"BEST OF" PAST BLOGS & WRITINGS (2002-2004)

THE KOG (KASP ONLINE GAZETTE) WAS A NOBLE EXPERIMENT. I AM THANKFUL TO THE KERN ASSOCIATION OF SCHOOL PSYCHOLOGISTS (KASP) FOR ALLOWING ME TO BE THEIR WEBMASTER FOR ALMOST THREE YEARS.  DURING THAT SPAN, THE KOG ADDRESSED MANY PERTINENT EDUCATIONAL, PSYCHOLOGICAL, AND MENTAL HEALTH TOPICS.  ON THIS PAGE ARE SOME OF MY "BEST OF" WRITINGS, OPINIONS, AND CONTRIBUTIONS FROM THOSE THREE YEARS.  SOME HAVE ASKED WHY I RESIGNED FROM THE KOG GIG AND MOVED ON -- THE ANSWER IS SIMPLE:  REPRESENTING KASP, I PRETTY MUCH HAD TO FORWARD THE COMPANY LINE.  LET'S FACE IT, NOT TOO MANY SCHOOL PSYCHOLOGISTS ARE EXISTENTIAL PHENOMENOLOGISTS WHO HAVE AN ARTICULATED PLAN FOR THE EDUCATIONAL REVOLUTION!  I GUESS I ENCOUNTERED VARIOUS BOUTS WITH COGNITIVE DISSONANCE.  ON MY PERSONAL PAGES, HOWEVER, I CAN OUTLINE A FEW [NON-BEHAVIORAL OR NEUROLOGICALLY-BASED] VIEWS AND FORWARD MY OWN PERSONAL PLAN FOR EDUCATIONAL REVOLUTION!  SO TAKE A MOMENT AND SEE SOME OF THE IMPORTANT ISSUES ADDRESSED IN THE PAST GROUNDBREAKING KOGS, AND THEN RETURN TO THE NEWBlogED FOR MORE, UH, INTERESTING STUFF!

14 YEAR-OLDS VOTE!?!

Finally, a small ray of hope related to human rights.  A small nick in the war against ageism.  It has been proposed that 14 year-olds (and up) obtain the right to vote in California.  If you are a regular visitor, you know this idea has been proposed in the past (in Texas) -- and you also know the results of that effort.

There is, of course, a long way to go before so many of the repressive patterns deeply ingrained in American society fall by the wayside and ageism, like so many other "ism's," is finally overcome.  As one who works with young adults on a daily basis, there exists no doubt in my mind that our young adults are highly capable of voting (at least as capable as adults of other ages).  As you listen to the ongoing debates occurring throughout the state, you may wish to keep in mind a resource on the TechnoPSYCH Pages, The Expectancy Effect.

I personally think it would be a great idea to quit discriminating against young adults based solely on their age.  I personally think young adults should possess full rights.  I personally think ageism, like other forms of active discrimination and hatred, is harmful to the mental health of humans and society.

What do you think?  Are 14-17 year olds capable of responsibly voting -- or not?

A BRIEF HOMEWORK BLURB...

I would like to thank the public school system for the present of approximately four to six hours of homework a night for my daughter.  I used to know my daughter, but now she spends all of her time -- from approximately 3:15 p.m. to 9:30 p.m. every evening diligently completing her homework.  We used to be able to do things as a family.  We used to have some semblance of a real life.

When I've complained about this fact to others in the past, they are quick to point out how lucky I am that my daughter actually does her homework!  They are quick to point out how many parents have the opposite problem, struggling with their son or daughter who doesn't do their homework.  Yes, that's a point well-taken...  I am indeed fortunate to have such a responsible daughter who chooses to keep her grades up.  And fortunately, I do have old photos of us actually doing things together as a family way back in the old days.

Schools are quick to encourage parents to do things with their children in order to pursue positive mental health -- for adults to support their children.  Okay, I'd love to... but my daughter's in school from 8:00 a.m. to 3:00 p.m., and then doing the homework until bedtime.  So please, public school system, please give me some further advice... just how am I supposed to accomplish your goal of providing quality time with my child?

I've had this conversation (regarding a "reasonable" amount of homework) with some teachers in the past few years.  The most recent answer:  "Well, Don, if students worked hard during class time, we wouldn't have to give so much homework!"  Well there you go.  I guess it's play time all day in school?

It's obvious I'm entering the "old-timer" phase of my career, so many of you may not understand this saying from the past:  "If you can't get it done in one hour, you can't get it done in two!"

One day six years ago (I remember this one like it was yesterday), I was talking to a high school principal.  I said, "Well, if I was a teacher..."  That's as far as it got.  He leapt across the table and began strangling me.  Right there!  Okay, okay, maybe I'm exaggerating just a little bit, he didn't actually strangle me, but he said [screamed], "YOUR'E NOT A TEACHER!  DON'T TELL TEACHERS HOW TO TEACH!"  Okay.  Teachers should just go ahead and assign six hours of homework a night, and continue to fail 50% of all their students -- those who don't go home and do their homework (i.e., the boys).  I know my place -- I'm a only mere professional school psychologist, professional educator, past college professor, parent, taxpayer, and one who's worked in various roles in the public schools since 1973.  I am not a teacher... what do I know?  Certainly I should know that a teacher should diligently assign one to four hours of homework a night -- who am I to question that?  And when the teacher wonders why I'm not actively participatory in my child's life, I guess I should bow my head in shame?
 
