Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-24T17:18:42.920Z Has data issue: false hasContentIssue false
  • English
  • Français

Systems of Service Delivery: A Resilience Perspective

Published online by Cambridge University Press:  21 December 2012

Peter G. Stanley  and
Rebecca J. Sargisson
Peter G. Stanley*
Affiliation:
Ministry of Education, Tauranga, New Zealand
Rebecca J. Sargisson
Affiliation:
University of Waikato at Tauranga, New Zealand
*
Address for correspondence: Peter G. Stanley, Ministry of Education, 1 Elizabeth Street, Tauranga 3110, New Zealand. Email: [email protected]
Get access

Abstract

This article discusses the efficacy of different methods of referring children for educational psychological services from the perspective of resilience theorising and research. Four referral systems are considered, and they are intake, patch, screening, and cross-agency referrals. It is argued that the intake system, where referrals are received by a central agency from a number of sources, is problematic from a practice as well as a theoretical perspective. The patch approach is where an educational psychologist works in a defined geographical area, and this system is recommended instead because it promotes an in-depth understanding of the particular circumstances of children, parents, and teachers. It is also suggested that geographical patches, plus the screening of students at several developmental points, is the most useful referral approach because it combines comparative standards and local knowledge. As well, cross-agency referrals, which are referrals from other social service agencies, can function as useful sources of clients for psychological services

