Participatory Culture-Specific Intervention Model in U.S. Schools

 

Submission type

Symposium

Scheduled

Room 120, 11-07-2019, 13:30 - 15:00

Keywords

consultation, intervention, behavior management, social emotional learning, child rights, urban schools

Summary of Symposium

 

This session provides an overview of the Participatory Culture-Specific Intervention Model (PCSIM) and its application within schools in two U.S. urban communities. The first presentation describes PCSIM and its application over ten years in New Orleans schools following Hurricane Katrina. The second presentation describes ongoing application of PCSIM in one New Orleans school to facilitate implementation of effective discipline practices. The third presentation describes application of PCSIM in a Northeastern US urban school to facilitate social-emotional learning using a framework based on UN Convention of the Rights of the Child. The session concludes with facilitated interaction between audience and speakers.

 

Auteurs

Auteurs

Using Participatory Culture-Specific Intervention Model and Child Rights Framework to Facilitate Social-Emotional Learning

Naser, S C (Shereen)
Cleveland State University, Psych Dept, 2121 Euclid Ave, 44115, Cleveland

 

Abstract ID

-3

Submission type

Oral only

Keywords

participatory consultation, child rights, social-emotional learning, urban school

Summary

 

This presentation focuses on the use of PCSIM to facilitate integration of a child rights framework within a social-emotional learning program in an urban school in the Northeastern part of the U.S. PCSIM was applied to produce a social-emotional learning (SEL) curriculum using the U.N. Convention on the Rights of the Child as a framework for program development. PCSIM was chosen to guide this project to allow for teacher and youth engagement in program development, as previous social-emotional learning programs were not implemented with success. While teachers were interested in a social-emotional learning program, as an International Baccalaureate school they felt that there was little in social-emotional learning programs to link students to the core tenants of the school including community building. Using the PCSIM, researchers were able to address school needs with full teacher implementation of the program over a three-year period.  Dr. Naser describes her experiences implementing PCSIM and the integration of child rights within SEL programming, facilitators and barriers, and accomplishments. 

 

Auteurs

Participatory Consultation to Facilitate Effective Discipline Practices in Primary School

Gutierrez, R (Raquel)
Tulane University, Psych Dept, 2007 Percival Stern Hall, 70118, New Orleans

 

Abstract ID

-2

Submission type

Oral only

Keywords

participatory consultation, discipline, urban school, behavior management

Summary

 

This presentation describes the process and application of PCSIM within a multi-year consultation partnership with a local primary-level public charter school in the Southern part of the U.S. Oftentimes, evidence-based interventions are abandoned because of insufficient attention to the culture, priorities, resources, and needs of the school prior to launching programs. Therefore, co-constructing programs with stakeholders should instill a sense of program ownership and increase the likelihood of acceptability. This presentation describes the process of participatory consultation by school psychology doctoral students with school administrators, behavioral interventionists, and mental health professionals, and illustrates application to facilitate effective discipline practices, data-based decision making and school-wide bus-riding interventions. In addition, the presentation addresses the challenges encountered in sustaining a program when staff and roles change. For example, in this context, interventionist turnover and resistance necessitated the development of a comprehensive behavioral response manual, and inclusion of the leader of the intervention team. Despite the availability of a manual and integration of multiple stakeholders, we found that consultation with new staff helped facilitate a smooth transition and consistent implementation across multiple settings. This presentation concludes with lessons learned and recommendations for psychologists consulting with school staff to implement and sustain school-wide interventions.

 

Auteurs

Participatory Culture-Specific Intervention Model (PCSIM): Ten Years of Application in New Orleans Public Schools

Oshrin, S J (Stephanie)¹, Nastasi, B K (Bonnie)^1
1Tulane University, Psych Dept, 2007 Percival Stern Hall, 70118, New Orleans

 

Abstract ID

-1

Submission type

Oral only

Keywords

urban schools, participatory consultation, mental health programming, culture, context

Summary

 

Implementation of evidence-based interventions to meet the needs of diverse, global school-based populations has been impeded by the translation of theories and research across populations and settings without due consideration of culture and context. Furthermore, sustainability of evidence-based programming in schools requires engagement of all stakeholders. The Participatory Culture-Specific Intervention Model (PCSIM; Nastasi, Moore, & Varjas, 2004) was developed for designing or adapting, and evaluating, social-emotional-behavioral interventions to meet the needs of culture and context across diverse settings and to facilitate institutionalization and sustainability. Central to PCSIM are participatory consultation, integration of research and practice, and capacity building. This presentation describes the phases of PCSIM, from system entry to sustainability, and application within New Orleans public schools during the decade following Hurricane Katrina as schools were being reestablished. The presentation will illustrate key components of PCSIM including participation of key stakeholders (school administrators, teachers, support staff; students; parents; community agencies), application to development of comprehensive mental health services to meet school-specific needs, data-based decision making for program development and evaluation, and evolution of partnerships across several school years. The presentation concludes with discussion of facilitators and barriers and recommendations for school psychologists interested in participatory consultation using PCSIM.

 

Auteurs