There are two areas that school psychologists are not allowed to breach with teachers... grades and homework.  I've never challenged a teacher's grade.  If it's an "A," it's an "A."  Etc.  But I am challenging six hours of homework per night.

So, I'm not a teacher, but I'm going to say it anyway.  Work hard in school... and then let your students live life.  If I was a teacher, I would work this agreement with my students:  "We are going to work hard all day... accomplish a lot... and learn a lot.  And in exchange for an honest day's work, you are going to be rewarded by being able to spend time with family or friends... you are going to be able to live life because you are choosing to work hard.  Good things happen to people who work hard in life."  If any teacher ever allows his or her students that choice and the student does not accept those terms -- and does not excel, please let me know.

"If you can't do the job in one hour, you can't do the job in two."

MORON BOYS (WHOOPS!  I MEAN MORE ON BOYS)

Am I the only one who feels that, in spite of ongoing heroic and professional efforts by all of us in public education (please note: I am not "slamming" or "blaming" anyone], things just aren't working?  I am so depressed, I spend 50% of my time thinking I should just start a "Summerhill-type" school of my own that takes public education's castoffs (i.e., the losers, AD/HD, emotionally disturbed, learning disabled, boys, etc.) and "starts over" using a democratic approach?  It would be a "boys only" school (don't worry, in order not to discriminate against females, there would be an equal "girls only" school right down the block).  The "War on Boys" is more than just a recent best-selling novel.  Modern society and education seemingly won't be satisfied until all boys are either in the pen, on meds, off in war, diligently paying females in some sort of legal action, or dead.  My daughters tell me I overanalyze everything, and maybe I do, but I tell them the unexamined life is not worth living, etc., etc., etc.  I do know women have won the battle of the genders... at least I give up.  I accept my role as a second class citizen... one of "society's monsters."  Now males have to find some way to try to pick up the pieces and find a different way to regain any sense of self, dignity, positive identity, direction, and happiness in a different setting.  I do know that males will not learn when competing against girls in a matriarchal system.  Read what the World Health Organization (and thousand of others) have to say on this subject.  I can't imagine any school psychologist (male or female) who works with girls and boys in public education, not being highly aware of this fact -- and highly alarmed.  Maybe it's time for girls' schools and boys' schools?

Christina Hoff Summers
"By virtually every measure, girls are thriving in school; it is boys who are the second sex."
http://www.theatlantic.com/issues/2000/05/sommers.htm

Michelle Galley
"The school environment is not particularly boy-friendly, some experts say."
http://www.edweek.com/ew/newstory.cfm?slug=19boys.h21

Student's writing
"...A boy, however, never hears words of praise in this setting.  His job is to take up space and stay out of the way..."
http://www.expage.com/luciusson127

Lost boys
"While girls surge ahead in all subjects at school, boys are lagging behind.  Do boys need their own dose of 'empowerment'?"
http://www.salon.com/mwt/feature/2002/02/05/gender_ed/

World Health Organization
Working with Adolescent Boys.  Includes a plan of action...
http://www.who.int/child-adolescent-health/New_Publications/ADH/Boys_Report/WHO_FCH_CAH_00.9.htm

Rally 'round the boys
PBS' "Gender Wars" series.
http://www.fair.org/extra/9909/national-desk.html

Boys bottom of the class worldwide
"Educational programming has to be a primary factor in the sharp decline in male interest in higher education..."
http://www.mensactivism.org/articles/03/09/26/1555222.shtml

Women lead in getting degrees
"Women now receive a higher percentage of four-year college degrees than men on campuses across the country..."
http://www.billingsgazette.com/index.php?display=rednews/2002/02/16/build/life/3female.inc

Men slowly disappearing from Florida's campuses
"...the shift is also affecting what is being taught."
http://www.freerepublic.com/forum/a36c8674d121e.htm

What's wrong with the guys?
Tom Mortenson, Senior Scholar, The Pell Institute for the Study of Opportunity in Higher Education
http://www.postsecondary.org/archives/Reports/FactSheetGuys103002.pdf

Boys:  the new underclass in American schools
"Soon the little boys will wear the same sad faces that are on their behavior reports..."
http://www.glennsacks.com/boys_the_new.htm

Issues in the construction of curriculum for boys
"Such interest in boys deserves the attention of educational researchers."
http://labweb.education.wisc.edu/gsoe/pdf/boyshig.pdf

IN DEFENSE OF THE BENDER.