Keywords

service deliveryintake systemsgeographical patchesscreeningcross-agency referralsresilienceeducational psychologyNew Zealand education
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 29 , Issue 2 , December 2012 , pp. 129 - 140
Copyright
Copyright © Australian Psychological Society Ltd 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adolescent Health Research Group. (2008). Youth 07: The health and wellbeing of secondary school students in New Zealand (Technical report). Auckland, New Zealand: University of Auckland.Google Scholar
Albee, G.W. (1999). Prevention, not treatment, is the only hope. Counselling Psychology Quarterly, 12, 133–146.Google Scholar
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.Google Scholar
Australian Health Ministers’ Advisory Council. (2008). Population based screening framework. Canberra, Australia: Commonwealth of Australia. Retrieved from http://www.health.gov.au/internet/screening/publishing.nsf/Content/pop-based-screening-fwork/$File/screening-framework.pdfGoogle Scholar
Bourdon, K.H., Goodman, R., Rae, D.S., Simpson, G., & Koretz, D.S. (2005). The strengths and difficulties questionnaire: U.S. normative data and psychometric properties. Journal of the American Academy of Child and Adolescent Psychiatry, 44 (6), 557–564.Google Scholar
Child, Youth and Family. (n.d.). Working together to keep children and young people safe. Wellington, New Zealand: Author.Google Scholar
Clay, M.M. (2002). An observation survey of early literacy achievement (2nd ed.). Auckland, New Zealand: Heinemann Education.Google Scholar
D'Cruz, H., Jacobs, S., & Schoo, A. (Eds.). (2009). Knowledge-in-practice in the caring professions: Multidisciplinary perspectives. England, UK: Ashgate.Google Scholar
Deschesnes, M., Fines, P., & Demers, S. (2006). Are tattooing and body piercing indicators of risk-taking behaviours among high school students? Journal of Adolescence, 29, 379–393.Google Scholar
Dishion, T.J., & Patterson, G.R. (2006). The development and ecology of antisocial behavior in children and adolescents. In Cicchetti, D. & Cohen, D.J. (Eds.), Developmental psychopathology, Volume three: risk, disorder and adaptation (2nd ed., pp. 503–541). New York: Wiley.Google Scholar
Dryfoos, J.G. (1991). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.Google Scholar
Eyberg, S., & Sutter, J. (1999). SESBI-R: Sutter-Eyberg Student Behaviour Inventory-Revised. Lutz, FL: Psychological Assessment Resources.Google Scholar
Fergusson, D., Poulton, R., Horwood, J., Milne, B., & Swain-Campbell, N. (2004). Comorbidity and coincidence in the Christchurch and Dunedin longitudinal studies. Wellington, New Zealand: Ministry of Social Development.Google Scholar
Hawkins, J.D., Catalano, R.F., & Miller, J.Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112, 64–105.Google Scholar
Heckman, J.J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900–1902.Google Scholar
Jenson, J.M., & Fraser, M.W. (2006). A risk and resilience framework for child, youth, and family policy. In Jenson, J.M. & Fraser, M.W. (Eds.), Social policy for children & families: A risk and resilience perspective (pp. 1–18). Thousand Oaks, CA: Sage.Google Scholar
Jessor, R., & Jessor, S.L. (1977). Problem behavior and psychosocial development: A longitudinal study of youth. New York: Academic Press.Google Scholar
Jimerson, S.R., Annan, J., Skokut, M., & Renshaw, T.L. (2009). Educational psychology in New Zealand: Results of the 2006 International School Psychology Survey. School Psychology International. doi:10.1177/0143034309341617.Google Scholar
Katz, M. (1997). Overcoming childhood adversities: Lessons learned from those who have ‘beat the odds’. Intervention in School and Clinic, 32, 159–209.Google Scholar
Kauffman, J.M. (2005). Characteristics of emotional and behavioral disorders of children and youth. Upper Saddle River, NJ: Pearson Prentice Hall.Google Scholar
Liu, K-Y., King, M., & Bearman, P.S. (2010). Social influence and the autism epidemic. American Journal of Sociology, 115, 1387–1434.Google Scholar
Luthar, S.S. (2006). Resilience in development: A synthesis of research across five decades. In Cicchetti, D. & Cohen, D.J. (Eds.), Developmental psychopathology, Volume three: Risk, disorder, and adaptation (2nd ed., pp. 739–795). New York: Wiley.Google Scholar
Luthar, S.S., & Brown, P.J. (2007). Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities, and priorities for the future. Development and Psychopathology, 19, 931–955.Google Scholar
Luthar, S.S., & Burack, J.A. (2000). Adolescent wellness: In the eyes of the beholder? In Cicchetti, D., Rappaport, J., Sandler, I., & Weissberg, R.P. (Eds.), The promotion of wellness in children and adolescents (pp. 29–57). Washington, DC: CWLA Press.Google Scholar
Luthar, S.S., & Latendresse, S.J. (2005). Children of the affluent: Challenges to well-being. Current Directions in Psychological Science, 14 (1), 49–53.Google Scholar
Luthar, S.S., & Zelazo, L.D. (2003). Research on resilience: An integrative review. In Luthar, S.S. (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 510–549). Cambridge, England: Cambridge University Press.Google Scholar
Masten, A.S., & Obradovic, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094, 13–27.Google Scholar
Masten, A.S., & Wright, M.O. (2010). Resilience over the lifespan: Developmental perspectives on resistance, recovery, and transformation. In Reich, J.W., Zautra, A.J., & Hall, J.S. (Eds.), Handbook of adult resilience (pp. 213–237). New York: Guilford.Google Scholar
McDonald, C., Craik, C., Hawkins, L., & Williams, J. (2011). Professional practice in human service organisations. Sydney, Australia: Allen & Unwin.Google Scholar
Ministry of Social Development. (2007). Inter-agency plan for conduct disorder/severe antisocial behaviour 2007–2012. Wellington, New Zealand: Author.Google Scholar
Oakley Browne, M.A., Wells, J.E., & Scott, K.M. (2006). Te Rau Hinengaro: The New Zealand Mental Health Survey. Wellington, New Zealand: Ministry of Health.Google Scholar
OECD. (2009). Doing better for children. Retrieved from http://www.oecd.org/els/social/childwellbeingGoogle Scholar
Pianta, R.C. (2006). Schools, schooling, and developmental psychopathology. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology: Theory and method (Vol. 1, 2nd ed., pp. 494–529). Hoboken, NJ: Wiley.Google Scholar
Reid, J.B., & Eddy, J.M. (2002). Interventions for antisocial behavior: Overview. In Reid, J.B., Patterson, G.R., & Snyder, J. (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 195–201). Washington, DC: American Psychological Association.Google Scholar
Rutter, M. (1984, March). Resilient children: Why some disadvantaged children overcome their environments, and how we can help. Psychology Today, 57–65.Google Scholar
Rutter, M. (2006). Genes and behaviour: Nature-nurture interplay explained. Malden, MA: Blackwell.Google Scholar
Sargisson, R. J. (2011). Strengths and needs in the early years: A study of skills, abilities, and difficulties of new entrant children in 15 primary schools in the Tauranga area. Wellington, New Zealand: Ministry of Education.Google Scholar
Schoon, I. (2006). Risk and resilience: Adaptations in changing times. Cambridge, England: Cambridge University Press.Google Scholar
Selfe, L. (2002). Discussion paper — Concerns about the identification and diagnosis of autistic spectrum disorders. Educational Psychology in Practice, 18 (4), 335–341.Google Scholar
Stanley, P. (2003). Risk and Resilience: Part 1, Theory. Kairaranga. The Journal of New Zealand Resource Teachers of Learning and Behaviour, 4 (1), 4–7.Google Scholar
Stanley, P. (2004). ‘Clearing the track’. Priority and process in assisting students to choose careers. Teachers and Curriculum, 7, 63–65.Google Scholar
Stanley, P. (2009). The risk and resilience framework and its implications for teachers and schools. Waikato Journal of Education, 14, 139–153.Google Scholar
Stanley, P. (2011). Insights about resilience in emerging adulthood from a small longitudinal study in New Zealand. The Australian Educational and Developmental Psychologist, 28 (1), 1–14.Google Scholar
Stanley, P., & Holden, B. (1996). Schools expectations of educational psychologists: The views of principals and teachers in Upper Hutt and Stokes Valley. Special Education Conference 1996 Conference Proceedings, Special Education Service.Google Scholar
Toland, J., & Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32 (1), 95–106.CrossRefGoogle Scholar
Walker, H.M. & Sprague, J.R. (2002). The path to school failure, delinquency, and violence: Causal factors and some potential solutions. Intervention in School and Clinic, 35 (2), 67–73.Google Scholar
Wilkinson, R., & Pickett, K. (2009). The spirit level: Why more equal societies almost always do better. London: Allen Lane.Google Scholar