Developing a Tiered Response Model for Social-Emotional Learning Through Interdisciplinary Collaboration

Abstract

A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals.

Additional information

Notes on contributors

Melissa A. Maras

Melissa A. Maras, PhD, is an Assistant Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri. Her scholarship focuses on helping schools and other youth-serving community agencies plan, implement, and evaluate a continuum of effective mental health services. She is interested in interdisciplinary research, training, policy, and practice in school mental health.

Aaron M. Thompson

Aaron M. Thompson, PhD, is an Assistant Professor at the University of Missouri School of Social Work. His research interests include the origins and treatment of mental and behavioral health issues among youth, training for school-based mental health service providers, and the development and evaluation of early prevention efforts to improve school readiness and reduce aggressive behaviors for school-aged children.

Christie Lewis

Christie Lewis, MA, is a Regional Positive Behavior Supports Consultant with the Heart of Missouri Regional Professional Development Center at the University of Missouri. She earned her master's degree from Stephens College and formerly worked as a Professional School Counselor in a Missouri school district. She is interested in fostering effective classrooms practices to strengthen educational environments to support all students.

Kathy Thornburg

Kathy Thornburg, PhD, is Professor Emerita from the University of Missouri. Previously she held a faculty position at the University of Kentucky. Currently she is director of the Institute for Professional Development at the University of Missouri and is a consultant for AEM Corporation, supporting Race to the Top-Early Learning Challenge states. Her scholarship focuses on social-emotional development, early childhood programs, and parent-teacher relationships.

Jacqueline Hawks

Jacqueline Hawks, PhD, earned her doctoral degree at the University of Missouri with a focus on early childhood education, school readiness, and teacher professional development. She was a Senior Policy Research Analyst at the Center for Family Policy and Research at MU.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.