I've been hearing a lot about the BVMGT (if you're a recent graduate, that's the Bender Visual-Motor Gestalt Test).  Comments such as, "The WISC and the Bender -- that just doesn't cut it!"  Or, "People who give the Bender see a small drawing and diagnose low self-esteem!  Ha!  Can you believe it?"  Or, "The Bender doesn't provide comprehensive neurological information."  Or, "the Bender is not behaviorally based." Or, "projectives don't work."  Or, "it's just a screener."  Or, "it's a bunch of hogwash."  Or, "we can't blame the school psychologist... s/he just wasn't trained right!" (1)

Ultimately, the bottom-line, real message I'm hearing is, "the Bender needs to be banned!"

At this point in my career I'm estimating I've administered somewhere between 2000 to 2500 BVMGTs.  I think the Bender, just like almost any instrument, can be an effective component in a comprehensive psychological evaluation.  Can the Bender be misused?  Yes, most certainly -- just like any test can be misused.  Should a psychologist administer only the BVMGT and forward any diagnosis?  No, of course not -- just like no one would ever forward any diagnosis based solely on any single test or measure.

You have heard me say -- and write in these pages -- a lot about learning disabilities... even suggesting there may be no such thing.  Others have articulated that processing skills should not be assessed and instead a behavioral perspective should be used addressing only observed behaviors.  Still others say that not only are there processing difficulties, but they are so complex they cannot be effectively measured by anything short of extensive medical evaluations, CAT scans, and Halstaad-Reitan Test Batteries and/or treated by nothing short of an intensive schedule of medications.  I hear very little articulation regarding the immediate educational, mental health, sociological, political, and psychological environments in which the student is oftentimes fortunately or unfortunately immersed...

...Everyone (UNFOUNDED) though, seems to be saying, "throw out the Bender!"

But it's my understanding that present [discrepancy] law (a law which could significantly change when/if the new IDEA arrives) states that we must assess cognitive functioning (IQ), processing skills, and academic performance;  all three components of the legal definition of SLD, whether we like it or not. (2)  With the new IDEA, I am hoping for more flexibility for IEP teams in the determination of SLD as well as increased professional freedom to choose alternative approaches to address student's difficulties, but in the meantime, I'm going to do my best to continue to follow the law.  I don't understand how some psychologists say, "I don't believe in processing deficits, so I'm not going to even assess it (I've heard approximately fifteen Kern psychologists say this in the past two years).  I don't necessarily believe in it [processing deficits] either, but it is the law as I understand it and I'm going to keep assessing for processing deficits until the law changes.  But even though I don't understand why you choose not to follow the law, I still don't understand why you attempt to legislate my professional practices (actually I do understand).

I also think that if the new IDEA is going to allow increased alternatives, then we should be looking to add tools to our toolboxes, not mandating that they be taken away.  People want to outlaw IQ tests and outlaw processing tests.  What's left?  Well, if you're a behaviorist, it's CBM.  CBM is good, but it's not the only way to help students.  If you're a neuoropsychologist, it's a CAT scan and meds.  Those interventions (well, sometimes [about 3% of the time] UNFOUNDED) are effective, but not the only way to help students.  So are there thousands of other ways to help students?  Yes.  Please -- never say there's just one way -- your way -- to help students.  When we get to that point, our profession is dead.

I'm a generalist.  I work with all students.  I have to look at all factors, consider the whole child, and use every strategy, technique, method, philosophy, and assessment instrument available to me to make the correct recommendation.  Sometimes the kid needs to be referred to an expert in autism, Asperger's, or ADHD.  Sometimes the possibility of medications should be considered by the appropriate professional.  Sometimes the kid needs a behavioral plan.  Sometimes parents need to be contacted.  Sometimes counseling is appropriate.  Sometimes a referral to a crisis unit or emergency room is necessary.  Sometimes the kid should consider speaking with a minister or pastor.  Sometimes the kid should just go shoot some baskets.  Sometimes something in the immediate environment needs to be changed.  Do I administer the BVMGT to everyone who walks through my door?  No.  Is the BVMGT a "miracle test" that provides a "miracle cure" for students?  No.  Is the BVMGT just one of many instruments that might sometimes help in some small way in working tohelp students?  Yes.

Have I ever given a TONI, BVMGT, and interview?  Yes.  Sometimes more, sometimes less -- depending on what is necessary as per individual case.  Even in the case of brief trienniel reviews, don't forget there is always the incorporation of review of records, health and developmental history, parent and teacher interviews, ratings, and comments, behavioral and testing observations, grades, nationally normed standardized tests such as the STAR, CAT/9, etc., [usually] one, two, or three previous psychological reports, clinical judgment, and more (including all the information shared by a well-rounded team of professionals representing a variety of disciplines [including the parent and student] at the IEP meeting, which is -- remember -- when and where all actual decisions occur)!

I don't  conceptualize the BVMGT as an assessment/diagnostic instrument, but rather a screener, a source of information, a hypothesis-generator... another tool in my toolbox... another brick in the wall.  There is a mere correlation between students who perform poorly in basic academics and low performance on the BVMGT.  In other words, if the student performs poorly on the BVMGT, then I am guessing (hypothesizing) s/he is probably/possibly experiencing some academic difficulties and I am provided with many hypothesis to pursue in additional assessment activities.  If the student performs well on the Big B, I'm probably less likely to pursue extensive visual-perceptual processing testing.

