Sample records for school psychologists association
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Eklund, Katie; Rossen, Eric; Charvat, Jeff; Meyer, Lauren; Tanner, Nick
2016-01-01
The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The…
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National Association of School Psychologists Principles for Professional Ethics
School Psychology Review, 2010
2010-01-01
The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…
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School Psychology Review, 2010
2010-01-01
The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…
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Lewis, Michael F.; Truscott, Stephen D.; Volker, Martin A.
2008-01-01
A national telephone survey was conducted to examine potential differences between National Association of School Psychologists (NASP) members and non-NASP member school psychologists. Identified schools were contacted by telephone and the researchers asked to speak with the school psychologist. A sample of 124 practicing school psychologists was…
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School Psychologists' Role Concerning Children with Chronic Illnesses in Schools
Barraclough, Camille; Machek, Greg
2010-01-01
The authors examined the role of school psychologists in working with children with chronic illnesses in the schools. A total of 300 practicing school psychologists in public schools, drawn from the National Association of School Psychologists membership directory, completed a standard mail survey. The survey solicited information on (a) graduate…
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School Psychologists' Job Satisfaction: Ten Years Later
Worrell, Travis G.
2004-01-01
School Psychologistsâ Job Satisfaction: Ten Years Later (ABSTRACT) This study was designed to replicate nationwide surveys completed in 1982 and 1992. The purpose was to examine and describe the levels of job satisfaction and the relationship between the variables in a national sample of school psychologists belonging to the National Association of School Psychologists (NASP). The sample for this study consisted of respondents who reported being full-time school practitioners. ...
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Perfect, Michelle M.; Morris, Richard J.
2011-01-01
Consistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' "Blueprint for Training and Practice III" advocates for school psychologists becoming "leading mental health experts in schools." In this regard, the present article reviews the prevalence and incidence of…
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School psychologists' views on challenges in facilitating school ...
African Journals Online (AJOL)
School psychologists' views on challenges in facilitating school development through intersectoral collaboration. ... In the Western Cape, the context of this study, school psychologists are assigned to circuit teams, where they are expected to work collaboratively with other professionals to provide support to schools.
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Identifying School Psychologists' Intercultural Sensitivity
Puyana, Olivia E.; Edwards, Oliver W.
2016-01-01
School psychologists are encouraged to analyze their intercultural sensitivity because they may be subject to personal attitudes and beliefs that pejoratively influence their work with students and clients who are culturally and linguistically diverse (CLD). However, gaps remain in the literature regarding whether school psychologists are prepared…
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Castillo, Jose M.; Curtis, Michael J.; Gelley, Cheryl
2012-01-01
Every 5 years, the National Association of School Psychologists (NASP) conducts a national study of the field. Surveys are sent to randomly selected regular members of NASP to gather information on school psychologists' demographic characteristics, context for professional practices, and professional practices. The latest iteration of the national…
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Cognitive Assessment Practices: A Survey of School Psychologists
Sotelo-Dynega, Marlene; Dixon, Shauna G.
2014-01-01
The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty-three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying…
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School Psychologist Diagnostic Decision-Making: A Pilot Study
Barnard-Brak, Lucy; Stevens, Tara; Robinson, Eric; Holt, Ann
2013-01-01
The current study examined the diagnostic decision-making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly-selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly…
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Borick, Timothy J.
2011-01-01
This study examined school psychologists' assessment and intervention practices regarding ADHD. Five hundred school psychologists who practiced in a school setting and were regular members of the National Association of School Psychologists were randomly selected to complete and return a questionnaire titled Assessment and Intervention Practices…
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The School Psychologist as a Chameleon
Weininger, Otto
1971-01-01
This paper reviews very briefly some of the comprehensive views of the functions of the school psychologists, presents some suggestions which have been made in recent years for the training of school psychological personnel, and discusses the complex interrelationships between the psychologist and all those people and variables which make up his…
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Preparation of School/Educational Psychologists in Romania
Negovan, Valeria; Dinca, Margareta
2014-01-01
This article focuses on the academic and professional training of educational/school psychologists in Romania. Their training mirrors the country's history, legal provisions, social qualities, and current professional status of psychologists and their specialization. Efforts to increase the quality of training for educational/school psychologists…
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Elementary School Psychologists and Response to Intervention (RTI)
Little, Suzanne; Marrs, Heath; Bogue, Heidi
2017-01-01
The implementation of Response to Intervention (RTI) in elementary schools may have important implications for school psychologists. Therefore, it is important to better understand how elementary school psychologists perceive RTI and what barriers to successful RTI implementation they identify. Although previous research has investigated the…
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McClung, Ashley A.; Perfect, Michelle M.
2012-01-01
The National Association of School Psychologists' (NASP) official stand on sexual education is that it should be taught in schools to help young people make healthy decisions regarding sex throughout their lives. Accordingly, school psychologists have a responsibility to use their expertise to facilitate these programs. Without a comprehensive…
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Training for Tragedy: Critical Challenges for School Psychologists
DeNisco, Alison
2013-01-01
School psychologists are often the first professionals to reach students with mental illness, and part of their role is to help identify threats that can lead to events such as the massacre at Sandy Hook Elementary School in Newtown, Conn., which left 20 children and six adults dead, including school psychologist Mary Sherlach, who was one of the…
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Prospective teachers' perceptions of the school psychologist's role
Poulou, Maria
2002-01-01
Acknowledging the importance of teachers’ implicit theories for the determination of school psychologist’s role, this study aims to elicit prospective teachers’ personal theories for the role of school psychologist. By using metaphoric pictures, 59 pre-service teachers described their perceptions of the school psychologist’s role in relation to other members of the school community, the expectations of both teachers and the school psychologist in relation to the role of the ...
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Perceptions of Leadership Practices of School Psychologists: Views of Multiple Stakeholders
Augustyniak, Kristine; Kilanowski, Lisa; Privitera, Gregory J.
2016-01-01
Leadership ability is necessary in the work of school psychologists, yet formal investigation of leadership processes engaged in by school psychologists has not occurred in the field. Likewise, perceptions of the leadership ability of school psychologists by other key school professionals, such as administrators and teachers, remain undocumented.…
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The Role of a School Psychologist in Concussion
Lewandowski, Lawrence J.; Rieger, Brian
2009-01-01
School psychologists historically have received little training on topics such as mild traumatic brain injury or concussion, yet they could play a significant role in assessment, consultation, and intervention with students who have sustained a concussion. The purpose of this article is to educate school psychologists with regard to definition,…
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School Psychologists' Family-School Partnering Experiences with Latinos
Vega, Desireé; Lasser, Jon; Fernandez, Sarah E.
2017-01-01
The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family-school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre- and in-service…
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Employment Protection of School Psychologists: A Cautionary Case
Zirkel, Perry A.
2013-01-01
This article addresses legal issues arising from a district's decision not to renew the employment contract of a 61-year-old school psychologist after 9 years of service. The case focuses on the issues of age discrimination and whistleblowing, although it raises other questions of current relevance to school psychologists, such as the…
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Child Maltreatment and the School Psychologist
Viezel, Kathleen D.; Davis, Andrew S.
2015-01-01
Child maltreatment remains a relevant issue for school psychologists. This special issue was designed to provide school psychology practitioners, researchers, and other school personnel with current, empirically sound information about child maltreatment. This introduction provides context for the articles in this volume, including definitions of…
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Sotelo-Dynega, Marlene
2015-01-01
The present study explored the credentialing practices for bilingual school psychologists in the United States. Credentialing agencies of school psychologists, mostly State Departments of Education, across the 50 states and the District of Columbia were contacted via telephone by trained graduate student research assistants. Only two of the…
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Achieving and Maintaining Change in Urban Schools: The Role of The School Psychologist
Petry, Bradley; Serbonich, Nadine
2018-01-01
School psychologists in Baltimore (MD) City Public Schools are engaged in efforts to expand their professional roles from a traditional to a more comprehensive model. In Baltimore, school psychologists had been in the traditional role as a special education-specific gatekeeper and service provider. Starting in 2013, a group of school…
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Huhtala, Mari; Kinnunen, Ulla; Feldt, Taru
2017-01-01
We investigated school psychologists' experiences of ethical strain (the frequency of ethical dilemmas at work and the stress caused by these dilemmas) and dilemma-related rumination outside working hours. Individual latent profiles were estimated at the study baseline based on these three dimensions. The psychologists' weekly well-being (vigor,…
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The Multiplier Effect: A Strategy for the Continuing Education of School Psychologists
Lesiak, Walter; And Others
1975-01-01
Twenty-two school psychologists participated in a year long institute designed to test the use of a multiplier effect in the continuing professional development of school psychologists in Michigan. Results indicated that 550 school psychologists attended two in-service meetings with generally favorable reactions. (Author)
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Marrs, Heath; Little, Suzanne
2014-01-01
As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and…
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Performance Evaluation and Accountability for School Psychologists: Challenges and Opportunities
Morrison, Julie Q.
2013-01-01
The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers' instructional practices to student achievement. School psychologists have an opportunity to take a…
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Projective Test Use among School Psychologists: A Survey and Critique
Hojnoski, Robin L.; Morrison, Rhonda; Brown, Melissa; Matthews, William J.
2006-01-01
The use of projective techniques by school psychologists has been a point of interest and debate, with a number of survey studies documenting usage. The purpose of this study is to update the status of projective use among school psychologists, with a specific focus on their use in the social emotional assessment of children in schools. In…
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Seizure Disorders: A Review for School Psychologists.
Sachs, Henry T.; Barrett, Rowland P.
1995-01-01
Recognizing possible seizure disorders, medication side-effects, behavioral and cognitive effects of seizures, and their treatments are important skills for school psychologists because they affect 500,000 United States school-aged children attending regular education. A knowledgeable school professional serves a critical role in integrating…
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The Vocational Personality of School Psychologists in the United States
Toomey, Kristine D.; Levinson, Edward M.; Morrison, Takea J.
2008-01-01
This study represents the first empirical test of the vocational personality of US school psychologists. Specifically, we investigated the personality of school psychologists using Holland's (1997) well-researched theory of vocational personalities and work environments. The sample consisted of 241 randomly selected members of the National…
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The Preparation of School Psychologists in Greece
Hatzichristou, Chryse; Polychroni, Fotini
2014-01-01
The paper describes the preparation of school psychologists in Greece. It discusses the social and cultural contexts that have influenced the evolution of the discipline of psychology, the beginning of training programs in school psychology, and the current status of school psychological services. The structure of the Graduate Program of School…
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Flanagan, Rosemary; Miller, Jeffrey A.; Jacob, Susan
2005-01-01
The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists…
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Directory of Open Access Journals (Sweden)
Maksić Slavica B.
2017-01-01
Full Text Available The Serbian school system is currently undergoing a transformation process, dealing with important issues of interest to society as a whole. One of the possible directions of this transformation is the development of a positive school as an institution in which value is placed not only on achievement but also on the wellbeing of all parties. This paper considers to what extent the professional potential of school psychologists could be utilized in this process. The analysis presented here aims to reassess the possibilities of applying the principles of positive psychology to defining and implementing the role of school psychologists, and to put forward along these lines certain suggestions for their practical work. For this purpose, we have reviewed the theoretical foundations of positive education and related research findings, analysed regulations and research findings regarding the work of school psychologists in Serbian schools, and discussed prospects for their further engagement from the standpoint of contemporary theories of organizational changes and development. The possibilities for creating a positive school have been corroborated through numerous studies. According to Serbian school regulations, the school psychologist is expected to be engaged in improving all aspects of work in a school, as well as relationships between all participants in that process. Research findings on building a positive school provide a stimulus, while the position of the school psychologist provides the basis for his or her engagement in the process of transforming Serbian schools into positive schools. The conclusion is that school psychologists could contribute to the development of the school as a positive institution provided their professional role is redefined in accordance with the principles of positive psychology.
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Psychotropic Medications: An Update for School Psychologists
Rappaport, Nancy; Kulick, Deborah; Phelps, LeAdelle
2013-01-01
This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information…
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Team Crisis: School Psychologists and Nurses Working Together
Dwyer, Kevin P.; Osher, David; Maughan, Erin D.; Tuck, Christine; Patrick, Kathleen
2015-01-01
Schools are often the geographic and sociological center of a community. Given modern community emergencies and challenges, schools should make the most of this role and best allocate their resources to maximize the positive impact they have during difficult times. This article uses the vantage point of school psychologists and school nurses from…
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Job Satisfaction among Practicing School Psychologists: The Impact of SLD Identification
Cottrell, Joseph M.; Barrett, Courtenay A.
2016-01-01
Research has documented high levels of job satisfaction among school psychologists. Given that school psychologists spend much of their time in special education decision making and identifying students with specific learning disabilities (SLDs), it is important to understand how assessment practices relate to job satisfaction. This study surveyed…
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Moolla, Nadeen; Lazarus, Sandy
2014-01-01
The role of school psychologists has been debated and contested nationally and internationally for many decades, with an emphasis on the need for a paradigm shift in professional roles. Psychologists may be employed in the private sector, in nongovernmental organisations, in higher education institutions, and by the state. Those employed by the…
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Training, Degrees, and Credentials in the Hiring of School Psychologists
O'donnell, Patrick S.; Dunlap, Linda L.
2014-01-01
A national sample of 246 Directors of Pupil Personnel Services and Directors of Special Education were surveyed to assess the importance they place on training, degrees, and credentials in the hiring of school psychologists. High, but varying, levels of importance were found for the content knowledge and skill areas in the National Association of…
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School Safety and Crisis Planning Considerations for School Psychologists. Crisis Management
Connolly-Wilson, Christina; Reeves, Melissa
2013-01-01
In the aftermath of the Sandy Hook school shooting in Newtown, Connecticut, people across the country are asking if schools in their communities are safe. School psychologists not only play a pivotal role in answering that question, but they can also provide leadership in helping to ensure a safe school climate. A critical component to answering…
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Change the System! School Psychologist as Organizational Consultant.
Johnston, Janis Clark; Bernstein, Rhoda
Organizational development (OD) within school systems is productive work for the school psychologist. Basic to all OD is the principle of maximizing a system's resources. Following organizational change in the business world, schools can profit greatly from system changes which address today's "people problems." Outside consultants often provide…
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The Preparation of School Psychologists and Specialists in Educational Psychology in Sweden
Schad, Elinor
2014-01-01
School psychologists have a new and stronger position in Sweden's educational system than earlier. For example, as of July 2011, all Swedish students ages 6 through 18 have guaranteed access to school psychology services. The school psychologists' roles are to be active participants and coworkers in the student health service team, working to…
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The Relationship among Stress, Burnout, and Locus of Control of School Psychologists
Reece, Shana J.
2010-01-01
The purpose of this study was to determine how stress, burnout, and locus of control are related for school psychologists providing direct services in the Metropolitan Nashville Public School System. This knowledge is essential in providing the needed experience and outlook of working as a school psychologist. The current study provided school…
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Jellins, Laura
2015-01-01
With recent developments in technology, online tests and digital tools offer school psychologists and school counsellors alternate modes of assessment. These new technologies have the potential to increase accessibility to tests (through greater portability), allow school psychologists and school counsellors to service more students (through…
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Considerations for School Psychologists Working with Arab American Children and Families
Goforth, Anisa N.
2011-01-01
There are an estimated three million Arab Americans in the United States, with 25% of the population under the age of 18. Given this significant population, it is likely that some school psychologists come across children from Arab backgrounds during their career. Many school psychologists, however, may not be aware of the unique cultural…
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Schmitt, Ara J.; Wodrich, David L.; Lazar, Susan
2010-01-01
Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health-related services often required of such students, and what health-related services…
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Facilitators and Barriers to the Provision of Therapeutic Interventions by School Psychologists
Atkinson, Cathy; Squires, Garry; Bragg, Joanna; Muscutt, Janet; Wasilewski, David
2014-01-01
There is growing concern internationally about the prevalence of mental health problems among school-aged children and their access to specialist services. School psychologists (SPs) may be one group of professionals well-positioned to support the well-being of children and young people, due to their position as applied psychologists working…
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Bishop, Christa M.
2010-01-01
This study examined what elementary schools in New York State are doing to recognize lesbian gay, bisexual, and transgender (LGBT) families in terms of curriculum, policies, and practices. One hundred and sixteen participants were recruited through the New York Association of School Psychologists email listserve and completed a brief online…
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Voices from the Field: School Psychologists
King, Emily W.; Schanding, Thomas; Elmore, Gail
2015-01-01
As school psychologists, educators and parents most often approach us with questions relating to a concern. We have the privilege of serving students in their natural learning environment where skills and behaviors can be observed and analyzed, where interventions can be created and tested, and, hopefully, where a positive change can be made…
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Increasing Medicaid Revenue Generation for Services by School Psychologists
Hybza, Megan M.; Stokes, Trevor F.; Hayman, Marilee; Schatzberg, Tracy
2013-01-01
We examined a performance improvement package with components of feedback, goal setting, and prompting to generate additional revenue by improving the consistency of Medicaid billing submitted by 74 school psychologists serving 102 schools. A multiple baseline design across three service areas of a county school system demonstrated the…
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Leadership Theory for School Psychologists: Leading for Systems Change
Burns, Matthew K.; Preast, June L.; Kilpatrick, Kayla D.; Taylor, Crystal N.; Young, Helen; Aguilar, Lisa; Allen, Amanda; Copeland, Christa; Haider, Aqdas; Henry, Lauren
2017-01-01
School psychologists are often seen as leaders in schools. They lead data teams, problem-solving teams, multidisciplinary evaluation teams, and crisis response teams. They are also perceived as leaders regarding intervention, multitiered systems of support, behavior support, collaboration, consultation, special education, assessment, and…
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Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?
Wahl, Melanie S.; Adelson, Jill L.; Patak, Margarete A.; Pössel, Patrick; Hautzinger, Martin
2014-01-01
The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention). The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects. PMID:24837667
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Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?
Directory of Open Access Journals (Sweden)
Melanie S. Wahl
2014-05-01
Full Text Available The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207 or psychologists (n = 213, or a teaching-as-usual control condition (n = 226. The design includes baseline, post-intervention, and follow-up (at 6 and 12 months post-intervention. The cognitive-behavioral program includes 10 sessions held in a regular school setting in same-gender groups and is based on the social information-processing model of social competence. Positive intervention effects were found on the change in girls’ depressive symptoms up to 12 months after program delivery when the program was implemented by psychologists. No such effects were found on boys or when program was delivered by teachers. The prevention program can successfully be implemented for girls by psychologists. Further research is needed for explanations of these effects.
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Tramonte, Michael R.
School psychologists need to employ a multicultural perspective in the areas of death, dying, and bereavement. To develop multicultural sensitivity and competency requires setting aside one's personal beliefs in an attempt to adopt another's perspective. Consequently, school psychologists first need to explore their own attitudes about death and…
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Impact of Sociocultural Background and Assessment Data Upon School Psychologists' Decisions.
Huebner, E. Scott; Cummings, Jack A.
1985-01-01
Psychologists (N=56) participated in an adapted version of Algozzine and Ysseldyke's (1981) diagnostic simulation to investigate the effects of sociocultural background (rural vs. suburban) and assessment data (normal vs. learning disabled) on educational decisions. Findings suggest school psychologists utilize multiple sources of information but…
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Silva, Arlene E.; Newman, Daniel S.; Guiney, Meaghan C.; Valley-Gray, Sarah; Barrett, Courtenay A.
2016-01-01
The authors thank Jeffrey Charvat, Director of Research, National Association of School Psychologists (NASP), for his guidance regarding survey development and administration, and Wendy Finn, former Director of Membership and Marketing, NASP, for her assistance with sampling and data collection. The authors thank Concetta Panuccio for her…
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Klose, Laurie McGarry; Lasser, Jon; Reardon, Robert F.
2012-01-01
This preliminary, exploratory study examines the impact of select social psychological phenomena on school-based ethical decision-making of school psychologists. Responses to vignettes and hypothetical statements reflecting several social psychological phenomena were collected from 106 practicing school psychologists. Participants were asked to…
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Kaas, Felicia M.
2017-01-01
The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology…
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Global Migration: The Need for Culturally Competent School Psychologists
Vega, Desireé; Lasser, Jon; Plotts, Cynthia
2015-01-01
Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school…
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National Study of School Psychologists' Use of Evidence-Based Assessment in Autism Spectrum Disorder
Aiello, Rachel; Ruble, Lisa; Esler, Amy
2017-01-01
This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported…
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Wnek, Andrew C.; Klein, Gabrielle; Bracken, Bruce A.
2008-01-01
This study queried practicing school psychologists in the United States about the extent to which advances in the field have improved their individual service provision and fostered a desire for additional professional development. The researchers surveyed 1,000 members of the largest professional organization for school psychologists in the…
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Hicks, Taylor B; Shahidullah, Jeffrey D; Carlson, John S; Palejwala, Mohammed H
2014-12-01
The purpose of this study was to empirically investigate Nationally Certified School Psychologists' (NCSP) training in and use of evidence-based interventions (EBIs) for child behavior concerns as well as their reported implementation barriers. A modified Tailored Design Method (TDM; Dillman, Smyth, & Christian, 2009) using up to four mail-based participant contacts was used to obtain survey data (72% usable response rate; n = 392) from a randomly selected national sample of 548 currently practicing NCSPs. Lack of time was rated as the most serious barrier to behavioral EBI implementation, followed by a lack of necessary resources, and financial constraints. Nearly three-quarters (71%) of respondents reported a perceived inadequacy of graduate program training in behavioral EBIs, with a statistically significant difference found between respondents who attended American Psychological Association (APA)-accredited/National Association of School Psychologists (NASP)-approved programs and those who did not. These findings highlight the significant barriers school psychologists encounter when attempting to implement behavioral EBIs within applied practice, as well as the importance of graduate program training in implementation science. Implications for training, practice, and research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.
