The role of school psychologists in assisting students with somatization

This study explored the role of school psychologists in providing assessment and treatment services to students experiencing somatic symptoms. Participants were recruited from a convenience sample of members of five State organizations of school psychologists. A web-based survey was utilized to obtain information on the participants’ perceptions regarding their roles, experiences, and competencies related to the assessment and treatment of students with somatic symptoms; facilitators and barriers to such processes; and pertinent training and education needs. A total of 190 participants out of approximately 3,521 potential respondents completed the survey, representing an overall 5.4% response rate. Overall, the majority of study participants reported that they do not feel that they have received adequate training nor have sufficient competencies to provide competent assessment and treatment services to somaticizing students. The participants shared that the most prevalent interventions and roles that they have provided in instances in which they have been involved in assessing and treating these students have included multi-method informed approaches (interviews, observation, behavior rating scales, review of records), consultation with teachers, administering Cognitive Behavior Therapy (CBT), and providing counseling focused on stress reduction and emotional expression. Interventions not frequently utilized included encouraging students to recognize the psychological origin and nature of their symptoms and encouraging students to increase their lessened physical activities. Respondents indicated that in the context of assisting students with somatic issues, their overall collaboration/consultation with school nurses and outside medical providers has been very limited. The most prevalent barriers confronted in attempting to assist these students included parental resistance/denial, insufficient training and knowledge, limited contact with such students, and staff resistance. The least frequent barriers were student resistance/denial and professional/district restrictions. Limitations of the study, directions for future research, and implications for the training, professional development, and practices of school psychologists are discussed.Psy.D.Includes bibliographical referencesby Michael Atki