And when you think even more about it, ALL tests merely generate hypothesis in the course of the scientific method.  Testing is always "the start," -- never "the end."  And just try to tell me the BVMGT is not utilizing the scientific method and is not "research based."  Go ahead, give it your best shot.

What are some of the possible hypothesis (not "diagnosis") that can be generated from just one administration of the BVMGT?  Here are just a few off the top of my head:  the student's approach to a structured task, plannning/organization skills, general intellectual levels (g), creativity, areas of interest (e.g., student says, "I love to draw" or "I'm no good at art"), self-confidence, processing speed, pencil grip, directionality, visual-memory, visual integration, gestalt-closure, sequencing, rotations, insight (by the Examiner and/or metacognitively by the student) into real-life academic difficulties such as omissions or substitutions, indicators of reality orientation, and yes, even some basic indicators of possible soft or hard neuorological areas of concern (e.g., perseveration or others) which might suggest a need for further evaluation or interventions.  The test is great as an instrument to establish initial rapport, help the student relax, and feel positive and successful.  If nothing else, the BVMGT can provide an opportunity for a qualitative behavioral observation... an observation of the student engaged in a non-threatening  task involving a stated goal with a paper and pencil in hand... pure stimulus-response.  When you think about it, it doesn't get much purer (or potentially powerful) than that -- all in a span of about three to fifteen minutes.

And yes, I even use the BVMGT as a projective.  There are many who hate projectives even more than IQ tests, processing tests, and the BVMGT specifically.  I say, fine, don't give projectives if you don't find them useful in serving students.  But I can tell you when the going gets tough, I'm bringing in the powerful instruments.  If I really need to know if a student is psychotic or depressed for example, I'm bringing in the MMPI-A (actually an objective test) and/or the Rorschach Inkblot Test.  If I need to know a student's lethality/potential for violence, I'm bringing in the Hand Test -- and performing a crisis interview/intervention.  And if I need to gain a lot of information about a student in general, I'm going to start with the BVMGT to help decide the direction I need to go as I follow hypothesis generated during the scientific method.  I understand many don't understand this and that many were never trained in projectives.  I also understand that many think projectives are a circus act.  Have I ever administered a Bender, Rorshach, or Hand Test and received inconclusive results?  Yes.  Have I ever administered a WISC or classroom observation and received inconclusive results?  Yes.  But any and all tests -- including major or minor projectives -- are always still only one component of an evaluation.

So I, like you, always want what's best for students.  In order to best help students, I need every possible tool available if/when necessary and appropriate.  Therefore, I don't just give a Bender.  I address the whole child (behavior, cognitions, and the environment... and the interactions between them; see Figure 1 above).  I address environmental, cognitive, processing, academics, social, emotional, behavioral, adaptive skills, personality, phenomenology, lethality... and more factors (e.g., attendance, behavioral records, health-developmental, psychosocial, socioeconomics, etc.) as appropriate and necessary to pursue hypothesis in the scientific method to help each student as per the individualized specifics of the case.

Sometimes the BVMGT can provide useful information in the process of helping students succeed (sometimes not).  Please don't take my Bender away.

Here are my positive recommendations:  hold professional trust for your peers, allow professional freedom, and don't try to mandate scientific philosophies.

It's not so much the Bender that I love, it's my professional freedom to choose to administer the Bender if I, as a professional, deem it necessary to help students.  Are we going to empower our profession by holding full professional trust for each other to practice as per our training, experience, and the law?  Or not?

Notes:

(1) Yes, these are actual comments I've actually heard in the past two years.

(2) There are many "alternative assessments" allowed at the present.  Given that many districts use "alternative methods" already, I wonder why there even is a [discrepancy] law... why not just allow local control and professional freedom?  That's what I've always encouraged... and apparently that's what schools and districts are doing anyway.  Why not drop the charade?  Get rid of SLD as a concept and let us serve the whole child.

CLASSROOM OBSERVATION QUIZ #2

Quick, which student possesses a specific learning disability?

a) The third student in the fourth row, but so far undiagnosed;
b) The one with significant brain patterns;
c) None of them;
d) The one who's had the label slapped on him.

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Job Vacancy Announcement:
School psychologist.  $43,500 to start.  Must have at least seven years of college.  Phone:  any school district.

TRY A ONE-PAGE REPORT, EH?

