has expanded my understanding of the role of interpersonal skills in creating a productive learning environment and furthering the impact I can make in serving students.
Andrews, J. J., & Syeda, M. M. (2017). Clinical reasoning in school psychology: From assessment to intervention. Canadian Journal of School Psychology, 32(1), 3-15.
I included this work sample within the Mental and Behavioral Health and Interventions domain because it serves as a good example of how to apply comprehensive clinical reasoning processes in school psychology, which I learned throughout this project. Andrews and Syeda’s article delivers a comprehensive overview of the process of clinical reasoning in school psychology, from assessment to intervention. The authors explore the roles of school psychologists, focusing on the conduction of psychological and psychoeducational assessments, provision of prevention and intervention services, and collaboration with allied professionals and parents. The emphasis on utilizing psychometrically sound instruments, employing empirically based intervention programs, and making informed decisions based on theory and research provides a valuable framework for my ongoing development as a school psychology student. By integrating these practices into my work, I can enhance my ability to design effective behavioral supports and mental health services. The study also reinforces the importance of systematic decision-making in identifying the triggers and consequences of behavioral issues. As a school psychology student, these insights will enhance my capacity to create adaptive interventions that cater to the unique needs of each student, ensuring improved social, emotional, and behavioral wellness.
Self-Evaluation
I would currently rate myself as At Standard, while acknowledging the vast scope for further learning and growth. In the field of mental and behavioral health and interventions, I have diligently worked to develop a strong foundation and would still rate myself while recognizing the vast scope for further learning and growth. Through immersive courses such as EDPS 681, 687, 688, and 696, I have gained a profound understanding of the various influences on mental and behavioral health and learned how to leverage these insights to promote positive student outcomes. By utilizing evidence-based strategies, I aim to further my knowledge and experience with social-emotional functioning and improve students’ overall learning experiences. My practical engagements have further refined my skills in designing, implementing, and evaluating services that foster resilience and enhance mental health. Continual learning is a cornerstone of my professional philosophy; I strive to integrate research-backed practices, individualized approaches, and collaborative initiatives to enrich the lives of the students I serve. Understanding that each school, student population, and individual student is unique, I remain flexible and adaptive, continuously evolving my strategies to meet their diverse needs and contribute positively to their educational journey.
(c) Besart Hysniu 2025 