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The Role of School Counsellors and Psychologists in Supporting Transgender People
Riggs, Damien W.; Bartholomaeus, Clare
2015-01-01
As growing numbers of transgender people--including students, parents, and educators--become visible within schools, so comes with this the requirement that schools ensure their full inclusion. This article suggests that school counsellors and psychologists have an important role to play in supporting transgender people within schools. As an…
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Are Student Communications with School Psychologists Legally Privileged?
Kaplan, Ross; Zirkel, Perry A.
2017-01-01
As a trusted link between district personnel, students, and their families, school psychologists often have questions about whether their communications are privileged like those of other professionals. In some jurisdictions, state statutes and common, or case, law recognize privileged communications for certain specified paired roles, including…
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Lund, Emily M.; Blake, Jamilia J.; Ewing, Heidi K.; Banks, Courtney S.
2012-01-01
A sample of 560 school psychologists and school counselors completed a Web-based survey regarding bullying in their schools, related training, and interventions used. Few school-based mental health professionals used evidence-based bullying interventions or were involved in the selection of interventions for their school, and administrators were…
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Ethics in School Psychologists Report Writing: Acknowledging Aporia
Attard, Sunaina; Mercieca, Daniela; Mercieca, Duncan P.
2016-01-01
Research in school psychologist report writing has argued for reports that connect to the client's context; have clear links between the referral questions and the answers to these questions; have integrated interpretations; address client strengths and problem areas; have specific, concrete and feasible recommendations; and are adapted to the…
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School Psychologists' Experiences with Teacher-to-Student Mistreatment
Lyles, Sharon R. Brown
2014-01-01
The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…
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School Psychologists' Perceptions of Stakeholder Engagement in Response to Intervention
Little, Suzanne
2013-01-01
As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their…
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Rasmussen, Jenny Elizabeth
2009-01-01
Autism Spectrum Disorders (ASD) are being diagnosed at alarmingly high rates and school psychologists are charged with evaluating, identifying, and providing interventions for students with ASD in the United States' public school systems. A national survey probed Nationally Certified School Psychologists (NCSP) to determine their level of…
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Children and Natural Disasters: A Primer for School Psychologists
Evans, Linda; Oehler-Stinnett, Judy
2006-01-01
Worldwide children are impacted by natural disasters, including hurricanes, floods, tornadoes, earthquakes, wildfires, landslides and sandstorms, winter and severe storms, heat waves, volcanoes and tsunamis. School psychologists should understand natural disaster effects, such as economic loss, relocation and health concerns and mental health…
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Literary Origins of the Term "School Psychologist" Revisited
Fagan, Thomas K.
2005-01-01
Previous research on the literary origins of the term "school psychologist" is revisited, and conclusions are revised in light of new evidence. It appears that the origin of the term in the American literature occurred as early as 1898 in an article by Hugo Munsterberg, predating the usage by Wilhelm Stern in 1911. The early references to the…
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School Psychologists Working with Native American Youth: Training, Competence, and Needs
Robinson-Zanartu, Carol; Butler-Byrd, Nola; Cook-Morales, Valerie; Dauphinais, Paul; Charley, Elvina; Bonner, Mike
2011-01-01
Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 school psychologists to a national survey regarding their competence gained in training, in current…
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Arora, Prerna G.; Kelly, Jennifer; Goldstein, Thalia R.
2016-01-01
This study sought to assess current and future school psychologists' attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two-hundred seventy-nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study.…
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A Comparison of Satisfaction Ratings of School Psychologists in RTI versus Non-RTI School Districts
Bade-White, Priscilla A.
2012-01-01
Teachers' satisfaction with school psychological services has been studied for more than 30 years. Few to no studies, however, are available that provide data about the perceptions of school psychologists regarding their perceived value within different service delivery models, particularly those involving Response to Intervention (RTI) models.…
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Delivering and Receiving Bad News: What School Psychologists Need to Know
Frost, Megan; Rogers, Margaret R.; O'Bryon, Elisabeth C.; Perry, Kimberly Hill
2010-01-01
Delivering bad news to students, teachers, and parents is not an uncommon occurrence for school psychologists. Skillfully communicating bad news requires sensitivity, thoughtful wording, and an awareness of the potential effect on the recipients. Despite the importance of this skill, school psychology has devoted little attention to what is…
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Latino Immigration: Preparing School Psychologists to Meet Students' Needs
Garcia-Joslin, Jacqueline J.; Carrillo, Gerardo L.; Guzman, Veronica; Vega, Desireé; Plotts, Cynthia A.; Lasser, Jon
2016-01-01
As the population of immigrant Latino students continues to rise, school psychologists serving Latino children and families must develop the knowledge and skills necessary to provide high-quality psychological services to culturally and linguistically diverse students from immigrant families. Following a review of the relevant literature on the…
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Child Maltreatment Identification and Reporting Behavior of School Psychologists
Lusk, Victoria L.; Zibulsky, Jamie; Viezel, Kathleen
2015-01-01
A majority of substantiated maltreatment reports are made by educators and thus, teacher knowledge of child maltreatment reporting mandates and reporting behavior has been a focus of research. The knowledge and behavior of school psychologists, however, has not received similar attention. This study investigated the child maltreatment reporting…
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Mistaken Evaluation: The School Psychologist or the Case Law?
Zirkel, Perry A.
2012-01-01
Given their pivotal position, school psychologists have understandable concerns about the possibility of becoming the target of the relatively frequent legal proceedings under the Individuals with Disabilities Education Act (IDEA). Indeed, the threat of litigation can contribute to a flight from the profession (Lange, 2011). Yet, an informal…
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Lester, Pamela Denise
2017-01-01
A qualitative method of research was chosen for this study. This ethnographic case study examined school psychologists' and the referral process for special education services. The participants included school psychologists in a specific county in the state of Maryland. School psychologists are considered crucial members of an Individualized…
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Brown, Jacqueline A.; Jimerson, Shane R.; Comerchero, Victoria A.
2015-01-01
Despite the number of deaths that occur worldwide each year and their negative effects on school-aged children and teenagers, teachers and school psychologists report not being properly prepared to assist grieving students (Adamson and Peacock, "Psychology in the Schools," 44, 749-764, 2007; Pratt et al. "Education," 107,…
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A Look at the Single Parent Family: Implications for the School Psychologist.
Burns, Christine W.; Brassard, Marla R.
1982-01-01
Reviews the effects on parents and children of living in a single parent family, and suggests ways in which school psychologists can aid schools and single parent families. Presents school-based interventions for children and parents. Suggests changes in administrative policies to meet the needs of single parent families. (Author)
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A Competency-Based Approach to Hiring School Counselors, Psychologists and Social Workers
O'Hara, Dennis P.; Probst, Carolyn J.
2016-01-01
Hiring decisions offer an immense opportunity for school leaders to influence the trajectory of their organizations in the immediate and long-term. However, very few school administrators have appropriate training, if any at all, in how to select the best candidates. Effective hiring for school counselors, psychologists, and social workers…
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Promoting School Psychologist Participation in Transition Services Using the TPIE Model
Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B.
2018-01-01
Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services;…
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School Psychologists' Management of Administrative Pressure to Practice Unethically
Boccio, Dana E.; Weisz, Gaston; Lefkowitz, Rebecca
2016-01-01
In their role as child advocates, school psychologists strive to promote policies and practices that increase the availability of necessary academic and mental health services and enhance the well-being of children. However, administrative pressure to disregard ethical and legal mandates in favor of decisions that would prioritize the needs of the…
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Shernoff, Elisa S.; Bearman, Sarah Kate; Kratochwill, Thomas R.
2017-01-01
School psychologists are uniquely positioned to support the delivery of evidence-based mental health practices (EBMHPs) to address the overwhelming mental health needs of children and youth. Graduate training programs can promote EBMHPs in schools by ensuring school psychologists enter the workplace prepared to deliver and support high-quality,…
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Davis, Andrew S.; Moore, Brittney; Rice, Valerie; Decker, Scott
2015-01-01
Mild traumatic brain injury (mTBI), sometimes referred to as concussion, is one of the most common acquired neurological problems of childhood. When children return to school following mTBI, school psychologists should be actively involved in the determination of neurocognitive and functional deficits for the purpose of designing strength-based…
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Post Advanced Technology Implementation Effects on School Psychologist Job Performance
Hobson, Rana Dirice
2017-01-01
The technology acceptance model (TAM) has been widely used to assess technology adoption in business, education, and health care. The New York City Department of Education (NYCDOE) launched a web-based Individualized Educational Program (IEP) system for school psychologists to use in conducting evaluations and reviews. This quantitative study…
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The Role of the School Psychologist in the Examination of Complex Language Disorders.
Werder, Hans
1988-01-01
School psychologists must utilize an interdisciplinary approach to understand and analyze language disturbances, by examining the student's motor coordination, sensorium, perception, cognition, emotionality, and sociability. Implications for the practice of school psychology are offered in the areas of dyslalia, dysgrammatia, retardation of…
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Medication-Related Practice Roles: An Ethical and Legal Primer for School Psychologists
Shahidullah, Jeffrey D.
2014-01-01
Given the prevalence of school-age children and adolescents who are prescribed with and are taking psychotropic medications, a critical issue that school psychologists may likely encounter in contemporary practice is providing both quality and continuity of care to these students in the context of relevant legal and ethical parameters. With a…
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Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists
Williams, Stacy A. S.; Stenglein, Katherine
2016-01-01
In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical…
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Job Satisfaction of School Psychologists in a Primarily Rural State.
Solly, David C.; Hohenshil, Thomas H.
1986-01-01
Job satisfaction of school psychologists practicing in West Virginia was studied using a modified version of the Minnesota Satisfaction Questionnaire. Job satisfaction increased as (1) salary increased, and (2) the supervisor's level of training reached the level of the practitioner and the area of training more closely approached that of a school…
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Santos de Barona, Maryann; Barona, Andres
2006-01-01
This article first discusses the challenges in providing psychoeducational services to the rapidly increasing minority populations in the United States, then describes problems encountered by educators. This is followed by a brief elaboration of the role and function of school counselors and school psychologists and how they can facilitate service…
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SLD Identification: A Survey of Methods Used by School Psychologists
Watson, Michael D., Jr.; Simon, Joan B.; Nunnley, Lenora
2016-01-01
IDEA 2004 opened the door for states, and in some cases districts, to choose among three different methods for identifying children with Specific Learning Disabilities (SLDs). This study provides an in-depth look at SLD identification practices in a state that allows school psychologists to use any of the three methods. Eighty-four school…
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A Survey of School Psychologists' Practices for Identifying Mentally Retarded Students.
Wodrich, David L.; Barry, Christine T.
1991-01-01
Surveyed school psychologists regarding identification of mentally retarded students. The Wechsler scales were the most frequently used tests for deriving intelligence quotient scores, which together with adaptive behavior scale scores were rated as most influential in identification-placement decisions. The Vineland Adaptive Behavior Scales were…
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School Psychologists' Knowledge and Self-Efficacy in Working with Students with TBI
Glang, Ann E.; McCart, Melissa; Moore, Christabelle L.; Davies, Susan
2017-01-01
Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities…
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The Association of Black Psychologists: An Organization Dedicated to Social Justice
Obasi, Ezemenari M.; Speight, Suzette L.; Rowe, Daryl M.; Clark, Le Ondra; Turner-Essel, Laura
2012-01-01
The Association of Black Psychologists (ABPsi) was founded on September 2, 1968, in San Francisco, California, in response to the American Psychological Association's failure to address the mental health needs of the Black community. This revolutionary idea was borne out of the efforts of Black early career psychologists and student activists from…
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Hopper, Christy L.
2014-01-01
School psychologists' training provides a variety of skills from which its practitioners may draw, including consultation, intervention, counseling, staff development, and assessment. Despite these broad skills, school psychologists' primary roles involve assessment and assessment-related tasks, generally as related to eligibility determination…
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Gesell: The First School Psychologist Part I. The Road to Connecticut.
Fagan, Thomas K.
1987-01-01
Arnold Gesell's (1880-1960) qualifications, career, experiences, and the events which led to his official appointment as the first school psychologist in the United States are discussed. Gesell was influenced by Hall's thinking, and his graduate studies were a combination of experimental, developmental, and clinical psychology. (JAZ)
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The Changing Role of School Psychologists in School-Wide Models of Response to Intervention
Landry, Dena F.
2012-01-01
The reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) allows states the use of a process based on a child's response to scientific, research-based intervention as a means to assist in the determination of a specific learning disability (SLD). As a result, the traditional role of the school psychologist as a test…
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Fan, Chung-Hau; Denner, Peter R.; Bocanegra, Joel O.; Ding, Yi
2016-01-01
After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a…
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School Psychologists and the Assessment of Culturally and Linguistically Diverse Students
Vega, Desireé; Lasser, Jon; Afifi, Amanda F. M.
2016-01-01
In recent years, school psychologists have increasingly recognized the importance of using valid and reliable methods to assess culturally and linguistically diverse (CLD) students for special education eligibility. However, little is known about their assessment practices or preparation in this area. To address these questions, a Web-based survey…
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Adams, Carolyn D.; Hinojosa, Sara; Armstrong, Kathleen; Takagishi, Jennifer; Dabrow, Sharon
2016-01-01
This article discusses an innovative example of integrated care in which doctoral level school psychology interns and residents worked alongside pediatric residents and pediatricians in the primary care settings to jointly provide services to patients. School psychologists specializing in pediatric health are uniquely trained to recognize and…
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Black Students' Recollections of Pathways to Resilience: Lessons for School Psychologists
Theron, Linda C.
2013-01-01
Drawing on narrative data from a multiple case study, I recount the life stories of two resilient Black South African university students to theorize about the processes that encouraged these students, familiar with penury and parental illiteracy, to resile. I aimed to uncover lessons for school psychologists about resilience, and their role in…
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Hernández Finch, Maria E.; Finch, W. Holmes; Mcintosh, Constance E.; Thomas, Cynthia; Maughan, Erin
2015-01-01
Students who are medically involved often require sustained related services, regular care coordination, and case management to ensure that they are receiving a free and appropriate public education. Exploring the collaboration efforts of school psychologists and school nurses for meeting the educational and related services needs of these…
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Combes, Bertina H.; Chang, Mei; Austin, Jennifer E.; Hayes, Demarquis
2016-01-01
This study aimed to explore school psychologists' use of evidence-based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were…
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Why Do School Psychologists Cling to Ineffective Practices? Let's Do What Works
VanDerHeyden, Amanda M.
2018-01-01
This article considers the cost of poor decision making in school psychology, especially with regard to determining eligibility for special education under the category of specific learning disability. One common costly decision made by school psychologists is failing to use evidence-based assessment and intervention procedures that are likely to…
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Cottrell, Joseph M.; Barrett, Courtenay A.
2016-01-01
Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about "school" SLD…
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O'Neill, Robert E.; Bundock, Kaitlin; Kladis, Kristin; Hawken, Leanne S.
2015-01-01
This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a state sample of 140 school psychologists.…
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Facilitators and barriers to the provision of therapeutic interventions by school psychologists
Squires, Garry; Bragg, Joanna; Muscutt, Janet; Wasilewski, David
2014-01-01
There is growing concern internationally about the prevalence of mental health problems among school-aged children and their access to specialist services. School psychologists (SPs) may be one group of professionals well-positioned to support the well-being of children and young people, due to their position as applied psychologists working within educational settings and their capability to deliver therapeutic interventions. This research considers findings from a large scale, United Kingdom (UK)-wide survey of the views of SPs (N = 455) about facilitators and barriers to the provision of therapeutic interventions to children and young people. Principal Components Analyses of ranked questionnaire responses yielded three components: The role of the SP; training and practice; and support and psychology service context. Quantitative findings were then triangulated, using qualitative responses from the survey. Greater direction and clarification of the role of the SP as a provider of therapeutic interventions is recommended, particularly given the diverse roles undertaken by SPs and competing demands, particularly from assessment activities. PMID:26412911
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The Role of Self-Efficacy and Autonomy Support in School Psychologists' Use of ABA
Runyon, Katie; Stevens, Tara; Roberts, Brook; Whittaker, Richelle; Clark, Ashley; Chapman, Christy K.; Boggs-Lopez, Misty
2018-01-01
The most recent version of the Individuals with Disabilities Education Improvement Act (IDEIA) emphasizes research-based intervention in the school setting. Administrators expect school psychologists to lead initiatives introducing interventions and techniques derived from scientific approaches, such as applied behavior analysis (ABA). However, in…
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Proctor, Sherrie L.; Truscott, Stephen D.
2013-01-01
Since the mid 1960s, there has been a noticeable decrease in the percentage of African American educators. Although a sizeable literature is dedicated to understanding how to recruit African American teachers, fewer studies focus on recruiting and retaining African American school psychologists. Therefore, this exploratory qualitative study…
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Newell, Markeda; Looser, Joshua
2018-01-01
The purpose of this study was to analyze the extent of training in multicultural assessment, intervention, and consultation of school psychologists in urban and rural contexts. Although there is greater cultural and sociodemographic diversity in urban settings as compared to rural settings, it is unknown whether school psychologists in urban…
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National Association of School Psychologists
... PPIs Advocacy Tools & Resources Communications Strategies & Resources School Psychology Awareness Week 2017 Advocacy Roadmaps General Advocacy Resources Membership & Community Join NASP Rates & Categories Member Benefits Get Involved ...
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O'Grady, Ryan
2013-01-01
Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School…
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Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha
2015-01-01
Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…
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Georgetown University Research Psychologist Shares Terrorism Insight
Center for Homeland Defense and Security
2013-01-01
Georgetown University research psychologist Dr. Anne Speckhard has spent the last decade interviewing more than four hundred terrorists, terrorist supporters, family members, close associates and even terrorist's hostages in Western Europe and the Middle East. Speckhard shared her insights with students at the Naval Postgraduate School Center for Homeland Defense and Security in July.
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The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist
Directory of Open Access Journals (Sweden)
Savina E.A.,
2018-04-01
Full Text Available The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers; and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.
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Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists
Davies, Susan C.; Ray, Ashlyn M.
2014-01-01
The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative…
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School Psychologists: Leaders for Change Building a Secure Future for Children. CASS Digest.
Kelly, Carol
This digest examines the role of school psychologists in improving educational opportunities for children and adolescents. A variety of issues that affect children and their ability to learn are discussed: widening social class differences and increases in the number of children living in poverty; changing value systems; family disintegration;…
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Ritzema, Anne M.; Sladeczek, Ingrid E.; Ghosh, Shuvo; Karagiannakis, Anastasia; Manay-Quian, Natalia
2014-01-01
A renewed call for enhanced communication and collaboration between school psychology and medicine is envisioned, in light of a transdisciplinary model, where school psychologists, family physicians, and other health professionals transcend disciplinary boundaries. Recommendations for optimal communication and collaboration are described, as well…
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Savina, Elena; Moskovtseva, Ludmila; Naumenko, Oksana; Zilberberg, Anna
2014-01-01
This study examined the perception of children's internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated…
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Thielking, Monica; Moore, Susan; Jimerson, Shane R.
2006-01-01
This study examined the supervision arrangements and job satisfaction among school psychologists in Victoria, Australia. Participation in professional supervision was explored in relation to the type of employment and job satisfaction. The results revealed that the frequency of participation in supervision activities was less than optimal, with…
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Kellems, Ryan O.; Springer, Ben; Wilkins, Melinda K.; Anderson, Caroline
2016-01-01
The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists…
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Alahari, Uma
2017-01-01
The development of effective emotional regulation is critical to the success of educational professionals in a variety of settings. These skills are particularly important for school psychologists who must learn to interact successfully with diverse students, teachers, and parents on a daily basis. Research now suggests that mindfulness practice…
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Single-Case Design and Evaluation in R: An Introduction and Tutorial for School Psychologists
McGill, Ryan J.
2017-01-01
For the appraisal of single-case intervention data, school psychologists have been encouraged to focus most, if not all, of their interpretive weight on the visual inspection of graphed data. However, existing software programs provide practitioners with limited features for systematic visual inspection. R (R Development Core Team, 2014) is a…
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Agee-Aguayo, Joseph; Bloomquist, Erik; Savage, Todd A.; Woitaszewski, Scott A.
2017-01-01
The present study examined the attitudes of California-based school psychologists toward transgender-identifying students and assessed their efforts and roles in supporting this student population in light of recently passed legislation in California (AB 1266; 2013), which requires public schools in the state to provide transgender students with…
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Costner, Ashley Nicole
2016-01-01
School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher…
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Nellis, Leah M.; Sickman, Linda Sue; Newman, Daniel S.; Harman, Deborah R.
2014-01-01
With the increase in schoolwide practices to improve reading instruction for all students and provide supplemental interventions for struggling readers, the need for collaboration among education professionals has become increasingly important. This article focuses on the expanding opportunities for collaboration between school psychologists and…
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Choi, Hee-sook; Thul, Candrice A.; Berenhaut, Kenneth S.; Suerken, Cynthia K.; Norris, James L.