Here's a question:  you go to the doctor... s/he performs a myriad of complicated and expensive medical tests, arrives at a diagnosis, and usually you walk out with, well, a bill in your hands.  Sometimes though, the doctor submits a summary, and forwards recommendations and impressions -- all on one page!  Why can't we do that?  Or can we?  Do you spend two (or more) days turning out beautiful and scientifically-sound twelve page reports?  I bet you do.  Who reads them?  Anybody who does read them only reads the summary or the recommendations once every three years during the triennial review.  If they're reading any more than that, they're just looking to sue you.  Remember Cardinal Rule #2:  "the more you write, the more they can hang you with."  So, as still another FREE service to you, a ROUGH DRAFT of the beginning of a SAMPLE one-page report is forwarded for your consideration.  Legal?  Not?  Effective?  Not?  Any input?
 

CONFIDENTIAL

Psychologist's Report

Name:  DOE, John Lee  DOB:  09/12/92  Gender:  M  Language:  English  Case:  N5656R
Date(s) of Assessment:  03/13/03
Referral Concern:  Difficulties with math
Rule Out:  Attendance, motivation, temporary crisis

History:
Student has moved three times in four years;  past diagnosis of AD/HD;  attendance was irregular in 4th grade when he moved three times in one year -- otherwise attendance is not concern;  student reports motivation was low for two years when moving and struggling to return to past levels;  victim of past (1999) emotional abuse but received counseling;  birthweight 4.5 pounds and was a "blue baby;"  wears glasses.  Behavior reported as average.  No other reported concerns.

Assessment Results:
Cognitive skills:  WISC-III FSIQ = 111 Average range;  attention skills:  on medications for AD/HD (attention normal on meds);  WISC-III Sim
Deficient range.  Math Calculations:  SS=70  4th %ile  Borderline;  CAT Math Calculation:  5th %ile.  Sometimes becomes frustrated in math.

Impressions:
Specific Learning Disability in Math due to low attention and cognitive processing deficits.
Ruled Out:  Low attendance, motivation, and temporary crisis.
Current GAF:  Estimated Average.

Recommendations:
Educational placement and interventions designed to address his low math calculation.
Extra time to complete work in math.
Continue meds as per physician recommendation and at parent expense.
Counseling on an "as needed" basis.

Prognosis:
With appropriate educational, medical, and psychological interventions and support, prognosis appears positive.  Expected duration in special education classes:  1 year.

Harv Jones, M.S.
School Psychologist
Anytown School District
Phone:  (661) 555-5555

I wonder what the taxpayers want?

THE TASK AT HAND...

"You say you want a revolution?"
     John Lennon, The Beatles

"Revolution always has and always will be controlled by nature."
     Dick Gregory

"Revolution is an extension of evolution... evolution is a gradual naturistic change that after a long period of time leads into revolution, which is quick change."
     Dick Gregory

REVOLUTION, BABY!

"When a woman gets pregnant, the first nine months of the gestation period is evolution... when her water breaks, that's revolution."
     Dick Gregory

Here are some of the questions* I might** have the courage to be asking this year and in the future:

Is it time to drop sports from schools?
Time for vouchers as per George's desires?
How many superintendents does it take to run a county?
Must there be a different school district on every city block?
My district's better than your's... na, na, na, na, na, na!
Is it time to disinvent special education and SLD?  Section 504 can do the job!
Boys' Schools and Girls' Schools?
Time to stop illegal immigration?
Implosion -- pick your own special school.
Time for school uniforms?
NCSP in California?  Forget it!
Back to the basics... the history of education.
Time to drop religion from the public schools?
Science vs. religion in the schools -- science lost.
Who's running this show anyway?
Should we even care about social issues -- or just the reliability and validity of our IQ tests?
The end of school psychology?
DSM-IV and the end of the world?
What's your utopia?
The ultimate question...

"We must define ourselves!"
     Noam Chomsky

"We cannot blame the bad folks... the bad folks have been thoroughly bad for over 400 years.
The problem is the good folks just decided to get good.
And now we feel this repression coming down?  Hmmmm."
     Dick Gregory

"If not us, then who?  If not now, then when?"
     Somebody said this before me, but I'm not sure who.

"I'm still mad.  What's the good of thinking, what's the good of trying to get knowledge, when knowledge only hurts.  Maybe I'll just start a counterrevolution somehow, and if I was running this revolution it would be different.  We would make the revolution for something instead of just against things, and then maybe it wouldn't be quite so bad, and if you're really fighting for something, maybe people would even sympathize more with us after the revolution is over.  So long as nobody got hurt, that is.  But of course, it wouldn't do any good to start a counterrevolution, because nobody even understands about things, they don't understand about Thomas Jefferson, they don't understand about religion, they don't understand about freedom, they only understand fun."
     The Butterfly Revolution, William Butler

**It depends on how far down the list I get before I get tarred and feathered!

SHOULD EDUCATION BE A SACRED COW?

I get upset about a lot of things, but especially so when I hear the governor and everyone running for governor say, "To address the deficit, we're going to look at every possible way to cut costs -- except education;  we're not going to touch education;  education gets first priority -- in fact, I'm going to give a special tax cut to educators (not school psychologists, just educators)."

