#Ask and it is given 22 processes professional

Students that the school psychologist identifies as at-risk are typically referred to the school counselor.

School psychologists administer scales such as these to multiple informants such as parents, teachers, and students themselves to provide a global view of a childвЂ™s functioning.

#Ask and it is given 22 processes professional

In order to take a closer look at teachersвЂ™В concerns regarding problem behavior, a second professional (i.e., school psychologist) typically administers rating scales such as the Behavioral Assessment System for Children-Third Edition (BASC-3) or the Behavioral and Emotional Screening System (BESS). As a result, observant teachers may be able to detect subtle changes in childrenвЂ™s daily mood, habits, and school-based practices. While each school-based helping professionвЂ™s ultimate goal is to facilitate the optimal development of each child, there is a differentiation in roles that each specialist takes.ДЇor instance, within the screening process teachers are the professionals who are the most knowledgeable about studentsвЂ™В general behaviors because they have the most contact with students daily. School-based mental health professionals can provide direct support to students who are potentially at risk for emotional issues by helping to implement systematic screenings. Prior to the COVID-19 pandemic, approximately 15 to 20% of students could be expected to be identified as needing support through screening (Dowdy et al., 2015) this percentage will almost certainly be higher given the potential emotional fallout of the pandemic. Sometimes, these at-risk students are asked to complete the questionnaire again a few weeks later to determine whether their mental health challenges are enduring. School mental health professionals (e.g., counselors, school psychologists) use scores on these questionnaires to identify students who appear at risk for anxiety or depression difficulties. Students can complete questionnaires using paper-and-pencil surveys or, more appropriately for online instruction phases, through online, secure questionnaires. Teachers also may be asked to nominate students who appear to be excessively anxious or frequently sad. At the middle and high school levels, screening primarily relies on student questionnaires regarding the frequency or severity of any emotional concerns. For elementary school students, screening involves teachers and students completing brief questionnaires regarding studentsвЂ™ emotions and classroom behaviors. Here we address how teachers can use existing processes in schools to identify students who may need extra support-especially regarding anxiety and depression, which can often go undetected even under the best of circumstances.ДЄn established method to identify students who may have difficulties with anxiety or depression is through systematic screening of the school population. As such, teachers may wonder how students are doing or the degree to which they are struggling, particularly with respect to emotional problems. Some teachers may not be able to read studentsвЂ™ masked faces. Some teachers may not have the same student drop-ins. Some teachers may not be meeting with students in person. Some of the typical indicators teachers may use to identify students experiencing mental health difficulties may not be available. These stressors can cause mental health challenges for anyone and can cause acute symptoms to appear for people who may experience preexisting mental health challenges. The pandemic itself has caused much worry, stress, and grief. In the face of the global COVID-19 pandemic, schools have confronted unprecedented challenges as they moved to quickly shift classes to an online format, provide equitable access for all students, support teachersвЂ™ and studentsвЂ™ educational needs, and make plans amidst great uncertainty.