2006-01-01
School psychologists' attitudes and feelings toward gay and lesbian parents were surveyed in relation to their training and exposure, and professional services offered to gay and lesbian parents and their children. The relationship between attitudes, feelings, training, exposure, and demographic characteristics was explored as well. A stratified…
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Arora, Tiny C. M. J.
2003-01-01
This paper reviews the literature on home education with reference to issues that may concern educational psychologists. It notes the fast growing number of families (at present, 1% of the UK school population) who have chosen to educate their school-aged children at home. The great majority of home-educated children are reported to be well…
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Hanchon, Timothy A.; Fernald, Lori N.
2013-01-01
Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students' mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education-related activities, such as individualized assessment…
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Lapides, Joseph
Factors influencing decision making are reviewed, and strategies which a school psychologist can use to increase parent involvement in decisions about their handicapped children are delineated. It is explained that four types of interventions are effective in promoting parental involvement: decision counseling, the balance sheet schema to help…
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Miller, David N.; Jome, Larae M.
2008-01-01
This study examined the perceptions of a national sample of school psychologists in the United States regarding their knowledge, preferred roles and training needs in the assessment of nine prominent childhood internalizing disorders. Knowledge about all disorders was rated by respondents as being at least fairly important. In particular,…
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Mothers' reflections on the role of the educational psychologist in ...
African Journals Online (AJOL)
Mothers' reflections on the role of the educational psychologist in supporting their children with attention deficit hyperactivity disorder. ... an effective inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa.
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[The psychologists in Argentina. Quantitative data].
Alonso, M M
1994-03-01
A partial report from a study dealing with Psychology's current status in Argentina is presented. Pursuant to this preliminary study 36,128 psychologists have taken their degree at both State and private universities in Argentina--between 1956, when the first Department of Psychology was created, and 1992. So, over a 32.5-million population (as per the 1991 census), there is a psychologist every 897 inhabitants, or 111 psychologists every 100,000 inhabitants. According to psychologists' geographical distribution, the highest density is to be found in the capital city of Buenos Aires (one psychologist every 246 inhabitants) while the lowest density is to be found in the Province of Chaco (one psychologist every 17,465 inhabitants). During year 1993, a total of 26,726 students have been studying Psychology at the different Argentine universities: Of these, 6,858 have taken their Psychology degree during this academic year. A great majority of psychologists work in the clinical field, being Psychoanalysis their prominent theoretical orientation. Ladies psychologists supposedly account for 85% of the overall number of psychologists. Psychological Associations have 24,878 active psychologists recorded, of which a great majority work in the clinical field.
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BCASP and the Evolution of School Psychology in British Columbia
Agar, Douglas J.
2016-01-01
Since 1992, the British Columbia Association of School Psychologists (BCASP) has been the professional body for school psychologists in British Columbia. In the intervening 24 years, BCASP has been very successful in performing the dual roles of a certifying body and a professional development organization for school psychologists in British…
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Lanfranchi, Andrea
2014-01-01
This article examines procedures and processes that result in the over-referral of migrant students to separate special education programmes and, as a consequence, their exclusion from general education. The particular focus is on the role of the school psychologist in this process. The empirical study is a comparison of Swiss teachers' and school…
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Community reactions to disaster: An emerging role for the school psychologist
Directory of Open Access Journals (Sweden)
Bernie Stein
2016-02-01
Full Text Available This article will describe ways in which communities react to severe crises, both on a local and on a national level. Based on experiences in Israel over the past twenty years, including recent traumatic events such as the assassination of prime minister Yitzhak Rabin and the terrorist suicide bombings, and on an intervention in Buenos Aires, Argentina, after the bombing of the Jewish Community Centre in July 1994, a model is presented to describe different stages of reaction. The importance of the creation and development of community prevention and intervention programs is stressed. Emphasis is placed on the role of the schools and the school psychologists in developing and implementing such programs, and on their critical role in dealing immediately with crisis situations and their aftermaths. The prevention program emphasizes the fostering of inner strengths and resources in children and teachers (‘inoculation’, and makes provision for dealing with emotional support for the professionals in charge of helping the community in times of crisis. Finally, a model for the future development of the profession of school psychology into a broader community service is proposed.
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Psychologists in Academic Administration: A Call to Action and Service.
Schmaling, Karen B; Linton, John C
2017-06-01
Academic psychologists' backgrounds may prepare them for many aspects of academic administration such as: understanding and working with people; prioritizing others' needs and institutional needs; and managing projects and budgets, e.g., for research grants or training programs. Contemporary academic health centers also may provide opportunities for psychologists to serve in academic health administration. This article encourages psychologists to consider preparing for and seeking administrative and higher-level leadership roles. Six psychologists serving diverse administrative roles-from vice chairs in medical school departments to presidents of universities with academic health centers-reflected on: their paths to administration; their preparation for administrative roles; and the commonalities and differences between the work and skills sets of psychologist health service providers and the work and skill sets required for higher level administrative and leadership roles.
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Ball, Heather; Howe, Julia
2013-01-01
This study explores the process of reintegration into school for children with an acquired brain injury (ABI) and considers the role of the educational psychologist (EP) in supporting these children. Interviews were conducted with a range of professionals in two specialist settings: a specialist rehabilitation centre and a children's hospital with…
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Views of Chinese Psychologists toward Intelligence
Yan, Gonggu; Saklofske, Donald H.; Oakland, Thomas
2009-01-01
The concepts of intelligence and methods to assess it constitute important contributions to psychology and have had a profound impact on school psychology practice. While the perspectives and practices of North American and European psychologists toward the construct and assessment of intelligence generally are well known, the views held by…
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What Do Schools Need? School Professionals' Perceptions of School Psychology
Ahtola, Annarilla; Kiiski-Mäki, Hanna
2014-01-01
Indirect work of school psychologists has not actualized itself widely in everyday practices. To understand this contradiction, the working environment of school psychologists, that is, the school, is worthy of closer examination. In the present study, we wanted to find out which factors affect school professionals' perceptions of school…
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Miller, David N.; Jome, LaRae M.
2010-01-01
This descriptive study examined the perceptions of a national sample of school psychologists in the United States regarding their perceived knowledge, preferred roles, and training needs in the prevention and treatment of nine prominent child and adolescent internalizing disorders. The results indicated that participants perceived the prevention…
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Educational Psychologists: The Early Search for an Identity
Love, Peter
2009-01-01
Contemporary society's expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a…
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"Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?
Halpern, Abraham L; Halpern, John H; Doherty, Sean B
2008-09-25
After revelations of participation by psychiatrists and psychologists in interrogation of prisoners at Guantánamo Bay and Central Intelligence Agency secret detention centers, the American Psychiatric Association and the American Psychological Association adopted Position Statements absolutely prohibiting their members from participating in torture under any and all circumstances, and, to a limited degree, forbidding involvement in interrogations. Some interrogations utilize very aggressive techniques determined to be torture by many nations and organizations throughout the world. This paper explains why psychiatrists and psychologists involved in coercive interrogations violate the Geneva Conventions and the laws of the United States. Whether done with ignorance of professional ethical obligations or not, these psychiatrists and psychologists have crossed an ethical barrier that may best be averted from re-occurring by teaching medical students and residents in all medical specialties about the ethics principles stemming from the 1946-1947 Nuremberg trials and the Geneva Conventions, together with the Ethics Codes of the World Medical Association and the American Medical Association; and, with regard to psychiatric residents and psychological trainees, by the teaching about The Principles of Medical Ethics With Annotations Especially Applicable to Psychiatry and the Ethical Principles of Psychologists and Code of Conduct, respectively. In this way, all physicians and psychologists will clearly understand that they have an absolute moral obligation to "First, do no harm" to the human beings they professionally encounter.
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Wilson, Sharise Mavis
2010-01-01
The purpose of this project was to explore the decision-making approach and types of data that school psychologists use in determining special education classification. There were three research objectives: (a) to investigate the types of conditions and measures needed to test the use of the representativeness heuristic and assessment data, (b) to…
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Identifying and Cultivating Leadership Potential in School Psychology: A Conceptual Framework
Augustyniak, Kristine M.
2014-01-01
Though National Association of School Psychologists standards acknowledge the urgent need for leadership skills among school psychologists and loosely define a leadership agenda, a cogent model for the training and practice of this skill set has not yet been explicated. The formulation of a preliminary conceptual framework is a particularly…
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"Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?
Directory of Open Access Journals (Sweden)
Halpern John H
2008-09-01
Full Text Available Abstract After revelations of participation by psychiatrists and psychologists in interrogation of prisoners at Guantánamo Bay and Central Intelligence Agency secret detention centers, the American Psychiatric Association and the American Psychological Association adopted Position Statements absolutely prohibiting their members from participating in torture under any and all circumstances, and, to a limited degree, forbidding involvement in interrogations. Some interrogations utilize very aggressive techniques determined to be torture by many nations and organizations throughout the world. This paper explains why psychiatrists and psychologists involved in coercive interrogations violate the Geneva Conventions and the laws of the United States. Whether done with ignorance of professional ethical obligations or not, these psychiatrists and psychologists have crossed an ethical barrier that may best be averted from re-occurring by teaching medical students and residents in all medical specialties about the ethics principles stemming from the 1946–1947 Nuremberg trials and the Geneva Conventions, together with the Ethics Codes of the World Medical Association and the American Medical Association; and, with regard to psychiatric residents and psychological trainees, by the teaching about The Principles of Medical Ethics With Annotations Especially Applicable to Psychiatry and the Ethical Principles of Psychologists and Code of Conduct, respectively. In this way, all physicians and psychologists will clearly understand that they have an absolute moral obligation to "First, do no harm" to the human beings they professionally encounter.
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Skalski, Anastasia Kalamaros
2009-01-01
On March 6, 2009, the APA Model Licensure Act Task Force released its second draft of the policy document known as the proposed "Model Act for State Licensure of Psychologists". This policy document serves as guidance to state legislatures for how they should set up their psychology licensing laws. The general expectations promoted in the model…
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Recognition of names of eminent psychologists.
Duncan, C P
1976-10-01
Faculty members, graduate students, undergraduate majors, and introductory psychology students checked those names they recognized in the list of 228 deceased psychologists, rated for eminence, provided by Annin, Boring, and Watson. Mean percentage recognition was less than 50% for the 128 American psychologists, and less than 25% for the 100 foreign psychologists, by the faculty subjects. The other three groups of subjects gave even lower recognition scores. Recognition was probably also influenced by recency; median year of death of the American psychologists was 1955, of the foreign psychologists, 1943. High recognition (defined as recognition by 80% or more of the faculty group) was achieved by only 34 psychologists, almost all of them American. These highly recognized psychologists also had high eminence ratings, but there was an equal number of psychologists with high eminence ratings that were poorly recognized.
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LaPaglia, Donna; Thompson, Britta; Hafler, Janet; Chauvin, Sheila
2017-06-01
Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.
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The Organizational Origins of Public School Psychology.
Slater, Robert
1980-01-01
Traces public school psychology from 1899 to the 1970s with emphasis on the identity of the first public school psychologists, how and why they came to be associated with the schools, and how they viewed education in its relation to psychology. (Author/DB)
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Directory of Open Access Journals (Sweden)
Isaura Santana Costa Carvalho
2012-06-01
Full Text Available Esta pesquisa teve como objetivo compreender a representação social que os alunos de escolas da rede particular de ensino têm acerca do papel do psicólogo escolar. Os dados foram obtidos por meio de entrevistas realizadas com 9 alunos do 7º, 8º e 9º ano. Os resultados colhidos constataram que os alunos percebem o psicólogo escolar basicamente como um profissional que está capacitado a solucionar conflitos. Assim, cabe ao psicólogo escolar delimitar melhor seu campo de atuação para uma melhor compreensão da sua prática profissional.This article aims at understanding the social representation that private school students have of the role of a school psychologist. The data included interviews carried out with 9 high school students from the 7h, 8th and 9th grades. The interviews have shown that the students see the school psychologist as a professional whose sole ability is to solve problems. Thus, it is the school psychologist responsibility to better delimit their scope of action in order to produce a clearer understanding of their profession.
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APA References for Psychologists in Schools & Education.
American Psychological Association, Washington, DC.
Since its inauguration, the American Psychological Association (APA) Center for Psychology in Schools and Education (CPSE) has provided an integrated approach to coordinating education, public interest, scientific, and practice issues in education. This publication provides a compilation of APA books, journals, newsletters, videotapes, audiotapes,…
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Ebbinger, April M.
2017-01-01
The purpose of this study was to examine the changes in initial eligibilities of elementary students across Tennessee since the implementation response to intervention (RtI), as well as understand the perceptions of elementary school psychologists related to those changes in identification and eligibility. RtI is a Tennessee mandated initiative,…
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International School Psychology: Psychology's Worldwide Portal to Children and Youth
Oakland, Thomas D.
2003-01-01
International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development.…
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Group Counseling in the Schools: Legal, Ethical, and Treatment Issues in School Practice
Crespi, Tony D.
2009-01-01
School psychologists are interested in providing effective and efficient direct services to children. With a wide spectrum of psychological problems impacting children, group counseling represents one viable and valuable intervention. Given the complexity of group counseling, many schools and school psychologists are interested in legal and…
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Laëtitia Pedroso
2010-01-01
A new psychologist, Sigrid Malandain, started work at CERN on 1 November. The psychologist’s office, formerly part of the Social Affairs Service in Human Resources, has now moved to the Medical Service (office 57-1-024). It is open every Tuesday and Thursday. The new psychologist, Sigrid Malandain. Working in an organisation like CERN has numerous advantages. However, as in any professional setting, the work can sometimes bring stress, anxiety, overwork and so on. For this reason, a few years ago CERN brought in a psychologist for the staff. “As a psychologist, my role isn’t just to deal with known problems, but also to make assessments and, if possible, prevent difficult situations arising. Sometimes people realise that something is wrong, but they can’t say why. In such cases, I may be able to use a discussion to assess the nature of the problem and determine if further sessions are needed. If that is the case, I can either conduct the session...
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The School Psychology and Perception of Education Professionals
Directory of Open Access Journals (Sweden)
Ana Carolina Gravena Vanalli
2011-12-01
Full Text Available This study aimed at verifying the education professionals' perception about the performance of school psychologists. To attain this goal, 24 education professionals were interviewed, being 19 educators and five school psychologists from 11 private and public schools of two cities of São Paulo state. Based on descriptions about the psychologists' performance found in the literature, it is possible to compare them to the school psychologists' performance and to the education professionals' perception. From the data obtained, it was verified that the participants had knowledge, even though in a general perspective, about the performance area and considered important the service of those professionals to the school as an institution. However, it was noticed the difference of perception between the performances reported by the psychologists and these professionals' performance described by the other education professionals interviewed, seeming to generate dissatisfaction and possible conflicts. Therefore, it is necessary that the psychologist attributions become clearer and widespread so their interventions could match educators' expectations, provide satisfying results and be more frequently included in school institutions.
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Assessment Practices of School Psychologists When Identifying Children for SED Classes.
Strelnieks, Maija; Wessel, Joan
This study investigated the procedures used by psychologists in a large midwestern urban area for the initial diagnosis and placement of elementary children with severe emotional disturbance (SED) in educational programs in light of the widespread criticism of the use of projective tests due to the questionable reliability of the tests and…
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The Misrepresentation of School Psychology in Introduction to Psychology Textbooks.
Wise, Paula Sachs
1981-01-01
This study indicates that introductory psychology textbooks ignore the role of the psychologist in the schools. Out of 84 textbooks, only 26 described the school psychologist. When 12 students analyzed these available descriptions for five skill types, no coherent images of school psychologists emerged. (AM)
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Directory of Open Access Journals (Sweden)
K Mohangi
2015-02-01
Full Text Available The characteristically disruptive conduct exhibited both at school and home by children diagnosed with attention deficit hyperactivity disorder (ADHD appears to be particularly emotionally difficult for the children's mothers, who often turn to educational professionals for guidance. With a view to improving best practice in assistance to mothers and to promoting the tenets of inclusive education policy, the authors investigated the ways in which mothers experienced the support provided by educational psychologists. A qualitative interpretivist approach was adopted, with five purposefully selected mothers, whose children had previously been diagnosed with ADHD. Data was gathered from a focus group discussion and an individual interview. It emerged that mothers experienced parenting their children with ADHD as stressful, requiring continual reassurance and emotional support from educational psychologists. Having need of counselling for their families and academic help for their children, these mothers expected that educational psychologists should collaborate with educators and other role players, so as to enhance overall support to their children as learners. The findings pointed to the need for an effective inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa.
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Training Psychologists for Rural Practice: Exploring Opportunities and Constraints.
Domino, Marisa Elena; Lin, Ching-Ching Claire; Morrissey, Joseph P; Ellis, Alan R; Fraher, Erin; Richman, Erica L; Thomas, Kathleen C; Prinstein, Mitchell J
2018-04-17
To examine trends in the psychologist workforce and training opportunities, including factors that may influence the decision of clinical psychologists to practice in rural settings. We use a mixed-methods approach to examine the psychologist workforce nationally and in North Carolina (NC), including (1) an analysis of the location of programs awarding doctoral degrees; (2) an analysis of the practice, demographic, and educational characteristics of the psychologist workforce; and (3) interviews with directors of doctoral programs in clinical psychology to understand where current graduates are getting jobs and why they may or may not be choosing to practice in rural communities. Fewer than 1% of programs and institutions awarding doctoral degrees in psychology in the United States are located in rural areas. In NC, approximately 80% of practicing psychologists have out-of-state degrees and about 80% of recent NC graduates are not currently licensed in the state. This juxtaposition undermines the utility of adding more in-state degree programs. While expansion of training programs within rural areas could help alleviate the shortages of mental health providers, adding new degree-granting programs alone will not necessarily increase supply. We discuss complementary recruitment and retention strategies, including greater incentives for rural training and practice as well as training in emerging technologies that don't require providers to be physically located in underserved areas, such as telemedicine. Increasing the supply of psychologists practicing in rural areas will require a thoughtful, multipronged approach to training this critical part of the behavioral health workforce. © 2018 National Rural Health Association.
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Kit, Phey Ling; Garces-Bacsal, Rhoda Myra; Burgetova, Kristina
2015-01-01
This study focused on the experiential learning experiences of eight trainee educational psychologists (school psychologists in the United States) from Singapore who participated in three role-play sessions during a two-day Basic Counseling Skills Training Program. Data collected from transcriptions of video-recorded sessions, a focus group…
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Psychologists and detainee interrogations: key decisions, opportunities lost, and lessons learned.
Pope, Kenneth S
2011-01-01
After the 9-11 terrorist attacks, U.S. psychologists faced hard choices about what roles, if any, were appropriate for psychologists in the detainee interrogations conducted in settings such as the Bagram Airbase, the Abu Ghraib Prison, and the Guantanamo Bay Detention Camps. The American Psychological Association (APA) sparked intense controversy with its policies and public statements. This article reviews APA decisions, documents, and public statements in this area, in the context of major criticisms and responses to those criticisms. The review focuses on key issues: how the APA created and reported policies in the areas of ethics and national security; transparency; psychologists' professional identities; psychologists' qualifications; ethical-legal conflicts; policies opposing torture; interpretations of avoiding harm; and effective interrogations. It suggests lessons learned, missed opportunities, and questions in need of a fresh approach. © 2011 by Annual Reviews. All rights reserved
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History's mysteries demystified: becoming a psychologist-historian.
Vaughn-Blount, Kelli; Rutherford, Alexandra; Baker, David; Johnson, Deborah
2009-01-01
More than 40 years ago, psychologist-historian Robert Watson argued that the study of history was of particular salience to psychology. In this article we explore the relationship between psychology and history and argue that the psychologist-historian plays a vital role in the discipline of psychology. We provide a brief overview of the emergence of the history of psychology as a professional subdiscipline, describe who psychologist-historians are, explain why they are needed, and detail how to join their ranks. We argue that increasing historical sophistication among psychologists will have beneficial effects on research and teaching, and we invite all psychologists to participate in the making of psychology's history.
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George Kelly: cognitive psychologist, humanistic psychologist, or something else entirely?
Benjafield, John G
2008-11-01
George Kelly was regarded by some of his contemporaries as a cognitive psychologist and by others as a humanistic psychologist. Kelly himself resisted being rubricized. He did, however, name several people who had been influential in his life and work, one of whom was J.F. Herbart. A comparison of Herbart and Kelly reveals several similarities. Both shared a belief that psychology was fundamentally a mathematical discipline. Both eliminated distinctions usually taken for granted in psychology, such as emotion versus cognition. Reconstructing Kelly's relation to Herbart allows one to see more clearly why Kelly was such a unique figure in 20th century psychology.
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What can an intern of psychology do at school? Discussing the practice and professional education
Directory of Open Access Journals (Sweden)
Naiana Dapieve Patias
2014-01-01
Full Text Available School psychology is dedicated to integrate actions that can facilitate the process of learning and development of scholar community. The psychologist has the function of reviewing his or her own professional concepts and practices constantly so that he or she can deal with the complexity of this reality, broadening the concept of school complaints in order to identify other factors associated with these complaints. This paper presents a report on the interventions done during an internship of school psychology at an Elementary School in the countryside of RS. It was noticed an initial necessity of awareness about the psychologist role and about a greateracceptance of a job that could not be just clinical. The practice of the psychologist and of the psychology intern in this context were discussed and related to education and health in a broad sense.