As a professional educator and human, I agree that our kids come first, but I'm also a taxpayer... if we're going to seriously address the budget deficit, let's look at everything -- including education.  If education was working fine, I'd say leave things as they are -- don't fix it if it ain't broken.  But according to almost all accounts (by educators and non-educators alike), education doesn't seem to be working.  In fact, all I hear is that schools are failing.  That's all I hear.  Day after day.  Week after week.  Uh, thanks for your support.  I never hear that American society is failing -- just schools.  I never hear that individuals must step forth and accept individual responsibility -- just schools. What I do hear is that if we all just prayed harder and adopted a good, strong, fundamentalist, Christian-based voucher system, everything would be just perfect.  It's actually getting pretty darn depressing.

"Education 'works' when a student works cooperatively with an educator toward an educational goal... education doesn't 'work' when anything else happens."
Don Asbridge

In these pages, my goal is to forward a few ideas that could save the state billions of dollars.  Maybe even help education 'work' better.  Maybe even address some issues related to the psychology and mental health of students?"  Maybe you have a few ideas you'd like to contribute?

So let's look at education starting, well, now.  The first topic is, Time to drop school sports?  If you think it's unfair that I'm questioning the existence of school sports, don't worry, I question the existence of a lot of things in education, including school psychology.  There should be no sacred cows.  Hey, what's fair is fair.

100 PSYCHOLOGISTS...

"You line up 100 psychologists, ask them the same question, and you get 100 different answers!"

I used to apologize -- and even feel inferior to -- those in the hard sciences who strongly believe they know the one and only "right answer."  You line up one-hundred chemists, and they will all give you the same answer.  Every time.  Go ahead, try it!  Ask one-hundred chemists what the boiling point is.  I guarantee it -- you'll get the same answer one-hundred straight times!  You might as well send the remaining ninety-nine of them off for doughnuts for the rest of the afternoon.  Whatever you do, don't ask them what the boiling point on Pluto is!  That will send them scampering about to the point that it will take hours to 'round them all up and get them into a line again!

The strength of the soft sciences is in our diversity.  In our field, sooner or later, the client will find something that works for them.  As it relates to the hard sciences, if you're not okay with the boiling point, then you are completely out of luck.   I am proud to work in the soft sciences where there is such diversity, humanity, and ethics.  Rather than smirking, the hard scientists might do well to incorporate some diversity, humanity, and ethics into their practices (think of NASA and the Space Shuttle Columbia, for example).

There is a little bit of hard science in every soft science, (at least there should be) and
There is a little bit of soft science in every hard science (at least there should be).

CONSUMER ALERT!

"Advocate," as per the American Heritage Dictionary, Fourth Edition:

ad•vo•cate (ad've•kat') > v. -cat•ed, -cat•ing.  To speak, plead, or argue in favor of. > n. (kit, kat)  1. one that argues for a cause. 2. one that pleads on another's behalf. 3. a lawyer. [< Lat. advocare,  call to.]  -- ad'vo-ca'tor n.

• If you want professional psychological services incorporating the arts and the sciences addressing the best educational, psychological, and mental health interventions for your child, contact your school psychologist.

A BIT OF HISTORY...

One day in about 1976, in Gibson's (a store) in Casper, Wyoming, I was looking through the 99 cent bin and came across the "Dick Gregory at Kent State" tape.  I admit I didn't know a whole lot about Dick Gregory, but since I only had about $1.15 to my name (just like the present), I bought it.  Serendipity!  A life-changing experience.  Sometimes I put on Joe Walsh, sometimes Pink Floyd, sometimes the Who, the Beatles, etc.,... and sometimes -- when I really want to THINK about things, I put on Dick Gregory.  Some might listen and say it's dated.  Maybe so.  Others might listen and say, "there are many basic and perennial truths here."  Either way, it's certainly the greatest and most inspirational speech I've ever heard.  Once again, you get to decide for yourself.  You can order this speech (and other works by Dick Gregory) from Collectable Records, Box 35, Narberth, PA  19072 -- or send for a free catalog.

QUESTION...

Yet another question... must depression always be "bad?"

"Every behavior committed by a human... is a human behavior."

In the past few years I've spoken with many students who have reported depression.  And indeed, they were depressed: (phenomenologically speaking, if you think you're depressed, you're depressed).  But I've found myself telling some of them, "You know, if I had gone through what you've been through, I'd be depressed too.  In fact, anyone would be depressed having experienced what you did." Now don't get me wrong... we still work to try to understand and improve the situation, arrive at action plans, improve coping skills, make good decisions and solve problems, etc.  And I don't believe in making excuses for student behavior.  But sometimes depression is not the problem... sometimes depression is the result of the problem.  The problem is what caused (or contributed to) the depression in the first place.  And as all school psychologists know, depression can be caused by an almost infinite number of stimuli, real or imagined; thus, each individual's depression is unique.

