Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems

Abstract

In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice.

Additional information

Notes on contributors

Adena B. Meyers

Adena B. Meyers, PhD, is Professor of Psychology and member of the School Psychology Program faculty at Illinois State University. She received her doctorate in Clinical-Community Psychology from the University of Illinois at Urbana-Champaign. She is interested in contextual influences on child and adolescent development, and interventions designed to promote children's social and emotional functioning.

Renée M. Tobin

Renée M. Tobin, MS, PhD, is Professor of Psychology and member of the School Psychology Program faculty at Illinois State University. She completed her MS in Social Psychology and her PhD in School Psychology at Texas A&M University. Her research examines personality and social development, with a focus on promoting emotion regulation processes in youth.

Brenda J. Huber

Brenda J. Huber, MA, PhD, ABPP, serves as Director of a psychology training clinic and an APA-accredited internship consortium. She received her master's degree in Counseling from Purdue University and her doctorate in School Psychology from Illinois State University. She is currently overseeing implementation of a four-tiered public health model of children's mental health services in a rural county. Her interests include developing the role of the doctoral-level school psychologist, promoting culturally competent and socially responsible service delivery, and exploring avenues by which research and practice can influence public policy development.

Dawn E. Conway

Dawn E. Conway, MA, currently serves as the Executive Director of Special Education for Livingston County Special Services Cooperative. She earned her master's degree in Special Education and School Administration from Illinois State University and an advanced specialist degree in School Administration. Her experiences include middle school and high school special education teacher, principal of Livingston County specialized school programs, and assistant director of special education. Over the years her interests have been promoting early intervention, social emotional development, innovative practices, and collaboration of services.

Kristal H. Shelvin

Kristal H. Shelvin, PhD, earned a doctorate in School Psychology from Illinois State University. She is currently the project manager for the Livingston County Children's Network. Her professional career has been devoted to increasing cross-system collaboration among schools, mental health providers, child welfare systems, families, and communities. Her past positions include school psychologist, child welfare caseworker, and educational consultant.

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.