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Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011
Laurent, Jeff; Runia, Elizabeth
2016-01-01
The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified.…
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Psychologists abandon the Nuremberg ethic: concerns for detainee interrogations.
Pope, Kenneth S; Gutheil, Thomas G
2009-01-01
In the aftermath of 9-11, the American Psychological Association, one of the largest U.S. health professions, changed its ethics code so that it now runs counter to the Nuremberg Ethic. This historic post-9-11 change allows psychologists to set aside their ethical responsibilities whenever they are in irreconcilable conflict with military orders, governmental regulations, national and local laws, and other forms of governing legal authority. This article discusses the history, wording, rationale, and implications of the ethical standard that U.S. psychologists adopted 7 years ago, particularly in light of concerns over health care professionals' involvement in detainee interrogations and the controversy over psychologists' prominent involvement in settings like the Guantánamo Bay Detainment Camp and the Abu Ghraib prison. It discusses possible approaches to the complex dilemmas arising when ethical responsibilities conflict with laws, regulations, or other governing legal authority.
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Ethical Principles of Psychologists and Code of Conduct.
American Psychologist, 2002
2002-01-01
Describes the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct, focusing on introduction and applicability; preamble; general principles; and ethical standards (resolving ethical issues, competence, human relations, privacy and confidentiality, advertising and other public statements, record keeping and…
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School Psychology Goes to College: The Emerging Role of School Psychology in College Communities
Sulkowski, Michael L.; Joyce, Diana J.
2012-01-01
Many college students display academic and social-emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work…
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Demographic Changes in School Psychology Training Programs between 1997 and 2005
Cannon, Sharon
2009-01-01
The purpose of this study seeks to add to the body of knowledge regarding school psychology training programs by analyzing the data of the 2005 National Association of School Psychologists (NASP) Graduate Training in School Psychology Database, a national survey of psychology training programs. Program directors of all known existing school…
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Danish psychologists as psychotherapists
DEFF Research Database (Denmark)
Jacobsen, Claus Haugaard; Nielsen, Jan; Orlinsky, David
2012-01-01
Psychologists are by far the biggest group of professional psychotherapists in Denmark, and this article presents data from two samples of psychologist psychotherapists collected at an interval of 15 years. The subjects in both samples responded to the Development of Psychotherapists Common Core ...... and further analysis suggests a possible future scenario with Cognitive dominance. Personal and demographical characteristics are presented, including data on current life satisfaction and current life stress. Finally, ideas for future exploration and analysis are given....
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To treat or not to treat: should psychologists treat tobacco use disorder?
Bodie, Linda P
2014-08-01
The author presented this Presidential Address for Divison 18, Psychologists in Public Service, at the 2012 American Psychological Association Convention in Orlando, Florida. The address challenges public service psychologists to reduce the tobacco disease burden through their roles as researchers, leaders, educators, and practitioners and explains why treating tobacco use disorder is important and relevant for psychologists. The address discusses the prevalence and the resulting mortality and morbidity rates of tobacco use disorder, which call for effective evidence-based interventions that can be integrated by psychologists into other ongoing treatments. Treatment of the underserved populations, including those with serious mental illness and/or substance use disorders, presents many barriers. In addition, education and training for tobacco use disorder in undergraduate and graduate clinical psychology programs present further barriers for psychology trainees. However, progress is being made because of the numerous resources and psychology leaders who are advocates for tobacco use disorder treatment and research. Challenges for the future include increasing awareness of the importance of treatment for tobacco use disorder, finding innovative ways to increase access to comprehensive evidence-based treatment, and acknowledging that psychologists can make a difference in reducing the tobacco use disorder disease burden. Psychologists have an ethical and professional responsibility to treat tobacco use disorder.
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Treatment Acceptability of Interventions Published in Six School Psychology Journals
Villarreal, Victor; Ponce, Christopher; Gutierrez, Heveli
2015-01-01
Treatment acceptability (TA) is critical when selecting and implementing an intervention, as TA is associated with treatment outcomes. The significance of TA is reflected in school psychology models for services that state that school psychologists should address TA during development, implementation, and evaluation of interventions. However, the…
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Prescribing Privileges for Psychologists: A Public Service or Hazard?
Directory of Open Access Journals (Sweden)
Shaheen E. Lakhan
2007-07-01
Full Text Available The privilege to prescribe pharmacotherapeutics has been granted in limited areas to psychologists. The psychologist's role in society may be approaching a great evolution that can dramatically impact the state of mental healthcare and the discipline of psychiatry. Opponents argue drug company funding and cheaper non-PhD psychological professionals fuel the movement for prescription rights for PhD level psychologists. However, proponents claim that this right would equip psychologists with greater psychotherapeutic modalities and the capability of having richer doctor-patient relationships to diagnose and treat underserved populations. Nonetheless, the paucity of prescribing psychologist studies cannot allow the biopsychosocial community to make firm opinions, let alone a decision on this debate. This article reviews the history of clinical psychology and highlights the potential divergence into collaborative clinical and health psychologists and autonomous prescribing psychologists.
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Professional Development Needs and Training Interests: A Survey of Early Career School Psychologists
Arora, Prerna G.; Brown, Jacqueline; Harris, Bryn; Sullivan, Amanda
2017-01-01
Early career psychologists (ECPs) are considered a distinct professional group that faces unique career challenges. Despite recent organizational efforts to increase engagement of these individuals, little is known about the professional development needs and training interests of ECPs, particularly within psychology's subfields. As such, this…
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Voices in International School Psychology: Interviews in Honor of Calvin D. Catterall.
Culbertson, Frances M.
Following a brief memorial message and a dedicatory tribute to Calvin D. Catterall, a leader in the field of school psychology, this volume provides a description of the origins of the International School Psychology Association and interviews with five school psychologists: Bram Norwich, University of London, England; Tony Cline, London, England;…
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School Psychology in Nova Scotia
King, Sara; McGonnell, Melissa; Noyes, Amira
2016-01-01
Registration as a psychologist in Nova Scotia can be at the master's or doctoral level; however, the Nova Scotia Board of Examiners in Psychology has announced a move to the doctoral degree as the entry-level to practice. Many school psychologists in Nova Scotia practice at the master's level; therefore, this change could affect school psychology…
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The psychologist's dilemma ESHHS Paper Utrecht 2010
Van Hezewijk, René; Stam, Henderikus
2010-01-01
The Psychologists Dilemma Game René van Hezewijk and Henderikus Stam Among the recurrent cleavages that define 20th century psychology is the deep division between psychologies that distance the psychologist from the phenomenon under investigation from those that engage the question under investigation from the perspective of the reflexive capacities of the psychologist as one among other human beings and/or members of a specific culture. Most obvious was the emergence – in the late nineteent...
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Yarhouse, M A; VanOrman, B T
1999-12-01
Psychologists become more effective and relevant when they appreciate that many clients hold religious values and commitments. Greater awareness of religion and religious values in the lives of clients may aid clinicians' efforts to provide more accurate assessments and effective treatment plans. The authors use the American Psychological Association's (1992) "Ethical Principles of Psychologists and Code of Conduct" as a framework to examine many of the ethical issues relevant when psychologists work with religious clients. This article also provides suggestions for ways in which clinicians may obtain the skills needed to offer competent assessments and interventions with religiously committed clients.
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The problem of developing of readiness of the future legal psychologists to effective coping
Directory of Open Access Journals (Sweden)
Busarova O.R.
2017-07-01
Full Text Available The article substantiates the need to improve the readiness of the future legal psychologists to effective coping behavior in the light output at the present time in Russia professional standards governing the activities of professionals providing psychological assistance to minors, including those who are in legally relevant situations. The aim of the presented research - the identification of typical coping strategies for students of legal psychology in the educational practice and the analysis of the relationship of coping strategies with successful performance practices. Second-year students were diagnostic practice in various educational institutions, including schools and special schools for students with deviant behavior. Probationers acted as a psychologist, a holistic diagnostic problem solving - from the receipt of the request to make recommendations on the results of the survey. The method of content analysis was processed 41 report on the practice. Fixed mention of problematic situations that have caused negative emotions in the trainees, and mention of coping behavior. Revealed the typical difficulties of students and coping strategies when performing queries on psycho-diagnostics of children with behavioral problems. We found a significant positive correlation between the success of the implementation of practice tasks students with a variety mentioned in the report difficulties with the frequency of their appearance, as well as with a variety of coping strategies. The study offers methodological tools for the preparation of the future legal psychologists in diagnostic practice.
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Directory of Open Access Journals (Sweden)
Vasyagina N.N.
2017-11-01
Full Text Available The experience of application of the professional standard "Pedagogue-psychologist (educational psychologist" in the Sverdlovsk region is described. A regional model for the application of the professional standard developed on the basis of the principles of unity of centralization and decentralization, interdepartmental and network interaction developed by the authors is presented. The main forms and methods of work on the application of a professional standard in the region are disclosed; the results of the Sverdlovsk region internship site are described, including mechanisms for identifying personnel shortages and development of personalized trajectories of the professional development of psychology teachers in the region. The following are highlighted as priority areas: the development of regional normative legal acts regulating the professional activity of pedagogue-psychologists, the application of the professional standard of the pedagogue-psychologist in the formation of the personnel policy in the field of education, and the modernization of the system of vocational training and additional vocational education of psychologists.
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Ten Statisticians and Their Impacts for Psychologists.
Wright, Daniel B
2009-11-01
Although psychologists frequently use statistical procedures, they are often unaware of the statisticians most associated with these procedures. Learning more about the people will aid understanding of the techniques. In this article, I present a list of 10 prominent statisticians: David Cox, Bradley Efron, Ronald Fisher, Leo Goodman, John Nelder, Jerzy Neyman, Karl Pearson, Donald Rubin, Robert Tibshirani, and John Tukey. I then discuss their key contributions and impact for psychology, as well as some aspects of their nonacademic lives. © 2009 Association for Psychological Science.
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The Legal Content of School Psychology Journals: A Systematic Survey
Zaheer, Imad; Zirkel, Perry A.
2014-01-01
The many challenges that school psychologists face inevitably include legal issues. In light of the agreement between the two primary professional organizations for school psychologists that understanding of law is a critical competency, this study analyzed the extent of law-based articles in leading school psychology journal articles published…
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Ethical issues in the professional work of psychologists: state of affairs in Slovenia
Directory of Open Access Journals (Sweden)
Tina Zupan
2000-12-01
Full Text Available The aim of the research was to determine the state of affairs regarding professional ethics of Slovene psychologists, particularly regarding the implementation of ethical principles and psychologists' and students' knowledge of ethics and procedures in the cases of ethical dilemmas and violations. Two dedicated questionnaires were designed by the authors. 800 Slovene psychologists received the questionnaire and 150 of them responded. There were also 56 psychology students involved in the study. The results show some problematic issues such as: record keeping, exceptions of confidentiality, access to personal data, the content of informed consent, incompetence, copying of literature and diagnostic instruments – even not standardised ones, psychology students as subjects in psychological research, and lack of information on ethical aspects of students' practical work. Psychologists and students reported inadequate knowledge of professional ethics and suggested various kinds of ethical education. Institutions mostly enable psychologists to work within the Code of ethics. There are, however, conflicts regarding access to data and professional autonomy. Psychologists report conflicts between law and ethics, incorrect reports in media and lack of control over professional ethics. In the case of ethical violation psychologists do less than they should. They emphasise the problem of incompetence. The frequency and seriousness of certain violation were estimated. Ways of verifying knowledge, stimulating ethical conduct and taking different measures in the case of violations were suggested. The state of affairs in different working environments of psychologists was also described. Results show that psychologist who have worked in the field for a shorter period answer more frequently contrary to the Code of Ethics. Students' knowledge of ethics is mostly very satisfactory. The study emphasises the ethical aspects of psychological practice in Slovenia. It
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The psychologist's dilemma ESHHS Paper Utrecht 2010
Van Hezewijk, René; Stam, Henderikus
2010-01-01
The Psychologists Dilemma Game René van Hezewijk and Henderikus Stam Among the recurrent cleavages that define 20th century psychology is the deep division between psychologies that distance the psychologist from the phenomenon under investigation from those that engage the question under
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"Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?
Halpern, Abraham L; Halpern, John H; Doherty, Sean B
2008-01-01
Abstract After revelations of participation by psychiatrists and psychologists in interrogation of prisoners at Guantánamo Bay and Central Intelligence Agency secret detention centers, the American Psychiatric Association and the American Psychological Association adopted Position Statements absolutely prohibiting their members from participating in torture under any and all circumstances, and, to a limited degree, forbidding involvement in interrogations. Some interrogations utilize very agg...
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Concussion Management in Your Schools: A Call to Action
Pierson, Eric E.; Canto, Angela I.
2015-01-01
School psychologists are key professionals in assessment, intervention, prevention, and consultation across academic, behavioral, and emotional domains. Often, this includes working with injured or ill students. Given the high prevalence of concussions among children and adolescents, knowledgeable school psychologists are needed to work with these…
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Workplace Responses and Psychologists' Needs Following Client Suicide.
Finlayson, Melissa; Simmonds, Janette
2017-01-01
This research aimed to explore the role of workplace responses in psychologists' adaptation to client suicides. Participants were 178 psychologists who completed an online self-report questionnaire which included both open and closed questions yielding qualitative and quantitative data. Fifty-six (31.5%) participants reported one or more client suicides. Mixed results were found in terms of perceived support from the workplace following a client suicide. Psychologists reported a need for more open communication in the workplace, peer supports, space to grieve, as well as opportunities to engage in a learning process. The findings have important implications for research and for understanding the role of the workplace postvention. It also raises the need for external support to be accessible for psychologists working in private practice.
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Ten Ways to Infuse Positive Psychology in the Schools
Huebner, Scott
2012-01-01
School professionals, including school psychologists, have often operated from a problem- or deficit-based perspective with a focus on identifying and remediating psychoeducational disorders in children and adolescents. However, positive psychologists have argued that an exclusive focus on deficits does not offer a comprehensive perspective of…
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Buchholz, Laura J; King, Paul R; Wray, Laura O
2017-06-01
Eating disorders are associated with deleterious health consequences, increased risk of mortality, and psychosocial impairment. Although individuals with eating disorders are likely to seek treatment in general medical settings such as primary care (PC), these conditions are often under-detected by PC providers. However, psychologists in integrated PC settings are likely to see patients with eating disorders because of the mental health comorbidities associated with these conditions. Further, due to their training in identifying risk factors associated with eating disorders (i.e., comorbid mental health and medical disorders) and opportunities for collaboration with PC providers, psychologists are well-positioned to improve the detection and management of eating disorders in PC. This paper provides a brief overview of eating disorders and practical guidance for psychologists working in integrated PC settings to facilitate the identification and management of these conditions.
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Exploring the role of the industrial-organisational psychologist as counsellor
Directory of Open Access Journals (Sweden)
Hanri Barkhuizen
2014-10-01
Full Text Available Orientation: Industrial-organisational (I-O psychologists are often confronted with counselling interventions in the workplace and thus it is vital that they are effectively prepared for their role as workplace counsellors. Research purpose: The aim of this study was to review the role of I-O psychologists as counsellors and to ascertain whether these practitioners are effectively prepared for this purpose. Motivation for the study: I-O psychologists are mainly concerned with the deep-rooted problems individuals experience in the workplace, and they therefore need appropriate counselling skills. However, it is not clear whether graduates in this discipline receive adequate training for this role. Research design, approach and method: A qualitative research design with convenience and snowball sampling of 22 participants was utilised. Participants were practising I-O psychologists across Gauteng and North West (South Africa. Semi-structured in-depth interviews were used to gather data, which were transcribed verbatim and analysed using content analysis. Main findings: Participants were familiar with the meaning of counselling and confirmed that they are faced with a range of counselling situations requiring a unique set of skills and competencies. Based on these findings, participants made recommendations for the future training of I-O psychologists and recommended that counselling be included in the scope of practice of I-O psychologists. Practical/managerial implications: The role of the I-O psychologist requires training in short-term therapeutic techniques and counselling in tertiary education. Contribution/value-add: The study clarifies the role of the I-O psychologist as a counsellor that will ensure that I-O psychologists can be trained more effectively for this role.
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Exploring the role of the industrial-organisational psychologist as counsellor
Directory of Open Access Journals (Sweden)
Hanri Barkhuizen
2014-10-01
Research purpose: The aim of this study was to review the role of I-O psychologists as counsellors and to ascertain whether these practitioners are effectively prepared for this purpose. Motivation for the study: I-O psychologists are mainly concerned with the deep-rooted problems individuals experience in the workplace, and they therefore need appropriate counselling skills. However, it is not clear whether graduates in this discipline receive adequate training for this role. Research design, approach and method: A qualitative research design with convenience and snowball sampling of 22 participants was utilised. Participants were practising I-O psychologists across Gauteng and North West (South Africa. Semi-structured in-depth interviews were used to gather data, which were transcribed verbatim and analysed using content analysis. Main findings: Participants were familiar with the meaning of counselling and confirmed that they are faced with a range of counselling situations requiring a unique set of skills and competencies. Based on these findings, participants made recommendations for the future training of I-O psychologists and recommended that counselling be included in the scope of practice of I-O psychologists. Practical/managerial implications: The role of the I-O psychologist requires training in short-term therapeutic techniques and counselling in tertiary education. Contribution/value-add: The study clarifies the role of the I-O psychologist as a counsellor that will ensure that I-O psychologists can be trained more effectively for this role.
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Ethics of Teaching: Beliefs and Behaviors of Psychologists as Educators.
Tabachnick, Barbara G.; And Others
1991-01-01
To study the behaviors and ethical beliefs of psychologists functioning as educators, survey data were collected from 482 American Psychological Association members working primarily in higher education. Participants rated each of 63 behaviors as to how often they practiced them and how ethical they considered them to be. (CJS)
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Nonromantic/Nonsexual Relationships with Former Clients: Implications for Psychologists' Training.
Anderson, Sharon K.
The ethical principles and code of conduct of the American Psychological Association are clear: psychologists are to avoid sexual relationships with former clients. But guidelines offer scant guidance on nonromantic and nonsexual relationships with former clients; the ethical risks of such relationships are explored in this paper. The information…
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School Psychology 2010: Demographics, Employment, and the Context for Professional Practice--Part 1
Curtis, Michael J.; Castillo, Jose M.; Gelley, Cheryl
2012-01-01
The National Association of School Psychologists (NASP) established a policy in 1989 mandating a national study of the field every 5 years. The purpose of the studies was to generate a comprehensive description of the field of school psychology across the United States, as well as to allow for analyses of changes in the field over time. The first…
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The Status of School Psychology in Ontario School Boards: 2016 Perspective
Lean, Debra
2016-01-01
This article reports on the status of school psychology in Ontario. School psychology practice in Ontario has continued to evolve since the previous report was published in 2001. School psychologists have varied roles, and although the most prominent one remains as assessing students for entry into certain special education services, school-based…
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South African Hindu psychologists' perceptions of mental illness.
Padayachee, Priyanka; Laher, Sumaya
2014-04-01
Conceptualisations of mental illness are not universally applicable, as culture shapes the expression, perceptions and treatment preferences thereof. By focusing on the perceptions of Hindu psychologists regarding mental illness, this study aimed to provide a deeper understanding of the impact that religious beliefs have on such conceptualisations. Semi-structured interviews were conducted with six Hindu psychologists around the Johannesburg area, South Africa. Responses were analysed using thematic content analysis. From the findings, it was evident that religion plays a critical role in the understanding and treatment of mental illness. Hindu beliefs around psychological disturbances were salient. Additionally, it was found that a tension existed between psychologists' awareness of the influential function of religion, particularly amongst collectivistic communities such as the Hindu community, and their occupational understandings and practices, which are deeply rooted in Western thought. Furthermore, it was suggested that the fear of stigma prevented Hindu clients from reaping the benefits of seeking help from culturally competent psychologists.
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The ethical ideologies of psychologists and physicians: a preliminary comparison.
Hadjistavropoulos, Thomas; Malloy, David C; Sharpe, Donald; Fuchs-Lacelle, Shannon
2003-01-01
The ethical ideologies of psychologists (who provide health services) and physicians were compared using the Ethics Position Questionnaire. The findings reveal that psychologists tend to be less relativistic than physicians. Further, we explored the degree to which physicians and psychologists report being influenced by a variety of factors (e.g., family views) in their ethical decision making. Psychologists were more influenced by their code of ethics and less influenced by family views, religious background, and peer attitudes than were physicians. We argue that these differences reflect the varied professional cultures in which practitioners are trained and socialized.
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Bester, C L; Mouton, T
2006-08-01
In order to contribute to higher levels of job satisfaction, job involvement and productivity, a match or fit should be established between the dominant career anchor associated with a specific occupation and that of the employee. A career anchor is an individual's set of self-perceived talents, abilities, motives, needs and values that form the nucleus of one's occupational self-concept. Psychologists have always been part of the service orientated careers and therefore one would expect that it is likely that their dominant career anchor would be service orientation. If this is the case, psychologists with service as their dominant career anchor are supposed to have greater job satisfaction and job involvement compared to those with different career anchors. However, according to literature, this assumption is not necessarily correct. The primary goals of the current study were to determine whether in fact service is the dominant career anchor of psychologists in the Free State and whether there are significant differences regarding job satisfaction and job involvement between psychologists with and without service as their dominant career anchor. A third goal was to determine whether psychologists with different dominant career anchors differ significantly from one another regarding job satisfaction and job involvement. Questionnaires measuring career orientations, job satisfaction and job involvement were sent to 165 of the 171 registered psychologists in the Free State region. Only 75 psychologists (45,5%) responded which exceeded the traditional return rate of 20 to 30%. Due to the small sample of respondents, a nonparametric statistical test, namely the Mann Whitney U test was conducted to determine possible differences. An analysis of the data showed that 21 respondents had entrepreneurship as their dominant career orientation while 12 fell in the technical/functional, 12 in the challenging, 9 in the service and 8 in the autonomy categories of dominant
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Indian Academy of Sciences (India)
Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 9. What do Psychologists do? - Two Examples from Research in Cognitive Psychology. Kamala V Mukunda. General Article Volume 3 Issue 9 September 1998 pp 35-44 ...