Can depression not also result from one's conscience?  When moral and ethical humans closely examine the world in which they find themselves, who would not be depressed?  I almost worry more about students who are not depressed when they look at the world around them than those who are.  If students aren't sad and depressed about much in the world today, are their eyes wide shut?  Their ears plugged?  Or what?  Existentially, who cannot suffer troubled sleep today [tonight]?  Recently, when some students have told me they're depressed, my answer is, "I'm proud of you.  That tells me a lot about you.  It tells me you are an alert, thinking and questioning human being searching for meaning and that you have a strong sense of what is ethical and moral.  You are doing your job as a teenager."  Ups and downs are typical of trial and error as young humans (and older humans) search for their identity.  Character education and reinforcement -- not necessarily intense therapy or crisis intervention -- is what many students need as they seek meaning to their existence.

So yes.  I know there is such a thing as clinical depression.  And I, like you, deal daily with depressed students -- and no cases are ever taken lightly.  Some are on behavioral plans.  Some are on meds.  Some get regular DIS counseling.  Some are on no-suicide contracts. Some are referred on to mental health services.  Some are referred for emergency crisis interventions.  And some are just experiencing normal, healthy, human emotions, and are becoming better people because of it.  Right?

Answer this question.  Send your answer to:  shrink@igalaxy.net

20 YEARS LATER:  BACK TO THE BASICS

A couple of weeks ago I took some time to look back and review and reflect upon one of my old grad school textbooks.  This book was kind of a "How to be a school psychologist" manual from my early days at the University of Northern Colorado in 1984.  I'm not sure if this book was part of your training or not:  "School psychology, essentials of theory and practice" (C. Reynolds, et al, 1984).

So here it is, twenty years later (how time flies).  As I am still pondering (or obsessing on) the justification and rationale for why the definition of SLD in the reauthorization of IDEA might be changed to an internally-inferred cause (see my past position paper), I started to read.  I'm not the only one with doubts (see the most recent NASP Communique')... I started to write.  I also had a few memories -- or nightmares.

I first focused in on Cecil Reynolds' discussion of four models of human behavior:

1) Medical model... "assumes (a) behavior that deviates in a negative direction... is a reflection of personal disease (or disturbance, disorder, or dysfunction) and (b) behavior classified as deviant must be changed within the individual by a  curative process.  Educational ‘cures' seem to come most frequently in the form of special classes that tend to isolate the 'diseased' child from normal or healthy children."
2) Behavioral model... "[postulates] that human behavior is primarily a function of environmental events (Skinner, 1953).
3) Ecological model... "[supposes] that human behavior results from a complex interaction between environmental factors and the individual characteristics of people."
4) Reciprocal determinism model (Bandura, 1974, 1977, 1978)... "an ecologically-oriented model of behavior which also takes individuals' cognitions into consideration."  Reynolds, et al continue, "...would be the most suitable model for analyzing the problems of all children, not just potentially abnormal children... we believe the reciprocal determinism model... is the model of choice for school psychologists."

"Things went good.  Things went bad.  Things went good.  Things went bad.  Good.  Bad.  Good.  Bad.  Good.  Bad."
     Harry Nilsson, 1972

But I'm not the only one to have recognized the problem(s) with the medical model...

In the early to middle 90's, behaviorists began to politically exert their views and influence.  They were at least in part rebelling against the medical model (see Bill Matthews' and Paul Salmon's articles), looking for some alternative that worked, specifically seeking environmentally based interventions such as are the heart and soul of the behavioral philosophy.  Unfortunately the resulting [Hughes Bill] law as written seemingly (albeit not intentionally) accounted only - or primarily -- for the environment (leaving the student out) [Notes 1,4], ultimately making schools and staff responsible for the actions of students.  When/if a student had a problem, it was because the BICM had not written an adequate BIP.  It was the school's fault for not providing appropriate services.  It was the teacher’s fault for not following through.  Although all psychologists are highly aware of the powerful possibilities and potential of behavior intervention, something was missing... like individual student responsibility for example.  Or the power of choices, decision making, problem solving, and free will [Note 2].  Behaviorism is deeply rooted in the "nurture" end of the "nature-nurture" question.  The problem was whenever a student had a problem, the school psychologist had to leap into action and perform observations, hold three meetings, and write a 27 page intervention plan!  Student has a problem, so I have to change?  Hmmm.  Student breaks a rule, so I get punished?  Hmmmmmmmmmm.

How far have the effects of the [misinterpretations of the legislated] movement reached [Note 3]?  Well, we are living in a day and age where it is commonly assumed and stated that students aren't learning so schools have to change.  What?  I'm all for being accountable but I refuse to be held responsible for the actions of others.

Now, in the early 00's, a progression toward an ecological model... or regression to a medical model (which is it?  I don't yet know) seems to be in the works with the increased politicization of the neurological school of thought and an active attempt to try to change the definition of SLD (NOTE:  and they're trying to rush IDEA through legislation as you read this!!!).  The move is back to an internal explanation of student difficulties.  The good news is the continued efforts for change when we as a profession find something "isn't working."  The bad news is that one foot is planted firmly in the medical school of thought as the neurologists will [once again] find internal [deficits].  Neuropsychology quite obviously is deeply rooted in the "nature" end of the "nature-nurture" question.

Memory?  Nightmare?

Back in the Greeley school in the mid 80s, psychology and counseling students worked closely together in the School of Professional Psychology.  I remember once, a counseling student was sitting nearby listening to several of us school psychology students talking amongst ourselves.  She finally walked over to us and asked (I remember this like it was yesterday), "I keep listening to you psychologists talk... all you can talk about is nature-nurture!  Isn't there anything else you all can think about or talk about?"

At that time I remember thinking that counseling student was probably pretty whacky, but looking back on it, she had a very good point.  In fact, a very, very good point!  Maybe that's all we've been doing all this time?  Nature-Nurture.  Medical model-Behaviorism.  Nature-nurture. Neuropsychological model-Behaviorism.  Nature-Nurture.  Arguing amongst ourselves.  Could the answer be that simple?  And tragic?

Are we doomed to keep this pendulum going forever?  Nature.  Nurture.  Nature.  Nurture.  Nature.  Nurture.  Nature.  Nurture.  Tick, tock, tick, tock, tick, tock.  Good, bad, good, bad, good, bad.  Legislate this.  Legislate that.  While all this is happening, while we argue amongst ourselves, our students need our services now more than ever.

So, what is the answer?

"Now, if you haven't got an answer, then you haven't got a question.
And if you never had a question, then you'd never have a problem.
But if you never had a problem, well, everyone would be happy.
But if everyone was happy, there'd never be a love song."
     Harry Nilsson, 1972

Still another memory... the best advice I ever got

There in Greeley, I was getting ready to write my very first psych report and turn it in for a grade.  I was lamenting to a fellow student, Gary Lewis (who had already been a practicing school psychologist and was back in school getting his Ph.D., and is now a director of special education in  the River Bend Educational District in Minnesota) that I didn't know if I was yet ready to write a psychological report after having received such a brief amount of training in such a brief amount of time.  Gary listened to me moaning and groaning and finally said, "Don... don't rely on just that information you've read in a few psych books -- rely on everything you've ever learned in life."  Good advice, eh?

Thus, I remain on my high-horse.  I rebelled then against the "behavioristic" view (at least the mandate for behaviorism as it was written and/or perceived) because you cannot leave the student out of the equation;  I'm rebelling now against the proposed new neuropsychological explanation of SLD because you cannot leave the environment out of the equation.  In fact, you can't leave anything out of the equation.

"Who'll stop the rain?"
     John Fogerty, Creedence Clearwater Revival, 1970

Recommendations:

1) Account for nature AND nurture AND the complex interactions between them… not only in your practice but in the legal definition of SLD.

2) Get rid of the whole idea of SLD.  If we never would have invented SLD, this whole argument/debate would be a mute point.  Consider a rights without labels approach (which is a NASP-approved practice).  Nobody's job would be in jeopardy.

3) Please.  Don't state/mandate/legislate that SLD is a result of internal factors.. state SLD (if it even exists) is a complex interaction between many [yet unknown] factors.  It's not too late to speak up and provide this message to those who are reauthorizing IDEA.  And then get on with the delivery of qualitative psychological services utilizing whatever psychological philosophy and methodology you possess and employ to address the important factors whether direct or indirect... centralized or decentralized.. proactive or reactive... administrative or practitioner... counseling/therapy,  assessment, consultation, inservice/education... research... crisis... or whatever else you do.  And thank you for all you do for students.
 

References:

Reynolds, Gutkin, Elliott, & Witt.  (1983).  School psychology, essentials of theory and practice.  John Wiley & Sons,  pp. 31-33.

Asbridge (1954-Present).  Everything I've ever learned in life.
 

Notes:

Note 1:  I know this statement is an oversimplification of the myriad of services and philosophies utilized by scientific-practitioners in the behavioral realms;  but I cannot write a 2000 page doctoral thesis here.  It is also a given that true behaviorism, and all psychological schools of thought, DO account for both environment AND the internal components (e.g., cognitive behavioral therapy).  Still, this author is asking, how is the new IDEA written?  Will the new law account for all factors, or just the assumption that SLD is “internally based?”  Even though a professional school psychologist may understand the ramifications of such a law, how will it be interpreted by others?

Note 2:  Effective interventionists from any school of thought address inter- and intra- individual differences as they occur in a given environment -- that is a given (in other words, professionals from any and every philosophy -- even Rogerians! -- provide useful and effective interventions).  My questions and concerns are not addressing or attacking any school of thought or any professional... rather the possibility of an inaccurate educational law which, if passed, we must follow.  Why should I live under constant fear that I am "breaking the law" just by providing the [scientifically based and proven effective through research] psychological services for which I was trained?

Note 3:  The “current state of education” is not to be blamed on behaviorism… the “current state” has evolved over a long period of time and has resulted from a myriad of factors.

Note 4:  This is an example of how pure science can be blasphemed and distorted once politicized.

As is always true, address questions or correspondence regarding this article to Don Asbridge at: shrink@igalaxy.net

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Page Posted:  Sunday, November 14th, 2004

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