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Blake, Jamilia J.; Gregory, Anne; James, Marlon; Hasan, Gwen Webb
2016-01-01
The purpose of this study was to demonstrate how school psychologists can proactively address disparities in school suspension through the examination of office discipline referrals (ODR). Results of two studies examining high school ODRs suggest that there is value in school psychologists disaggregating and analyzing ODRs at the school level and…
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Directory of Open Access Journals (Sweden)
Tinkara Pavšič Mrevlje
2011-04-01
Full Text Available The paper is a review of different issues that a forensic psychologists encounter at work. Forensic assessment might be needed in civil law cases, administrative procedures and in criminal law cases. The paper focuses on referrals in criminal law cases regarding matters such as assessing competence to stand trial, criminal responsibility and violence risk assessment. Finally, the role of expert testimony on eyewitness memory, which is not used in practice in Slovenia yet, is presented.
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Quietly Sharing the Load? The Role of School Psychologists in Enabling Teacher Resilience
Beltman, Susan; Mansfield, Caroline F.; Harris, Annabelle
2016-01-01
Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and well-being. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however,…
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Positive emotion word use and longevity in famous deceased psychologists.
Pressman, Sarah D; Cohen, Sheldon
2012-05-01
This study examined whether specific types of positive and negative emotional words used in the autobiographies of well-known deceased psychologists were associated with longevity. For each of the 88 psychologists, the percent of emotional words used in writing was calculated and categorized by valence (positive or negative) and arousal (activated [e.g., lively, anxious] or not activated [e.g., calm, drowsy]) based on existing emotion scales and models of emotion categorization. After controlling for sex, year of publication, health (based on disclosed illness in autobiography), native language, and year of birth, the use of more activated positive emotional words (e.g., lively, vigorous, attentive, humorous) was associated with increased longevity. Negative terms (e.g., angry, afraid, drowsy, sluggish) and unactivated positive terms (e.g., peaceful, calm) were not related to longevity. The association of activated positive emotions with longevity was also independent of words indicative of social integration, optimism, and the other affect/activation categories. Results indicate that in writing, not every type of emotion correlates with longevity and that there may be value to considering different categories beyond emotional valence in health relevant outcomes.
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Haeny, Angela M
2014-07-01
Previous literature has documented the general issues psychologists often face while balancing their personal and professional lives. The struggle stems from attempting to satisfy the need to maintain a life outside of work while having the professional obligation to follow the American Psychological Association's (APA's) Ethical Principles of Psychologists and Code of Conduct (Ethics Code) to prevent their personal lives from interfering with their professional roles and relationships. The present paper analyzes the subject of psychologists taking a public position on controversial public issues. Although the APA Ethics Code does not restrict how psychologists conduct themselves during their personal time, taking a public stance on a controversial issue could potentially strain professional relationships and inadvertently reflect negatively on the profession. The present paper examines ethical issues that a) should be taken into account before psychologists take a public position on a controversial issue, and b) are in conflict with APA's Ethics Code or current research.
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Online Video Gaming: What Should Educational Psychologists Know?
Griffiths, Mark
2010-01-01
Based on a significant increase in correspondence to the author from parents, teachers and psychologists concerning "addiction" to online video games like "World of Warcraft", this paper provides a brief overview of the main issues surrounding excessive video game playing among adolescents. As an aid to educational psychologists, and based on two…
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Bereavement: a postgraduate training design for psychologists
Directory of Open Access Journals (Sweden)
Maricel Peña Villamar
2015-09-01
Full Text Available Background: death is a fact that impacts the lives of all human beings, so that it can neither be ignored nor distanced from its subsequent bereavement period, even if being wished. The grief reaction is one of the problems that most frequently demand the assistance of health staff, especially psychologists in all health care areas.Objective: to devise a system of activities that contributes to increase the psychologists’ knowledge about bereavement and its management.Methods: a multiple cases study was carried out with the application of two research instruments (questionnaire and interview to those psychologists who work in primary and secondary health care in Las Tunas municipality to diagnose their needs related to the management of bereavement. Qualitative methodology was used, based on the method of participatory action research, and workshops were designed as forms of educational intervention.Results: it was proved that psychologists have insufficient theoretical and methodological training in relation to care for the bereaved. Consequently, psychotherapeutic workshops were designed, offering the general methodology and procedures to be followed by the professional who assists the bereaved.Conclusions: psychotherapeutic workshops constitute a referential theoretical and practical model very useful for the preparation of psychologists to deal with bereavement.
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42 CFR 405.2450 - Clinical psychologist and clinical social worker services.
2010-10-01
... 42 Public Health 2 2010-10-01 2010-10-01 false Clinical psychologist and clinical social worker... § 405.2450 Clinical psychologist and clinical social worker services. (a) For clinical psychologist or clinical social worker professional services to be payable under this subpart, the services must be— (1...
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Behavioral Econometrics for Psychologists
DEFF Research Database (Denmark)
Andersen, Steffen; Harrison, Glenn W.; Lau, Morten
We make the case that psychologists should make wider use of structural econometric methods. These methods involve the development of maximum likelihood estimates of models, where the likelihood function is tailored to the structural model. In recent years these models have been developed...
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2010 Amendments to the 2002 "Ethical principles of psychologists and code of conduct".
2010-01-01
The following amendments to the 2002 "Ethical Principles of Psychologists and Code of Conduct" (the Ethics Code; American Psychological Association, 2002) were adopted by the APA Council of Representatives at its February 2010 meeting. The changes involve the last two sentences of the final paragraph of the Introduction and Applicability section and Ethical Standards 1.02 and 1.03. The amendments became effective June 1, 2010. A history of these amendments to the Ethics Code is provided in the "Report of the Ethics Committee, 2009" in this issue of the American Psychologist (American Psychological Association, Ethics Committee, 2010). Following are a clean version of the revisions and a version indicating changes from the 2002 language (inserted text is underlined; deleted text is crossed out). 2010 APA, all rights reserved.
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Social Networking Practices in School Psychology: Have Moral Panic Concerns Been Overstated?
Segool, Natasha K.; Goforth, Anisa N.; Bowman, Nicholas; Pham, Andy
2016-01-01
The almost ubiquitous use of Facebook and other social networking sites (SNSs) by adults in the United States raises important practice considerations for school psychologists. This study examined the SNS practices of school psychologists, graduate trainers, and graduate students to explore (a) SNS use training experiences for school…
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Directory of Open Access Journals (Sweden)
CL Bester
2006-09-01
Full Text Available In order to contribute to higher levels of job satisfaction, job involvement , and productivity, a match or fit should be established between the dominant career anchor associated with a specific occupation and that of the employee. A career anchor is an individual’s set of self-perceived talents, abilities, motives, needs and values that form the nucleus of one’s occupational self-concept. Psychologists have always been part of the service orientated careers and therefore one would expect that it is likely that their dominant career anchor would be service orientation. If this is the case, psychologists with service as their dominant career anchor are supposed to have greater job satisfaction and job involvement compared to those with different career anchors. However, according to literature, this assumption is not necessarily correct. The primary goals of the current study were to determine whether in fact service is the dominant career anchor of psychologists in the Free State and whether there are significant differences regarding job satisfaction and job involvement between psychologists with and without service as their dominant career anchor. A third goal was to determine whether psychologists with different dominant career anchors differ significantly from one another regarding job satisfaction and job involvement. Questionnaires measuring career orientations, job satisfaction and job involvement were sent to 165 of the 171 registered psychologists in the Free State region. Only 75 psychologists (45,5% responded which exceeded the traditional return rate of 20 to 30%. Due to the small sample of respondents, a nonparametric statistical test, namely the Mann Whitney U test was conducted to determine possible differences. An analysis of the data showed that 21 respondents had entrepreneurship as their dominant career orientation while 12 fell in the technical/functional, 12 in the challenging, 9 in the service and 8 in the autonomy
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Training MA Psychologists for Work in Rural Settings: Issues and Models.
Keller, Peter A.
Despite the assumptions some have naively made about various stresses and the quality of life associated with rural settings, most who have studied people residing in rural areas would acknowledge the strong need for mental health services. However psychologists, like most other health care professionals prefer the amenities of more metropolitan…
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Unfamiliar Feminisms: Revisiting the National Council of Women Psychologists
Johnson, Ann; Johnston, Elizabeth
2010-01-01
Second-generation women psychologists lived and worked between the two waves of organized feminist protest in the United States. This period is usually described as a time when feminist activity was suppressed or put on hold, and women psychologists from this period are often depicted as being collectively nonfeminist in orientation. In…
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School Psychologists' Stages of Concern with RTI Implementation
Bogue, Heidi; Marrs, Heath; Little, Suzanne
2017-01-01
Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some…
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Preparation of School Psychologists in the United States
Joyce-Beaulieu, Diana; Rossen, Eric
2014-01-01
School psychology in the United States continues to evolve in response to shifts in the country's demographic characteristics, an increasing focus on the importance of child mental health, together with health and education reforms. The landscape of school psychological services in the United States also is shaped through the changing roles and…
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Training the industrial and organisational psychologist as counsellor: Are we doing enough?
Directory of Open Access Journals (Sweden)
Hanri Barkhuizen
2015-06-01
Full Text Available Orientation: Industrial and organisational (I-O psychologists are responsible for workplacecounselling. Workplace counselling requires specific skills and training for the I-O psychologist. Research purpose: The main aim of the study was to explore the role of training the I-Opsychologist as workplace counsellor. Motivation for the study: Studies show that the I-O psychologist does not feel adequatelyprepared for their role as workplace counsellor. It is important to explore which skills andtraining are needed to equip the I-O psychologist as counsellor. Research approach, design and method: A qualitative research design with convenience andsnowball sampling was used to identify I-O psychologists (n = 22 from different businesssectors in Gauteng and North-West. Semi-structured interviews were conducted to gatherdata and content analysis was utilised to extract themes and sub-themes from the results. Main findings: The findings showed that the participants know about the process of counselling, but they did not feel adequately prepared for their role as workplace counsellors. From the findings, recommendations for the training of future I-O psychologists are made. Practical implications: This study adds to the knowledge about ensuring that the I-Opsychologist is equipped during their training for the workplace to address the counselling needs of employees in the workplace in South Africa. Contribution/value-add: This study contributes towards ensuring that the I-O psychologistis sufficiently prepared for their role as workplace counsellor by making knowledge available regarding the skills required by I-O psychologists to be applied in practice. Keywords: Industrial-organisational (I-O psychologist; Counsellor; Skills and competencies; Qualitative research; Training
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Liem, Andrian; Newcombe, Peter A; Pohlman, Annie
2017-08-01
This study aimed to evaluate questionnaire development to measure the knowledge of Complementary-Alternative Medicine (CAM), attitudes towards CAM, CAM experiences, and CAM educational needs of clinical psychologists in Indonesia. A 26-item questionnaire was developed through an extensive literature search. Data was obtained from provisional psychologists from the Master of Professional Clinical Psychology programs at two established public universities in urban areas of Indonesia. To validate the questionnaire, panel reviews by executive members of the Indonesian Clinical Psychology Association (ICPA), experts in health psychology, and experts in public health and CAM provided their professional judgements. The self-reporting questionnaire consisted of four scales including: knowledge of CAM (6 items), attitudes towards CAM (10 items), CAM experiences (4 items), and CAM educational needs (6 items). All scales, except CAM Experiences, were assessed on a 7-point Likert scale. Sixty provisional psychologists were eligible to complete the questionnaire with a response rate of 73% (N=44). The results showed that the CAM questionnaire was reliable (Cronbach's coefficient alpha range=0.62-0.96; item-total correlation range=0.14-0.92) and demonstrated content validity. Following further psychometric evaluation, the CAM questionnaire may provide the evidence-based information to inform the education and practice of Indonesian clinical psychologists. Copyright © 2017 Elsevier Ltd. All rights reserved.
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National standards for high school psychology curricula.
2013-01-01
The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.
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Psychosocial care and the role of clinical psychologists in palliative care.
Fan, Sheng-Yu; Lin, Wei-Chun; Lin, I-Mei
2015-12-01
The aim of this study was to explore the works of clinical psychologists in palliative care in Taiwan. Clinical psychologists who were working or had experience in palliative care were recruited. A 2-stage qualitative method study was conducted, including semistructured interviews and a focus group. The following 4 main themes were identified: (1) the essential nature of the psychologists' care were caring and company; (2) the dynamic process included psychological assessment, intervention, and evaluation based on psychological knowledge; (3) they needed to modify their care using an integrative framework, by setting practical goals and using techniques with flexibility; and (4) they faced external and internal challenges in this field. Clinical psychologists have beneficial contributions but have to modify psychosocial care based on the patients' needs and clinical situations. © The Author(s) 2014.
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Betts, Elana C.
2013-01-01
School psychologists are adult learners. They support children and youth within the K-12 system who are facing academic, emotional, behavioral, or systematic barriers to education. Among the most vulnerable are lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, and school psychologists need to learn to be LGBTQ competent. The purpose of…
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School Culture: Reflections on Speaking from a sociocultural view of educational psychology
Directory of Open Access Journals (Sweden)
Eduardo Guzmán Utreras
2015-11-01
Full Text Available The following article discusses the relative importance of school culture as the main element of educational intervention to be considered by the educational psychology, understood in this context as a discipline plays in formal educational settings. From a sociocultural school look, culture and intervention, it seeks to synthesize some basic elements that must be taken into account in developing the practice of psychologists in these areas, giving rise to complex, embedded interventions in a context education and in relation to all participating actors and members of the institutions, thus creating the potential to develop shared changes and transformations between those who build this school culture. The following sections granted emphasize three specific points and tensions highlight and work as proposed: 1 The problem of school culture and the inclusion of educational psychologist; 2 School culture as an object of interest from a sociocultural look; and their interaction with the curriculum; and 3 a description of some basic guidelines for intervention counselors from the school culture, from the perspective of an educational psychologist focused on a cultural paradigm.
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The Research of the Personality Qualities of Future Educational Psychologists
Dolgova, V. I.; Salamatov, A. A.; Potapova, M. V.; Yakovleva, N. O.
2016-01-01
In this article, the authors substantiate the existence of the personality qualities of future educational psychologists (PQFEP) that are, in fact, a sum of knowledge, skills, abilities, socially required qualities of personality allowing the psychologist to solve problems in all the fields of professional activities. A model of PQFEP predicts the…
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School Personnel Responses to Children Exposed to Violence
Kenemore, Thomas; Lynch, John; Mann, Kimberly; Steinhaus, Patricia; Thompson, Theodore
2010-01-01
Authors explored the experiences of school personnel in their responses to children's exposure to violence. Thirty-one school personnel, including administrators, teachers, counselors, school social workers, and psychologists, were interviewed to obtain data on their experiences related to violence exposure in their schools and the surrounding…
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National Center on Safe Supportive Learning Environments, 2017
2017-01-01
Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that noninstructional staff--including guidance counselors, social workers, school psychologists, office staff, bus drivers, maintenance and facility staff, and food service staff--can take to support school…
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Where in the World Is School Psychology?: Examining Evidence of School Psychology around the Globe
Jimerson, Shane R.; Skokut, Mary; Cardenas, Santiago; Malone, Heather; Stewart, Kaitlyn
2008-01-01
This study examined each of the 192 Member States of the United Nations to address three important questions: (1) how many countries have professionals who provide school psychology services; (2) which countries do and do not have school psychologists; (3) what evidence of school psychology is available in each country. Of the 192 Member States of…
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Directory of Open Access Journals (Sweden)
Жанель Готье
2018-12-01
Full Text Available There are codes of ethics in psychology that explicitly refer to human rights. There are also psychologists interested in the protection and promotion of human rights who are calling for the explicit inclusion of references to human rights in all psychology ethics codes. Yet, references to human rights in ethics documents have rarely been the focus of attention in psychological ethics. This article represents the first part of a two-part article series focusing on critical issues associated with the inclusion of references to human rights in the ethical codes of psychologists, and recommendations about how psychological ethics and the human rights movement can work together in serving humanity. The first part of the article series examines issues pertaining to the interpretation of references to human rights in codes of ethics for psychologists, and the justifications for including these references in psychological ethics codes. The second part of the article series examines how the Universal Declaration of Ethical Principles for Psychologists can be used to extend or supplement codes of ethics in psychology, how ethical principles and human rights differ and complement each other, and how psychological ethics and the human rights movement can work together in serving humanity and improving the welfare of both persons and peoples.
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Developments in clinical neuropsychology: implications for school psychological services.
Cleary, Michael J; Scott, Albert J
2011-01-01
According to the 2000 Report of the Surgeon General's Conference on Children's Mental Health, a significant percentage of children and adolescents have emotional or behavioral problems serious enough to merit a mental health diagnosis. The No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004 reemphasized the schools' importance in supporting cognitive and behavioral development in students, particularly those identified with learning problems. In this article, we examine the growing specialty of clinical neuropsychology and provide suggestions for integrating this field into school-based psychological services. This article provides a review of the neuropsychological bases for many childhood learning disorders and addresses how school psychologists can work with clinical neuropsychologists to better address the needs of exceptional children through neuropsychological testing. There is substantial neurological evidence for attention-deficit hyperactivity disorder as well as disorders of reading, language, and mathematics. Close collaborative partnerships between clinical neuropsychologists and school psychologists will help develop assessment protocols that are likely to result in more effective intervention services for students with neuropsychological conditions. Schools are being asked to support the physical, cognitive, and emotional development in students, particularly those identified with chronic physical and mental health challenges. Dissatisfaction with minimal screenings, the growing awareness of the neurology of learning disorders, and the passage of the Individuals With Disabilities Education Improvement Act of 2004 obliges all school-based mental health providers to consider how to fully integrate the tools of clinical neuropsychology into school-based psychological services. © 2011, American School Health Association.
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Politics and Israeli psychologists: is it time to take a stand?
Avissar, Nissim
2007-01-01
In Israel, it is quite rare for psychologists to relate to political and social issues. This remarkable tendency of psychologists to avoid dealing with such matters seems to supersede the common indifference or obtuseness of other groups in the Israeli public and similar groups in particular (e.g., physicians or social workers). Within this context, this paper focuses on the qualities and forms of reaction of the psychotherapeutic community in Israel to the national conflict that has been present intermittently since the late 1980s - namely, the two Intifadas. More specifically, as opposed to the current situation (the second Al-Aksa Intifada), in the course of the first Intifada (1987-1996), the voice of Israeli psychologists was clearly heard. Until now, this is the only exception to the rule of neutrality and passivity, in which psychologists in Israel became politically active. Specific elements of involvement of the therapeutic community is presented and discussed. Also, an attempt is made to suggest possible reasons to the very puzzling questions: Why then? Or what factors allowed for this change in position to occur? And more importantly, why did the protest of the psychologists in Israel vanish and their clear voices turn into silence?
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Including Children Dependent on Ventilators in School.
Levine, Jack M.
1996-01-01
Guidelines for including ventilator-dependent children in school are offered, based on experience with six such students at a New York State school. Guidelines stress adherence to the medical management plan, the school-family partnership, roles of the social worker and psychologist, orientation, transportation, classroom issues, and steps toward…
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Dunn, Dana S; Andrews, Erin E
2015-04-01
The American Psychological Association (APA) advocates the use of person-first language (e.g., people with disabilities) to refer to individuals with disabilities in daily discourse and to reduce bias in psychological writing. Disability culture advocates and disability studies scholars have challenged the rationale for and implications of exclusive person-first language use, promoting use of identity-first language (e.g., disabled people). We argue that psychologists should adopt identity-first language alongside person-first constructions to address the concerns of disability groups while promoting human dignity and maintaining scientific and professional rigor. We review the evolution of disability language and then discuss the major models used to characterize disability and people with disabilities. The rationale for person-first language and the emergence of identity-first language, respectively, are linked to particular models. We then discuss some language challenges posed by identity-first language and the current intent of person-first language, suggesting that psychologists make judicious use of the former when it is possible to do so. We conclude by offering five observations of ways that use of both person-first and identity-first language could enhance psychologists' cultural competence regarding disability issues in personal and scientific communications. (c) 2015 APA, all rights reserved).
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Brosig, Cheryl L; Hilliard, Marisa E; Williams, Andre; Armstrong, F Daniel; Christidis, Peggy; Kichler, Jessica; Pendley, Jennifer Shroff; Stamm, Karen E; Wysocki, Tim
2017-05-01
To summarize compensation results from the 2015 Society of Pediatric Psychology (SPP) Workforce Survey and identify factors related to compensation of pediatric psychologists. All full members of SPP ( n = 1,314) received the online Workforce Survey; 404 (32%) were returned with usable data. The survey assessed salary, benefits, and other income sources. The relationship between demographic and employment-related factors and overall compensation was explored. Academic rank, level of administrative responsibility, and cost of living index of employment location were associated with compensation. Compensation did not vary by gender; however, women were disproportionately represented at the assistant and associate professor level. Compensation of pediatric psychologists is related to multiple factors. Longitudinal administration of the Workforce Survey is needed to determine changes in compensation and career advancement for this profession over time. Strategies to increase the response rate of future Workforce Surveys are discussed. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
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Ethical issues in the professional work of psychologists: state of affairs in Slovenia
Tina Zupan; Valentin Bucik
2000-01-01
The aim of the research was to determine the state of affairs regarding professional ethics of Slovene psychologists, particularly regarding the implementation of ethical principles and psychologists' and students' knowledge of ethics and procedures in the cases of ethical dilemmas and violations. Two dedicated questionnaires were designed by the authors. 800 Slovene psychologists received the questionnaire and 150 of them responded. There were also 56 psychology students involved in ...
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A Thematic Inquiry into the Burnout Experience of Australian Solo-Practicing Clinical Psychologists.
Hammond, Trent E; Crowther, Andrew; Drummond, Sally
2017-01-01
Objective: Burnout is conceptualized as a syndrome that consists of emotional exhaustion, depersonalization, and decreased personal accomplishment. Despite the increased frequency and severity of burnout in the Western world, there is limited published research regarding the experiences of clinical psychologists who have had burnout. The present study examines clinical psychologists' different experiences of burnout in Australia. Design and Methods: In the year 2015, six privately practicing and solo-employed clinical psychologists provided rich qualitative data by participating in semi-structured interviews. Thematic analysis was the method used to analyze clinical psychologists' natural accounts of their burnout experiences. Using NVivo, emerging themes were identified through coding 'first order constructs' and then axial code 'second order constructs.' Findings: Clinical psychologists indicated that their roles are demanding and a diverse range of symptoms, including the enduring effects of burnout, mental stress, fatigue, decreased personal accomplishment, negative affect, depersonalization, reduced productivity and motivation, and insomnia. They identified precursors of burnout, including excessive workload and hours of work, life stresses, mismanaged workload, and transference. Clinical psychologists suggested that protective factors of burnout include knowledge and years worked in direct care, and trusting and long-term relationships. They indicated that the barriers to overcoming burnout include the fallacy that their clients' expectations and needs are more important than their own, the financial cost of working in private practice, contemporary knowledge and inadequate education regarding self-care, and time constraints. Discussion and Conclusion: The findings presented in this study provide psychologists and other health professionals with an insight about the burnout experience and inform professionals of the mental shortcomings of working as a solo
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Mental Health Collaboration: A Survey of Practicing School Psychologists
Villarreal, Victor
2018-01-01
Schools have become the primary setting for mental health service among youth. However, school-based providers are sometimes limited by lack of time, training, and other resources. Furthermore, problem-solving models emphasize the importance of developing partnerships with other professionals and agencies. Thus, it is critical to engage in…
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Targeting Family Risk Factors in the Context of Treating Youth Depression: A Survey of Psychologists
Parra, Gilbert R.; Buckholdt, Kelly E.; Olsen, James P.; Jobe-Shields, Lisa; Davis, Genevieve L.; Gamble, Heather L.
2011-01-01
This study investigated the practices and perceptions of psychologists related to targeting family risk factors when treating youth depression. Participants were practicing psychologists recruited through the National Register of Health Service Providers in Psychology (N = 279). Psychologists completed a brief anonymous survey about addressing…
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Psychologists involved in cancer palliative care in Japan: A nationwide survey.
Nakajima, Kasumi; Iwamitsu, Yumi; Matsubara, Mei; Oba, Akira; Hirai, Kei; Morita, Tatsuya; Kizawa, Yoshiyuki
2015-04-01
The aim of this study was to clarify, using a nationwide survey, what is perceived as necessary knowledge and skills for psychologists involved in cancer palliative care in Japan, the expectations of medical staff members, and the degree to which these expectations are met. We conducted a questionnaire survey of psychologists involved in cancer palliative care. A total of 419 psychologists from 403 facilities were asked to fill out the questionnaire and return it anonymously. Some 401 psychologists (89 males, 310 females, and 2 unspecified; mean age, 37.2 ± 9.5 years) responded about necessary knowledge and skills for psychologists working in cancer palliative care, the necessity for training, expectations at their current workplace, and the degree to which expectations are met. More than 90% of participants responded that many kinds of knowledge and skills related to the field of cancer palliative care are necessary. Over 80% of participants indicated a necessity for training related to these knowledge and skills. Although more than 50% (range, 50.1-85.8%) of participants responded that such services as "cooperation with medical staff within a hospital," "handling patients for whom psychological support would be beneficial," and "assessment of patients' mental state" were expected at their workplace, fewer than 60% (31.4-56.9%) responded that they actually performed these roles. Our results show that many psychologists in cancer palliative care feel unable to respond to the expectations at their current workplace and that they require more adequate knowledge and skills related to cancer palliative care to work effectively. No other nationwide surveys have generated this type of information in Japan, so we believe that the results of our study are uniquely important.
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Editorial policies of the American Psychologist.
Anderson, Norman B
2006-01-01
This year marks the 60th anniversary of the American Psychologist (AP). Since the publication of its first issue in January 1946, AP has served as the flagship journal for the American Psychological Association (APA) and has played an important and unique role for the field of psychology. Because of the quality of the articles published in AP, the journal has evolved into one of the most influential and widely cited publications in psychology. The purpose of this editorial is to outline a revised set of policies for the journal that builds on and expands those developed by previous editors (see, e.g., Fowler, 1993; Goodstein, 1987; Kiesler, 1976; Pallack, 1981). Before outlining these policies, I would like to explore the relative status and influence of AP within the universe of psychological and social science journals. 2006 APA, all rights reserved.
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Developing Employee Assistance Programs: New Roles for School Psychologists.
Allie, Stephen M.
In the spring of 1988 an independent school district in Texas formed a 30-member strategic planning team which gathered data on factors impacting the school district at that time and into the foreseeable future. Planning was facilitated by the appointment of 15 action teams formed to write specific plans to fulfill various targets and strategies.…
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Violence Prevention after Columbine: A Survey of High School Mental Health Professionals
Crepeau-Hobson, M. Franci; Filaccio, Marylynne; Gottfried, Linda
2005-01-01
The authors examined changes in mental health services and violence prevention strategies in public high schools since the shootings at Columbine High School. Surveys were mailed to school mental health professionals at public high schools in Colorado. Respondents included school counselors, school psychologists, school social workers, principals,…
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Commentary: Pediatric Epilepsy: A Good Fit for Pediatric Psychologists
Modi, Avani; Smith, Gigi
2011-01-01
While there are an abundance of pediatric neuropsychologists working with youth with epilepsy (YWE), other subspecialty psychologists have played minimal roles in clinical and research endeavors in pediatric epilepsy. Thus, the purpose of this commentary was to describe (a) the needs of YWE due to the intermittent nature of seizures and difficulties with disease management, (b) increased risk for psychosocial comorbidities, (c) limited access to care, and (d) provide recommendations for how pediatric psychologists can become involved in the clinical care and research activities for YWE. PMID:21148174
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Family-School Collaboration Services: Beliefs into Action
Miller, Gloria E.; Arthur-Stanley, Amanda; Lines, Cathy
2012-01-01
The recently adopted NASP "Model for Comprehensive and Integrated School Psychological Services" consists of 10 domains of practice that describe the competencies of school psychologists to effectively support the positive educational, behavioral, and mental health outcomes of all students. Anastasia Skalski (2010), NASP Director of…
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The 2012 School Psychology Futures Conference: Accomplishments and next Steps
Jamruz-Smith, Susan; Harrison, Patti L.; Cummings, Jack A.
2013-01-01
The major national and international school psychology organizations hosted the 2012 School Psychology Futures Conference during the fall of 2012. The conference was designed to provide an opportunity for school psychologists to plan their future roles in better supporting children, families, and schools. The 2012 conference, titled "School…
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10 CFR 712.33 - Designated Psychologist.
2010-01-01
... SOMD. (b) The Designated Psychologist must: (1) Hold a doctoral degree from a clinical psychology... license to practice clinical psychology in the state where HRP medical assessments occur; (4) Have met the... practice by any institution; (4) Being named a defendant in any criminal proceeding (felony or misdemeanor...
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Clinical psychologists' experiences of NHS organisational change
Colley, Rich; Eccles, Fiona; Hutton, Cheryl
2015-01-01
Organisational-change experiences of eight clinical psychologists working in the NHS were captured. Three themes revealed the challenges they experienced and how their knowledge and skills have helped them understand, cope with, and respond to change.
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Risk factors in school shootings.
Verlinden, S; Hersen, M; Thomas, J
2000-01-01
Nine incidents of multiple-victim homicide in American secondary schools are examined and common risk factors are identified. The literature dealing with individual, family, social, societal, and situational risk factors for youth violence and aggression is reviewed along with existing risk assessment methods. Checklists of risk factors for serious youth violence and school violence are used in reviewing each school shooting case. Commonalties among the cases and implications for psychologists practicing in clinical and school settings are discussed.
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School Reintegration for Children and Adolescents with Cancer: The Role of School Psychologists
Harris, Mekel S.
2009-01-01
As a result of advancements in medical expertise and technology, children and adolescents diagnosed with cancer now have opportunities to participate in many typical activities, including school. To some extent, school reintegration reflects positive adjustment to their illness. Nevertheless, children and adolescents with cancer may experience…
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Positive Psychology in Jewish Education: Gratitude in the School and Synagogue Classroom
Schnall, Eliezer; Schnall, David
2017-01-01
Positive psychology is a rapidly growing area of study for research psychologists, and more recently for school psychologists and educators as well. Yet religious education researchers and practitioners have yet to embrace this exciting new field. The current article introduces positive psychology to clergy and educators in religious institutions.…
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Online Education: Let's Start the Conversation
Dixon, Robert J.
2017-01-01
National shortages of school psychologists have started conversations about training, the number of training programs needed, and how to initiate new programs. This article discusses the difficulties associated with traditional training programs for school psychologists and proposes exploring online education and virtual school psychology service…
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Where do counselling psychologists based in the UK disseminate their research? A systematic review
Hanley, Terry; Ruth, Gordon
2013-01-01
Aim: Research is frequently cited as core to counselling psychology. Yet we know little about where counselling psychologists publish their own findings. The present study aims to answer the following two research questions: (1) Where do UK-based counselling psychologists disseminate their research? (2) To what extent do counselling psychologists disseminate their research in British Psychological Society outlets? Method: A systematic review examining research by UK-based counselling psycholo...
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Identifying Critical Cross-Cultural School Psychology Competencies.
Rogers, Margaret R.; Lopez, Emilia C.
2002-01-01
Study sought to identify critical cross-cultural competencies for school psychologists. To identify the competencies, an extensive literature search about cross-cultural school psychology competencies was conducted, as well as a questionnaire to ask expert panelists. The 102 competencies identified cover 14 major domains of professional activities…
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Directory of Open Access Journals (Sweden)
Laritza Raquel del Risco López
2017-01-01
Full Text Available The paper refers the impact of psychological counseling on improving nursery school management. By studying the actual practices of these professionals and institutions, constructing a theoretical framework, and exchanging with specialists, the authors attain to rethink, improve and update educational practice. The researchers make extensive use of theoretical methods for constructing a framework, observe psychologist performance at nursery schools, and conduct interviews and survey on related issues. The effectiveness of the proposal was assessed on the basis of experts’ criteria (nursery school professionals and psychologists. The findings include a description of psychological counseling in nursery schools viewing the process as a dynamic interchange of ideas and mutual professional support. Likewise, the highlights of the process of articulating psychologists and principal performances are given. ,
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The Musician, the Researcher and the Psychologist
DEFF Research Database (Denmark)
Uddholm, Mats
practice. In contrast, the results indicate that the force contained in music-theoretical concepts appears to have an impact on how music situations are interpreted. These diversities were expressed as three different types of music-therapists; the Musician, the Researcher and the Psychologist, which......The Musician, the Researcher and the Psychologist The aim of this presentation is to illuminate and discuss some connections between the therapeutic profession and development of music pedagogic theory. A topic that initially emerged as a result of a sub-study in my PhD -project about professional...... practitioners music-pedagogical Powers of Definition. The purpose of this sub-study was to generate data about which concepts music-therapists use in their meta-reflections on musical situations in special-pedagogic related practices. The link between the sub-study’s results and the research question was based...
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Bowles, Terry; Scull, Janet; Hattie, John; Clinton, Janet; Larkins, Geraldine; Cicconi, Vincent; Kumar, Doreen; Arnup, Jessica L.
2016-01-01
In this paper we argue for a revision of the knowledge, skills and competencies of school psychologists and specialist teachers. Evidence-based practice of psychologists and teachers, the accountability movement, and calls for improved service delivery have led to changes in the practice of both professions. The changes in technology and the…
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Core Competencies for Training Effective School Consultants
Burkhouse, Katie Lynn Sutton
2012-01-01
The purpose of this research was to develop and validate a set of core competencies of effective school-based consultants for preservice school psychology consultation training. With recent changes in service delivery models, psychologists are challenged to engage in more indirect, preventative practices (Reschly, 2008). Consultation emerges as…
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Bramlett, Ron; Cates, Gary L.; Savina, Elena; Lauinger, Brittni
2010-01-01
This article reviews research in the four major school psychology journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review." The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995-2005, synthesize…
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Exploring Influence and Autoethnography: A Dialogue Between Two Counselling Psychologists
Directory of Open Access Journals (Sweden)
Amanda C. Kracen
2018-01-01
Full Text Available This article utilises a dialogical approach to explore the potential of autoethnography as a research method for counselling psychology while using the method to reflect on what it means to have influence as a researcher. We use a collaborative autoethnographical approach to explore the themes of influence, curiosity, rich insight and sincerity. We attempt to bring honesty and transparency to our collaborative dialogue about our previous work on vicarious trauma (VT and secondary traumatic stress (STS, as well as how our themes are revealed in the different paths we have taken as counselling psychologists since our earlier collaboration. We consider what it means to influence, to be influential, and to be influenced. Through our dialogue, we try to speak with authenticity about our experiences as colleagues, counselling psychologists, scientist practitioners, and human beings. We discuss both the potential contribution of autoethnographical approaches and the challenges of using these methods, for counselling psychologists.
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Patterson-Hazley, Melissa; Kiewra, Kenneth A.
2013-01-01
This article seeks to answer the questions: Who are the most productive and influential educational psychologists? What factors characterize these educational psychologists? And, what advice might they pass along to budding scholars? To determine the top educational psychologists, we surveyed the membership of Division 15 (Educational Psychology)…
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Psychologists' diagnostic processes during a diagnostic interview
Groenier, Marleen; Beerthuis, Vos R.J.; Pieters, Julius Marie; Witteman, C.L.M.; Witteman, Cilia L.M.; Swinkels, Jan A.
2011-01-01
In mental health care, psychologists assess clients’ complaints, analyze underlying problems, and identify causes for these problems, to make treatment decisions. We present a study on psychologists’ diagnostic processes, in which a mixed-method approach was employed. We aimed to identify a common
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Interdepartmental Programs to Produce Bachelor's Psychologists.
Lunneborg, Patricia W.; Kanda, Christine N.
This paper disputes the notion that an advanced degree is required for all work in the field of psychology and suggests that those with a bachelor's degree in the field are employed in many areas where they use their training, but are not called psychologists. Another effect has been that industry and government offer few jobs to psychology…
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Heck, Nicholas C.; Lindquist, Lauri M.; Machek, Greg R.; Cochran, Bryan N.
2014-01-01
This study investigates the mediating role of school victimization in the relationship between lesbian, gay, bisexual, and transgender (LGBT) young adults' feelings of high school belonging and current mental health (both depression and general psychological distress) outcomes. A total of 145 LGBT young adults were recruited from college LGBT…
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Willingness to use corporal punishment among school administrators in South Carolina.
Medway, F J; Smircic, J M
1992-08-01
Administrators of 221 South Carolina public elementary and middle schools were surveyed regarding behaviors appropriate for corporal punishment. Analysis indicated that aggressive acts by students, both mild and severe, were rated appropriate for corporal punishment, and these were not typically seen as appropriate for a psychologist's intervention. Rather, psychologists were seen as useful for character problems such as lying, cheating, and tantrums.
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School site walkability and active school transport - association, mediation and moderation
DEFF Research Database (Denmark)
Breum, Lars; Toftager, M.; Schipperijn, J.
2014-01-01
significantly moderated the association between the school walkability index and AST. This research confirms the association between the urban form surrounding schools and AST. Medium and highly walkable school sites in combination with a distance to school below 2. km, no speeding traffic and many paths...
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Enhancing the Behavioral and Mental Health Services within School-Based Contexts
Hess, Robyn S.; Pearrow, Melissa; Hazel, Cynthia E.; Sander, Janay B.; Wille, Alice M.
2017-01-01
Recent health care reform provides many new opportunities to expand mental health and behavioral support to students in schools and school-community partnerships. Through newly available funding sources, as well as expanded legislative initiatives, school psychologists can advocate for and become leaders in delivering universal programming, tiered…
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Development and Initial Examination of the School Psychology Multicultural Competence Scale
Malone, Celeste M.; Briggs, Candyce; Ricks, Elizabeth; Middleton, Kyndra; Fisher, Sycarah; Connell, James
2016-01-01
This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists' multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school…
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Small, Catherine; Pistrang, Nancy; Huddy, Vyv; Williams, Claire
2018-01-18
The acute inpatient setting poses potential challenges to delivering one-to-one psychological therapy; however, there is little research on the experiences of both receiving and delivering therapies in this environment. This qualitative study aimed to explore service users' and psychologists' experiences of undertaking individual therapy in acute inpatient units. It focused on the relationship between service users and psychologists, what service users found helpful or unhelpful, and how psychologists attempted to overcome any challenges in delivering therapy. The study used a qualitative, interview-based design. Eight service users and the six psychologists they worked with were recruited from four acute inpatient wards. They participated in individual semi-structured interviews eliciting their perspectives on the therapy. Service users' and psychologists' transcripts were analysed together using Braun and Clarke's (2006, Qualitative Research in Psychology, 3, 77) method of thematic analysis. The accounts highlighted the importance of forming a 'human' relationship - particularly within the context of the inpatient environment - as a basis for therapeutic work. Psychological therapy provided valued opportunities for meaning-making. To overcome the challenges of acute mental health crisis and environmental constraints, psychologists needed to work flexibly and creatively; the therapeutic work also extended to the wider context of the inpatient unit, in efforts to promote a shared understanding of service users' difficulties. Therapeutic relationships between service users and clinicians need to be promoted more broadly within acute inpatient care. Psychological formulation can help both service users and ward staff in understanding crisis and working collaboratively. Practice-based evidence is needed to demonstrate the effectiveness of adapted psychological therapy models. Developing 'human' relationships at all levels of acute inpatient care continues to be an
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Addressing Trauma in Schools: Multitiered Service Delivery Options for Practitioners
Reinbergs, Erik J.; Fefer, Sarah A.
2018-01-01
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma-informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service-delivery options for students affected by trauma. This article…
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Trauma-Focused Cognitive Behavior Therapy for School Psychologists
Fitzgerald, Monica M.; Cohen, Judith A.
2012-01-01
Schools are ideal settings for identifying children and adolescents who have been exposed to traumatic events. They are also ideal for providing evidence-based mental health services, such as trauma-focused cognitive behavioral therapy, to students affected by childhood posttraumatic stress disorder and co-occurring mental health and behavioral…
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Leaper, Campbell; Brown, Christia Spears
2014-01-01
Sexism is gender-based prejudice or discrimination. As with other forms of prejudice and discrimination, it functions to maintain status and power differences between groups in society. One manifestation of sexism involves prejudice and discrimination against girls and women who seek to achieve in prestigious fields traditionally associated with males. Another manifestation of sexism, however, occurs when pressures are placed on boys and men to conform to traditional conceptions of masculinity. Over the last two decades, an increasing number of developmental and educational psychologists have become concerned about sexism directed toward children and adolescents in school contexts. Our chapter reviews the research on this topic. After providing an overview of different processes related to sexism, we examine how it is manifested in school contexts. Sexism is seen through gender-stereotyped biases against girls and boys in academic and athletic achievement. Also, it occurs through sexual harassment in social interactions. We also address factors related to children's awareness of sexism and coping responses to sexism. Finally, we consider possible ways to reduce sexism and foster effective coping in schools.
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Selection for professional training as educational psychologists ...
African Journals Online (AJOL)
I co-ordinate the MEd Psych programme of the Department of Educational Psychology, University of Stellenbosch. After the completion of this training programme as well as an internship of twelve months, candidates are qualified to register as educational psychologists at the Health Professions Council of South Africa.
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Evolving Nature of School Psychology in Alberta: Politics and Practice
Johnson, R. Coranne; Zwiers, Michael L.
2016-01-01
Over the past 15 years, the practice of school psychology in the province of Alberta reflects the entrenchment of assessment with the emerging possibility of a broader service provider role. This article articulates the influence that politics and government has had on the role of school psychologists in Alberta schools as special education…
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Directory of Open Access Journals (Sweden)
João Batista Martins
2003-12-01
Full Text Available Este artigo discute a noção de clínica no contexto da psicologia escolar. Na medida em que nós sugerimos como metodologia de pesquisa e de intervenção para o psicólogo escolar a observação participante, entendemos que tal discussão também se refere a questões epistemológicas - uma vez que a produção de conhecimento se dá na ordem da implicação, pois é construção intersubjetiva. Além disso, considerando a complexidade do cotidiano escolar, apresentamos a abordagem multirreferencial e a escuta clínica como perspectivas para a compreensão dos fenômenos que ali se desenrolam.This article discusses the notion of clinic in the school psychology context. As we suggest the participant observation as research methodology and of intervention for the school psychologist, we understand that such discussion also refers to epistemological questions - once the knowledge production occurs in the order of implication, because it is an intersubjective production. Besides, considering the complexity of the school quotidian, we present the multi-referential approach and clinic listening as perspectives for the understanding of the phenomena that are developed in the school context.
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2013-01-01
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.
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Emotional Labor and the Work of School Psychologists
Weaver, Adam D.; Allen, Joseph A.
2017-01-01
As the field of school psychology faces critical shortages, investigations of work factors affecting job satisfaction and burnout are of increasing importance. One such factor is emotional labor, which is defined as the work of managing one's emotions and emotional expressions so as to align to the expectations of the job or profession. In this…
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School Psychology in Greece: A System of Change.
Theodore, Lea A.; Bray, Melissa A.; Kehle, Thomas J.; Dioguardi, Richard J.
2002-01-01
Discusses origin of school psychology in Greece which emerged with services for mentally disabled in 1937. Explains how laws were instituted with the growing demand for educational services for students with social and emotional needs. Includes discussions on diverse roles of school psychologists, present status of special education, and influence…
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Diagnosing, special education and ‘learnification’ in Danish schools
DEFF Research Database (Denmark)
Hamre, Bjørn
2016-01-01
This article focuses on a discussion of diagnosing, special education, and ‘learnification’ in a Danish school context in which the increasing use of diagnosis is analysed as resulting from the ideas of normality that are associated with the construction of the pupil as a learner. I argue...... that diagnosis in schools can be seen as the shadow side of the articulation and management of learning through schools’ requirements for pupils. This article is based on my analysis of files produced by educational psychologists. Learning and diagnosis, I argue, constitute two different, but parallel, ways...... of looking at being a pupil in school, each of which represents conceptions of deviance and normality. The article’s methodological point of departure draws on a Foucauldian-influenced analysis of diagnosing and learning in education....
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A Thematic Inquiry into the Burnout Experience of Australian Solo-Practicing Clinical Psychologists
Hammond, Trent E.; Crowther, Andrew; Drummond, Sally
2018-01-01
Objective: Burnout is conceptualized as a syndrome that consists of emotional exhaustion, depersonalization, and decreased personal accomplishment. Despite the increased frequency and severity of burnout in the Western world, there is limited published research regarding the experiences of clinical psychologists who have had burnout. The present study examines clinical psychologists’ different experiences of burnout in Australia. Design and Methods: In the year 2015, six privately practicing and solo-employed clinical psychologists provided rich qualitative data by participating in semi-structured interviews. Thematic analysis was the method used to analyze clinical psychologists’ natural accounts of their burnout experiences. Using NVivo, emerging themes were identified through coding ‘first order constructs’ and then axial code ‘second order constructs.’ Findings: Clinical psychologists indicated that their roles are demanding and a diverse range of symptoms, including the enduring effects of burnout, mental stress, fatigue, decreased personal accomplishment, negative affect, depersonalization, reduced productivity and motivation, and insomnia. They identified precursors of burnout, including excessive workload and hours of work, life stresses, mismanaged workload, and transference. Clinical psychologists suggested that protective factors of burnout include knowledge and years worked in direct care, and trusting and long-term relationships. They indicated that the barriers to overcoming burnout include the fallacy that their clients’ expectations and needs are more important than their own, the financial cost of working in private practice, contemporary knowledge and inadequate education regarding self-care, and time constraints. Discussion and Conclusion: The findings presented in this study provide psychologists and other health professionals with an insight about the burnout experience and inform professionals of the mental shortcomings of
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A Thematic Inquiry into the Burnout Experience of Australian Solo-Practicing Clinical Psychologists
Directory of Open Access Journals (Sweden)
Trent E. Hammond
2018-01-01
Full Text Available Objective: Burnout is conceptualized as a syndrome that consists of emotional exhaustion, depersonalization, and decreased personal accomplishment. Despite the increased frequency and severity of burnout in the Western world, there is limited published research regarding the experiences of clinical psychologists who have had burnout. The present study examines clinical psychologists’ different experiences of burnout in Australia.Design and Methods: In the year 2015, six privately practicing and solo-employed clinical psychologists provided rich qualitative data by participating in semi-structured interviews. Thematic analysis was the method used to analyze clinical psychologists’ natural accounts of their burnout experiences. Using NVivo, emerging themes were identified through coding ‘first order constructs’ and then axial code ‘second order constructs.’Findings: Clinical psychologists indicated that their roles are demanding and a diverse range of symptoms, including the enduring effects of burnout, mental stress, fatigue, decreased personal accomplishment, negative affect, depersonalization, reduced productivity and motivation, and insomnia. They identified precursors of burnout, including excessive workload and hours of work, life stresses, mismanaged workload, and transference. Clinical psychologists suggested that protective factors of burnout include knowledge and years worked in direct care, and trusting and long-term relationships. They indicated that the barriers to overcoming burnout include the fallacy that their clients’ expectations and needs are more important than their own, the financial cost of working in private practice, contemporary knowledge and inadequate education regarding self-care, and time constraints.Discussion and Conclusion: The findings presented in this study provide psychologists and other health professionals with an insight about the burnout experience and inform professionals of the mental
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Educational Psychologists' Report-Writing: Acts of Justice?
Attard, Sunaina; Mercieca, Daniela; Mercieca, Duncan P.
2016-01-01
One of the major tasks of educational psychologists is the writing of reports. Often, all involvement, assessment and intervention culminate in the production of a report. This paper explores critically the tensions involved in writing reports which are closed down in their conformity to requirements of different bodies, while looking for…
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Sosa-Estrella, Olga
2017-01-01
Although there is a great need for school-based mental health services (SBMH), these needs are not adequately met in California's public schools. To meet these needs better, evidence-based methods have been used, including multi-tiered systems of support, training and workforce development, cultural competence, and family and youth engagement and…
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Older Driver Safety: A Survey of Psychologists' Attitudes, Knowledge, and Practices.
Love, Janet; Tuokko, Holly
2016-09-01
Using an online survey, we examined the knowledge, attitudes, and practices with respect to older driver safety concerns of clinical psychologists from across Canada who self-identified as working with at least some drivers over 60 years of age. Eighty-four psychologists completed the survey, and many were aware of the issues relevant to older driver safety, although only about half reported that assessing fitness to drive was an important issue in their practice. The majority (75%) reported that they would benefit from education concerning evaluation of fitness to drive. The primary recommendation emerging from this investigation is to increase efforts to inform and educate psychologists about driving-related assessment and regulatory issues in general, and specifically with respect to older adults. As the population ages, it is of growing importance for all health care providers to understand the influence of mental health conditions-including cognitive impairment and dementia-on driving skills.
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Online School Psychology: Blueprint to Higher Education Conversations
Dixon, Robert J.
2018-01-01
The author is convinced that the school psychology profession needs to develop innovative programs to address the shortages of school psychologists across the nation, specifically, online programs that can reach the rural and underserved districts of each state. Current educators seeking to expand their skill set can be the untapped answer to…
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Freedom of Speech and Adolescent Public School Students
Hussain, Murad
2008-01-01
Some legal cases on the freedom of speech in adolescent public school students are discussed. It is suggested that schools, social scientists and psychologists should build a social consensus on the extent to which the freedom of speech for abusive students can be allowed so as not to affect development of other students.
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[A proposal for reforming psychologists' training in France and in the European Union].
Bouchard, J-P
2009-02-01
account the great current and future stakes of public health. It should be supplemented by psychopharmacology lectures. This reform of psychologists' training would ensure a common pedestal of increased knowledge coupled with theoretical/practical competence. The positive consequences of such a reform would relate to many fields. Here are six examples. Education: prevention, tracking, treatment of personal problems or of instruction from nursery school to university; orientation; council, assistance with managing difficulties of teaching staff, etc. Health: tracking, prevention, diagnosis, treatment of psychic and behavioural disorders, of addictive attitudes, of psychological problems related to somatic pathologies (cancer, HIV, etc.), of problems related to ageing of population; training and supervision of medical staff, etc. Justice: caring of victims, of offenders in prison or out of prison, fight against repetition, expertise, staff training (magistrates, lawyers, penitentiary staff, social workers...). Work context: (companies, public and private organisations): recruitment, management of staff problems, human resources management, coaching, competence assessment, orientation, etc. Sport: assessment, management and improvement of performances, management of stress, success, failures, and career; fight against doping; help for retraining after suspension of activity, etc. development of many useful research axes in relation to ground needs in all application fields of psychology. Such a reform, which would make it possible to shift towards a training more adapted to reality, more homogeneous and aiming at excellence, would ensure better guarantees of service to psychologist users and to their possible employers. Beyond a deep improvement of their initial training and their offer of competence, it would also enable psychologists to witness a very clear improvement of their professional status as well as their level of remuneration. The number of trained psychologists
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The Practice-oriented Model of «School Psychology» Master's Program
Directory of Open Access Journals (Sweden)
Andruschenko T.Y.,
2015-12-01
Full Text Available We presented the experience in the development and testing the module “Psychological diagnosis of students” of the “School psychology” master program in “Psychological and pedagogical education” training direction. We discussed contemporary contexts of design educational modules that are defined by ideas of cultural-historical approach of the scientific school of L.S. Vygotsky, educational theories and activities of developing education by D.B. Elkonin, V.V. Davydov, collectively distributed educational activity of V.V. Rubtsov. We analyzed the issue of professional competence training in educational psychologists at higher education. We presented the connection between the content of masters training and the requirements of the Professional standard “Teacher-psychologist (the psychologist in education”. Within the context of the network of educational organizations we paid special attention to the content and organization of distributed practice as the basic condition of master’s professional competences formation and their readiness for the implementation of the working activities.
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Culture and Identity in School Psychology Research and Practice: Fact versus Fiction
Worrell, Frank C.
2015-01-01
This article reviews and critiques the article by Frisby (2015) in this special issue of "School Psychology Forum" as well as Frisby's book, "Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel" (Frisby, 2013). The concepts discussed are in the…
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Bishop, Christa M.; Atlas, Jana G.
2015-01-01
This study examined what elementary schools in New York State are doing to recognize lesbian, gay, bisexual, and transgender (LGBT) families in terms of curriculum, policies, and practices. In all, 116 school psychologists completed an online survey regarding their districts. Findings indicated that even though most school districts serve…
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Ethnic Minority Psychological Associations: Connections to Counseling Psychology
Delgado-Romero, Edward A.; Forrest, Linda; Lau, Michael Y.
2012-01-01
This article provides the introduction, background and rationale for the Major Contribution focused on five national ethnic minority psychological associations: the Asian American Psychological Association, The Association of Black Psychologists, the National Latina/o Psychological Association, the Society of Indian Psychologists, and the Society…
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Differential Perception of Counselling Psychologists' Duties to Oyo ...
African Journals Online (AJOL)
This descriptive survey study investigated the differences that exist in the perception of the relevance of counselling psychologists' duties to broadcasting corporation. The participants consisted of one hundred and two (54 males and 48 females) purposively selected staff of Oyo State Broadcasting Corporation.
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Johnston, Elizabeth; Johnson, Ann
2017-07-01
Women's participation in the work force shifted markedly throughout the twentieth century, from a low of 21 percent in 1900 to 59 percent in 1998. The influx of women into market work, particularly married women with children, put pressure on the ideology of domesticity: an ideal male worker in the outside market married to a woman taking care of children and home (Williams, 2000). Here, we examine some moments in the early-to-mid-twentieth century when female psychologists contested established norms of life-work balance premised on domesticity. In the 1920s, Ethel Puffer Howes, one of the first generation of American women psychologists studied by Scarborough and Furumoto (1987), challenged the waste of women's higher education represented by the denial of their interests outside of the confines of domesticity with pioneering applied research on communitarian solutions to life-work balance. Prominent second-generation psychologists, such as Leta Hollingworth, Lillian Gilbreth, and Florence Goodenough, sounded notes of dissent in a variety of forums in the interwar period. At mid-century, the exclusion of women psychologists from war work galvanized more organized efforts to address their status and life-work balance. Examination of the ensuing uneasy collaboration between psychologist and library scholar Alice Bryan and the influential male gatekeeper E. G. Boring documents gendered disparities in life-work balance and illuminates how the entrenched ideology of domesticity was sustained. We conclude with Jane Loevinger's mid-century challenge to domesticity and mother-blaming through her questioning of Boring's persistent focus on the need for job concentration in professional psychologists and development of a novel research focus on mothering. © 2017 Wiley Periodicals, Inc.
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Educational Psychologist Training for Special and Developmental Teaching as Professional Activity
Directory of Open Access Journals (Sweden)
Gavrilushkina O.P.
2015-11-01
Full Text Available The article presents the experience of designing the educational module "Special and Developmental Teaching" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and to include research activity in particular module. It is necessary to teach educational psychologists not only to "know", but also to "knows how", to have professional thinking and metasubject competencies, to have the capacity for reflection, i. e. to operate in an uncertain environment for new schemes on the basis of the scientific method. It is important that the modular principle design allows adding training subjects from one of educational program to other and so developing new programs.
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Positive psychology and ideas of cultural-historical school of L.S. Vygotsky
Directory of Open Access Journals (Sweden)
Vasilev V.K.,
2017-08-01
Full Text Available In the article was carried out a comparative analysis between two distinctive psychology schools: the cultural-historical psychology of L.V. Vygotsky and the positive psychological school. Distinct are a number of significant similarities between their basic ideas that are valuable both for the development of human knowledge and for public practice. The authors have outlined and systematized the leading personal and intellectual qualities of the famous psychologists who have created the most promising theories in the psychological science. The category is highlighted as well as a small group of visionary psychologists who have identified the most important problems of man and psychology and have offered the best quality solutions to these problems. These are W. James, S. Freud, L. Vygotsky, E. Eriksson and A. Maslow; We’ve noticed that Vygotsky alone meets all the criteria, as if the concept of insightful psychologists was modeled over his creative work and his personality.
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Mcintosh, Constance E.; Thomas, Cynthia M.
2015-01-01
This study explored school nurses' involvement during the identification and treatment of children with autism spectrum disorder (ASD). The extent of school nurses' collaboration with school psychologists and other educators also was studied. Participants included 100 school nurses, representing 18 states, who completed a survey on ASD. The…
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Briggs, Marilyn; Mueller, Constance G.; Fleischhacker, Sheila
2010-01-01
It is the position of the American Dietetic Association (ADA), School Nutrition Association (SNA), and Society for Nutrition Education (SNE) that comprehensive, integrated nutrition services in schools, kindergarten through grade 12, are an essential component of coordinated school health programs and will improve the nutritional status, health,…
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Eke, Gemma; Holttum, Sue; Hayward, Mark
2012-03-01
Previous research highlights barriers to clinical psychologists conducting research, but has rarely examined U.K. clinical psychologists. The study investigated U.K. clinical psychologists' self-reported research output and tested part of a theoretical model of factors influencing their intention to conduct research. Questionnaires were mailed to 1,300 U.K. clinical psychologists. Three hundred and seventy-four questionnaires were returned (29% response-rate). This study replicated in a U.K. sample the finding that the modal number of publications was zero, highlighted in a number of U.K. and U.S. studies. Research intention was bimodally distributed, and logistic regression classified 78% of cases successfully. Outcome expectations, perceived behavioral control and normative beliefs mediated between research training environment and intention. Further research should explore how research is negotiated in clinical roles, and this issue should be incorporated into prequalification training. © 2012 Wiley Periodicals, Inc.
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School Psychology and Childhood – a public school experience
Directory of Open Access Journals (Sweden)
Silvia Maria Cintra da Silva
2009-02-01
Full Text Available This work reports an activity performed as part of coursework in Psychology class during a school semester which aimed to provide students an effective experience of what public school psychologists do, based on the critical presumptions about Psychology and also aimed to present reflections on the performance of this professional together with children. The proposal involved encounters with teachers and children and the undergraduates were responsible for the preparation and execution of activities under the supervision of professors. The Psychology students highlighted the importance of this practice for their professional training, which provided discussions on key questions such as childhood, education and the impact of School Psychology in the Brazilian educational scope.
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Lilienfeld, Scott O; Ammirati, Rachel; David, Michal
2012-02-01
Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Schweifer, Christina
2009-01-01
The Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common behaviour problems in school age with an estimated prevalence between three to seven percent. Although the disorder is in particular a problem at the school setting, only few studies included the professions involved such as class teachers, special education teachers, school psychologists or school medics. Therefore, it was the aim of this study to assess the knowledge and resources of these professions and to analyse their way of communication and cooperation. A total of 124 persons were questioned using a 19-item self-developed questionnaire. The knowledge of the professions concerned seems to be satisfying. However, school psychologists and special education teachers are able to use their resources and their possibilities for cooperation better than school medics or class teachers do. The results also indicate that the major problem is at the interface between the professions. The development of a network with special focus on ADHD to overcome the barriers is proposed.
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Directory of Open Access Journals (Sweden)
Bogdanovich N. V.
2016-06-01
Full Text Available In this article the analysis of professional standards in terms of the scope of work of the psychologist with clients in difficult life and legal situations. The criteria of analysis chosen: reflected in professional activities, the choice of grounds for the selection of professional activities that focus on a specific Department, selection of a particular direction of activity of the psychologist (prevention, support, rehabilitation. It is shown that all five of the analyzed standards imply such a situation, but only three of them ("educational psychologist", "Psychologist in the social sphere", "Specialist in rehabilitative work in the social sphere" describe the activities of the psychologist, and the remaining ("Expert of bodies of guardianship and guardianship concerning minors" and "Specialist in working with families" are more organizational in nature. The conclusion about compliance of the training programs developed by the Department of legal psychology and law and education, the requirements of professional standards, proposed improvements in these programs.
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Helping Minority Children in School Psychology: Failures, Challenges, and Opportunities
Frisby, Craig L.
2015-01-01
Observations that led to the development of the book, "Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel" (Frisby, 2013), will be discussed. This will be followed by a summary of the wide variety of the difficult and complex issues embedded within…
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School Psychology in Rural Contexts: Ethical, Professional, and Legal Issues
Edwards, Lynn M.; Sullivan, Amanda L.
2014-01-01
Delivering psychological services in rural communities presents a number of unique challenges for practitioners relative to their peers in urban and suburban communities. In this article, the authors describe the current context of rural schools and examine the ethical and legal issues school psychologists may face when practicing in rural…
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School Psychology: Learning Lessons from History and Moving Forward
Farrell, Peter
2010-01-01
At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using…
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The role of a psychologist in management: discipline, practice and ...
African Journals Online (AJOL)
In the marketing sector, Consumers Psychologist has over the years maximize organizational profit by providing strategies for products and services branding, pricing, packaging, sales promotion and advertising.
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Do First and Later Borns Agree with Psychologists?
Cohen, Diane
Research has found firstborns to be more ambitious, rule-oriented, authority-oriented, helpful, and responsible, and less oriented toward peers, their own needs, social activities, and group cooperation than are laterborns. To explore whether those occupying different birth order positions perceive themselves as psychologists have described them,…
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Proctor, Sherrie L.; Simpson, Chamane M.; Levin, Jacqueline; Hackimer, Laura
2014-01-01
Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school…
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CL Bester; T Mouton
2006-01-01
In order to contribute to higher levels of job satisfaction, job involvement , and productivity, a match or fit should be established between the dominant career anchor associated with a specific occupation and that of the employee. A career anchor is an individual’s set of self-perceived talents, abilities, motives, needs and values that form the nucleus of one’s occupational self-concept. Psychologists have always been part of the service orientated careers and therefore one would expect th...
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Digital Media and Youth: A Primer for School Psychologists
Savina, Elena; Mills, Jennifer L.; Atwood, Kelly; Cha, Jason
2017-01-01
The growing proliferation of digital media over the past few decades has engendered both significant promise and significant concerns regarding children's development. Digital media have changed the ways young people learn, interact with others, and develop essential cognitive and social-emotional skills. This paper provides school psychologists…
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Group Counseling in the Schools: Considerations for Child and Family Issues
Crespi, Tony D.; Gustafson, Amy L.; Borges, Silvia M.
2006-01-01
School psychologists are increasingly being confronted with a wide spectrum of psychological, psychosocial, familial, and home-school issues impacting child development. With one in six children raised in alcoholic families, with divorce impacting approximately 60% of families, and with such issues as teenage pregnancy, parental neglect, as well…
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An International Partnership Promoting Psychological Well-Being in Sri Lankan Schools
Nastasi, Bonnie K.; Jayasena, Asoka N. S.
2014-01-01
This article illustrates the application of psychological and educational consultation in an international setting. With the goal of promoting psychological well-being of the school-age population, a partnership was formed between an American school psychologist and a Sri Lankan educational sociologist and teacher educator. The partners, or…
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Elementary Student Perceptions of School Climate and Associations with Individual and School Factors
La Salle, Tamika P.; Zabek, Faith; Meyers, Joel
2016-01-01
School climate has increasingly been recognized as an essential component of school improvement owing to the established associations between a positive school climate and academic outcomes for students. Our study examines associations among a brief measure of school climate assessing elementary student perceptions and the College and Career Ready…
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The Development of Intercultural Competency in School Psychology Graduate Students
Davies, Susan C.; Lewis, Abigail A.; Anderson, Amy E.; Bernstein, Elana R.
2015-01-01
School psychologists often have the opportunity to work with students and families from varied backgrounds and cultures. While this can be an exciting and enriching part of the job, it can also be daunting for some practitioners, particularly those who are inadequately prepared. A number of strategies have been implemented in school psychology…
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Mindfulness in School Psychology: Applications for Intervention and Professional Practice
Felver, Joshua C.; Doerner, Erin; Jones, Jeremy; Kaye, Nicole C.; Merrell, Kenneth W.
2013-01-01
Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and…
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Prince Edward Island's School Psychology Report
Matters, Rhonda
2016-01-01
The Prince Edward Island (PEI) school system has been struggling with issues of recruitment and particularly retention for psychologists. Reasons include concerns about professional autonomy; having more limited roles, which are heavily assessment focused; reduced job satisfaction; and restrictions on additional private practice work. The waiting…
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School Psychological Services and Program Evaluation
MacGregor, Mary Jo, Ed.
1972-01-01
A variety of court decisions and laws relevant to malpractice and liability of school psychologists are presented. Terms are defined and examples of faulty psychological testing, defamation, withholding information, and inferred imcompetence are provided. Suggestions regarding litigation and legal defenses are made and issues related to…
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Full Human Development And School Psychology
DEFF Research Database (Denmark)
Chaiklin, Seth
The aim of this keynote address is to show how theoretical ideas from the cultural-historical tradition have been used to address issues that fall within the scope of interest for Brazilian school psychologists. The first part of the conference discusses the idea of radical-local teaching...... which explains how this perspective was used with lower secondary school boys in Denmark who had been expelled from several schools. These two parts will be used to illustrate a perspective about full human development, expressed through cultural-historical theoretical concepts, as an orientation...... for all professional approaches to school psychology....
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Directory of Open Access Journals (Sweden)
Estela Cabral
2001-01-01
Full Text Available Este trabalho tem o objetivo de conhecer a atuação dos psicólogos diante das queixas escolares de crianças encaminhadas aos serviços públicos de saúde do município de Ribeirão Preto, Estado de São Paulo, uma vez que ela pode fornecer dados importantes para a análise da formação profissional do psicólogo. Foram realizadas entrevistas individuais, semi-estruturadas a partir de um roteiro, sendo estas gravadas e transcritas, o que permitiu uma análise quantitativa e qualitativa das respostas de 19 psicólogos que participaram do presente estudo. Os resultados mostraram que esses profissionais ainda compreendem a queixa escolar como um problema da criança pobre e de sua família, passível de ser analisado e tratado fora do contexto da instituição escolar, na qual o fracasso escolar é produzido. Embora os profissionais apontem a participação da escola na produção das dificuldades escolares das crianças, o foco de intervenção dos problemas apresentados ainda é o atendimento individualizado das crianças e dos seus familiares. Apesar dos avanços teórico-metodológicos presentes nas novas compreensões das queixas escolares, eles ainda não se fazem suficientemente presentes na atuação desses profissionais.This work aims at characterizing the performance of psychologists in the public health services in the City of Ribeirão Preto, São Paulo State, in face of the needs of children presenting school problems, since they can be an important source of information for the education of such professionals. Individual semi-structured interviews were recorded and transcribed, allowing quantitative and qualitative analyses of data from 19 psychologists who participated in this study. The results showed that psychologists still regard school problems as inherent to poor children and their families and that they can be treated out of the contexts in which they were produced -- the school institution where the complaint has
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Scientific-professional training of psychologist: a historical and tendency analysis
Directory of Open Access Journals (Sweden)
Ramiro Gross-Tur
2018-02-01
Full Text Available The characteristics of the teaching-learning process of psychology have changed significantly over time. Studying of their transformations allows us to understand the external manifestations of its changes, the essential dynamics that affect their movement and transformation, and development prospects in their future. Therefore, this article, framed from the pedagogical sciences, illustrates the results of the historical valuation of scientist-professional training process of psychologists in Cuba. This study was done by means of a review of different literatures and we used a criteria and indicators for interpretation. Three key stages in the history of the process of scientific-professional training of psychologists in Cuba were identified. Similarly, two historical trends that characterize the process in question were revealed.
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Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice
Blake, Jamilia J.; Graves, Scott; Newell, Markeda; Jimerson, Shane R.
2016-01-01
Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of…
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The role of the obstetrician and the psychologist in postpartum depression
Directory of Open Access Journals (Sweden)
Luiz Ferraz de Sampaio Neto
2013-03-01
The depressive conditions that affect women in the postpartum period are very relevant, either due to its high prevalence or to the impairment in the woman's quality of life, her fetus' and other components of her family. The multidisciplinary approach of these patients can significantly contribute to the early diagnosis and therapeutic treatment; avoiding that mild frames develop into serious situations as puerperal psychosis. The harmonic performance of the team formed by the obstetrician, pediatrician, psychiatrist, nurse and psychologist will be fundamental to reduce the impact of situations of postpartum depression (PPD. It is up to the obstetrician to suspect those women who have risk factors for developing PPD, according to their personal and familiar history. The obstetrician, pediatrician, or other partners of the health care team will be observing the patient's puerperal period whereas investigating suspicious situations of PPD, by using objective diagnosis methods. The psychologists are responsible for defining the final diagnosis and psychotherapy and they are an important part in the preparation of pregnant women during prenatal care for patients at risk of PPD. Precocious diagnosis will provide referral for combined services with the psychologist, treating and elucidating the patient about the PPD's condition.
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The (even) bolder model. The clinical psychologist as metaphysician-scientist-practitioner.
O'Donohue, W
1989-12-01
Is the clinical psychologist best characterized as a scientist-practitioner? Or does the practice of science and psychotherapy involve metaphysics to such an extent that the clinical psychologist ought to be considered a metaphysician-scientist-practitioner? To answer these questions, the roles, if any, of metaphysics in science and psychotherapy are examined. This article investigates this question by examining the views of the logical positivists, Karl Popper and Imre Lakatos, and concludes that the practice of science and psychotherapy involves metaphysics in (a) problem choice, (b) research and therapy design, (c) observation statements, (d) resolving the Duhemian problem, and (e) modifying hypotheses to encompass anomalous results.
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Frey, Andy J.; Lee, Jon; Small, Jason W.; Seeley, John R.; Walker, Hill M.; Feil, Edward G.
2013-01-01
The majority of Tier 2 interventions are facilitated by specialized instructional support personnel, such as a school psychologists, school social workers, school counselors, or behavior consultants. Many professionals struggle to involve parents and teachers in Tier 2 behavior interventions. However, attention to the motivational issues for…
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Haeny, Angela M.
2014-01-01
Previous literature has documented the general issues psychologists often face while balancing their personal and professional lives. The struggle stems from attempting to satisfy the need to maintain a life outside of work while having the professional obligation to follow the American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct (Ethics Code) to prevent their personal lives from interfering with their professional roles and relationships. The present paper analyzes the subject of psychologists taking a public position on controversial public issues. Although the APA Ethics Code does not restrict how psychologists conduct themselves during their personal time, taking a public stance on a controversial issue could potentially strain professional relationships and inadvertently reflect negatively on the profession. The present paper examines ethical issues that a) should be taken into account before psychologists take a public position on a controversial issue, and b) are in conflict with APA’s Ethics Code or current research. PMID:25342876
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Yoshii, Ryo
2016-01-01
In the late nineteenth and early twentieth centuries, American psychologists began addressing problems related to the intellectual capacity of students enrolled in public schools. This paper focuses on the role and influence of psychologists in addressing these problems, specifically the difficulty of classifying students deemed feeble-minded and…
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School Neuropsychology Consultation in Neurodevelopmental Disorders
Decker, Scott L.
2008-01-01
The role of school psychologists with training in neuropsychology is examined within the context of multitiered models of service delivery and educational reform policies. An expanded role is suggested that builds on expertise in the assessment of neurodevelopmental disorders and extends to broader tiers through consultation practice. Changes in…
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Is the environment near school associated with active commuting to school among preschoolers?
Directory of Open Access Journals (Sweden)
Jose Cazuza Farias Junior
2013-05-01
Full Text Available Available studies show that environmental factors may influence how parentes choose to commute their children from home to school. Thus, the aim of this study was to analyze the association between the characteristics of the physical and social environment near school and active commuting to school among preschool children. A school-based cross-sectional study with a sample of children aged 3to 5 years (n=914 was undertaken. Participants were selected by a single-stage cluster sampling process. To obtain data on commuting to school and demographicand socioeconomic variables, a previously validated questionnaire was used while an audit tool was used to assess the environment near school. Binarylogistic regression was used to analyze the association and results were presented as Odds Ratio values. Results showed that 28.3% (95%CI 25.5-31.3 ofthe children were active commuters from home to school. A positive association was found between public transportation (p=0.002 and social environment(p=0.004 domains and active commuting. However, this association was foundonly among children from families that did not have a car. The likelihood of achild being an active commuter was higher among those who are enrolled in schools with better environmental surroundings (OR=1.88; 95%CI 1.31-2.70. It was concluded that there was a positive association between some of the environmental factors near school and active commuting to school among children from families that did not have a car.
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Associations of school violence with physical activity among U.S. high school students.
Demissie, Zewditu; Lowry, Richard; Eaton, Danice K; Hertz, Marci F; Lee, Sarah M
2014-05-01
This study investigated associations of violence-related behaviors with physical activity (PA)-related behaviors among U.S. high school students. Data from the 2009 national Youth Risk Behavior Survey, a cross-sectional survey of a nationally representative sample of 9th-12th grade students, were analyzed. Sex-stratified, adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were estimated for associations between violence-related behaviors and being physically active for ≥60 minutes daily, sports participation, TV watching for ≥3 hours/day, and video game/computer use for ≥3 hours/day. Among male students, at-school bullying victimization was negatively associated with daily PA (aOR: 0.72; 95% CI: 0.58-0.87) and sports participation; skipping school because of safety concerns was positively associated with video game/computer use (1.42; 1.01-2.00); and physical fighting was positively associated with daily PA. Among female students, at-school bullying victimization and skipping school because of safety concerns were both positively associated with video game/computer use (1.46; 1.19-1.79 and 1.60; 1.09-2.34, respectively), and physical fighting at school was negatively associated with sports participation and positively associated with TV watching. Bullying victimization emerged as a potentially important risk factor for insufficient PA. Schools should consider the role of violence in initiatives designed to promote PA.
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ROLE OF PROFESSIONAL IDENTITY IN SELF-REALIZATION OF PSYCHOLOGISTS-TEACHERS
Directory of Open Access Journals (Sweden)
S I Kudinov
2015-12-01
Full Text Available The article highlights the problem of the role of professional identity in self-realization of psychologists- teachers. Within the frame of a system-defined approach the research identifies and describes the individual- typological features of the phenomena interesting to us. The works that focus on the study of self-realization are subjected to the analysis, as the result it is noted that in this field there are still gaps in the understanding of this issue. Thus, the study from the perspective of the influence of professional identity on the successful self-realization of the personality is recognized as relevant. In the framework of this study the following assumptions are put forward: there is a relationship between the professional identity and successful self- realization of the personality; the level of formation of professional identity has an impact on the success of personality self-realization; the professional identity not fully formed acts as a barrier for creativity, activity, internality and constructive self- realization; fully formed professional identity provides a high success rate of self-realization. The purpose of this study was to investigate the features of self- realization and professional identity of psychologists-teachers. For the study, we used “Multidimensional questionnaire of personality self-realization” (MQPS by S.I. Kudinov, for the study of professional identity the following methods were used: “Professional identity-marginalism” questionnaire by E.P. Ermolaeva and Methods of measuring professional identity (MMPI by L.B. Schneider. The results obtained were subjected to quantitative analysis. In the article the author relies on the data gathered as a result of a study conducted at the Institute of Education Development of the Republic of Bashkortostan (GAOU DPO IRO RB, city of Ufa. The sample consisted of 142 educational psychologists. As a result of the conducted research, the specific relationship
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Play Therapy in Elementary Schools
Landreth, Garry L.; Ray, Dee C.; Bratton, Sue C.
2009-01-01
Because the child's world is a world of action and activity, play therapy provides the psychologist in elementary-school settings with an opportunity to enter the child's world. In the play therapy relationship, toys are like the child's words and play is the child's language. Therefore, children play out their problems, experiences, concerns, and…
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Lau, Michael Y.; Forrest, Linda; Delgado-Romero, Edward A.
2012-01-01
This article provides a summary of the Major Contribution on the Ethnic Minority Psychological Associations (Asian American Psychological Association, The Association of Black Psychologists, National Latina/o Psychological Association, Society of Indian Psychologists, and American Psychological Association Division 45) and their connections to…
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Psychologists' right to prescribe – should prescribing privileges be ...
African Journals Online (AJOL)
Current changes in legislation regarding prescription rights increase the possibility of non-medical practitioners being authorised to presctibe medication. There has been ongoing debate about granting psychologists in South Africa a limited right to prescribe (RTP) psychotropic medication. The main reasons advanced for ...
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Organizational-professional conflict of I/O psychologists, job satisfaction and work engagement
Directory of Open Access Journals (Sweden)
Mladenović Branko
2015-01-01
Full Text Available organizational-professional conflict occurs among employees in situations when organizational expectations and demands are opposed to the professional principles and standards. The results of studies have shown that this conflict negatively affects employees' attitude towards the job and affective-motivational state of fulfilment with work role. The purpose of this research was to examine exposure to organizational-professional conflict among I/O psychologists in Serbia, to find out whether there is a correlation between the exposure to organizational-professional conflict, job satisfaction and work engagement, and to determine the main factors of exposure to organizational-professional conflict. Our sample consisted of 96 I/O psychologists. Results have shown that there was significant high negative correlation between the exposure to organizational-professional conflict and job satisfaction, as well as significant moderate negative correlation between the exposure to organizational-professional conflict and work engagement. The highest correlations were with social dimensions of job satisfaction. The exposure to organizational-professional conflict was lower among I/O psychologists with longer work experience and those at higher positions in organizational hierarchy. The exposure to organizational-professional conflict was higher among I/O psychologists who were working in privately owned companies and among those who were fixed-term employees. There was no significant correlation between the exposure to organizational-professional conflict and the size of the organization or business field. Our study showed that organizational-professional conflict should be considered as an important theoretical and research topic, as well as a relevant professional and career issue.
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Teaching Leadership: Most Any Psychologist Can Do It
Riggio, Ronald E.
2015-01-01
The past two decades have seen a growing interest in college courses on leadership in a variety of academic disciplines. The study of leadership has a long history, much of it based on psychology. As a result, psychologists are well informed and quite capable of teaching leadership courses. In this article, I discuss core theories of leadership,…
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Clinical Reasoning in School Psychology: From Assessment to Intervention
Andrews, Jac J. W.; Syeda, Maisha M.
2017-01-01
School psychologists typically conduct psychological and psychoeducational assessments, provide prevention and intervention services, and consult and collaborate with allied professionals (e.g., teachers, physicians, psychiatrists, physiotherapists, occupational therapists, social workers, and nurses) and parents toward better understanding and…
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2010-10-01
... psychologist and clinical social worker services. 405.2452 Section 405.2452 Public Health CENTERS FOR MEDICARE... clinical social worker services. (a) Services and supplies incident to a clinical psychologist's or clinical social worker's services are reimbursable under this subpart if the service or supply is— (1) Of a...
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Effectiveness of the workshop "Adolescent depression: What can schools do?"
Directory of Open Access Journals (Sweden)
Vania eMartinez
2015-05-01
Full Text Available Introduction: Adolescent depression is associated with serious consequences. School staff is in a unique position to screen and refer adolescents with depression in a timely manner, and can collaborate with healthcare teams to assist in the proper management of the disease. The objective of this paper is to describe the results of a workshop that aims to improve the knowledge of adolescent depression among school staff.Material and methods: This was a single-arm trial with a pre-post design. Six workshops were conducted in four cities in Chile. Each workshop lasted four hours. Participatory methodology was used. A 26-item knowledge questionnaire about adolescent depression, with the alternatives I agree, I disagree, and I don’t know was administered to the participants, before and after the workshop.Results: A total of 152 people participated in the trial. Of these, 74.3% were female, and 44.7% were school psychologists, 25.0%, teachers, 17.8%, school counselors, and 5.3%, social workers. On average, there were 69.6% (SD 21.3 correct responses on the initial test, and 91.8% (SD 8.0 on the final test. All items had an increase of correct answers and a decrease of don’t know answers. There were notable increases of correct responses on statements dealing with myths: Antidepressants for the treatment of depression in adolescents must be avoided because they produce dependence (59% to 96% and Depression in adolescence is better defined as a weakness of character than as a disease (75% to 95%. School psychologists scored higher than the other participants on the questionnaire both before and after the workshop.Conclusions: The workshop: Adolescent depression: What can schools do? can improve school staff knowledge of this topic, especially aiding to dispel myths regarding the disease and its treatment. This can help bring about timely case detection and improved collaboration with health team for proper handling of adolescent depression.
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Professional Competency Profile of San Marcos psychologist
Orellana Manrique, Oswaldo; García A., Lupe; Sarria J., César; Morocho S., José; Herrera H., Edgar; Salazar C., Marina; Yanac R., Elisa; Sotelo L., Lidia; Sotelo L., Noemi
2014-01-01
Taking as reference the project Tuning, research inquires about the recognition of skills generic psychologist from his identification done by students for a fifth year of the period of intership or pre-professional practice and graduates, presenting the outcome of the five powers elected overwhelmingly, establishing their differentiation and relevance. Tomando como referencia el proyecto Tuning, la investigación indaga acerca del reconocimiento de las competencias genéricas del psicólogo ...
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Wolffram, Heather
2015-11-01
This article is focused on the jurisdictional battle between psychiatrists and psychologists over psychological expertise in legal contexts that took place during the first decades of the 20th century. Using, as an example, the debate between the psychologist William Stern, the psychiatrist Albert Moll, and the jurist Albert Hellwig, which occurred at the International Congress for Sexual Research held in Berlin in 1926, it aims to demonstrate the manner in which psychiatrists' responses to psychologists' attempts to gain admittance to Germany's courtrooms were shaped not only by epistemological and methodological objections, but also by changes to expert witnessing that had already encroached on psychiatrists' professional territory. Building upon recent work examining the relationship between psychologists and jurists prior to the First World War, this article also seeks to examine the role of judges and lawyers in the contest over forensic psychology in the mid-1920s, arguing that they ultimately became referees in the increasingly public disputes between psychiatrists and psychologists. (c) 2015 APA, all rights reserved).
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Beatty, Barbara
2009-01-01
In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of "outstanding interest" and wrote in "Progressive Education" that it should be of "immense service" to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's…
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Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K
2000-06-01
Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.
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Directory of Open Access Journals (Sweden)
Story Mary
2005-10-01
Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.
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Yeo, Lay See; Choi, Pui Meng
2011-01-01
The present study investigated the effectiveness of a cognitive-behavioural therapy (CBT) programme delivered by a school psychologist for children with behavioural difficulties in Singapore elementary school classrooms. It examined the impact of a 12-session, psychoeducational group intervention in helping misbehaving pupils to control their…
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Contextualizing School Psychology Practice: Introducing Featured Research Commentaries
Burns, Matthew K.
2013-01-01
Bronfenbrenner (1977) defined ecological-systems theory (EST) as the study of the multiple interconnected environmental systems that influence individual development. To understand the child, psychologists must fully examine the environment in which the child lives including the home, school, community, and culture (Bronfenbrenner, 1986). There…
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Townsend, Lisa; Musci, Rashelle; Stuart, Elizabeth; Ruble, Anne; Beaudry, Mary B; Schweizer, Barbara; Owen, Megan; Goode, Carly; Johnson, Sarah L; Bradshaw, Catherine; Wilcox, Holly; Swartz, Karen
2017-08-01
Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. We explored whether school climate was associated with students' depression literacy and mental health stigma beliefs. Data were combined from 2 studies: the Maryland Safe Supportive Schools Project and a randomized controlled trial of the Adolescent Depression Awareness Program. Five high schools participated in both studies, allowing examination of depression literacy and stigma measures from 500 9th and 10th graders. Multilevel models examined the relationship between school-level school climate characteristics and student-level depression literacy and mental health stigma scores. Overall school climate was positively associated with depression literacy (odds ratio [OR] = 2.78, p stigma (Est. = -3.822, p = .001). Subscales of engagement (OR = 5.30, p stigma (Est. = -6.610, p < .001), (Est. = -2.742, p < .001). Positive school climate was associated with greater odds of depression literacy and endorsement of fewer stigmatizing beliefs among students. Our findings raise awareness regarding aspects of the school environment that may facilitate or inhibit students' recognition of depression and subsequent treatment-seeking. © 2017, American School Health Association.
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Curtis, Michael J.; Batsche, George M.
1991-01-01
Notes that graduate training programs face challenges, as well as opportunities, in fulfillment of their responsibilities to prepare school psychologists for entry into professional practice. Examines nature and origins of potential changes facing school psychology and discusses adequacy of current training programs. Discusses future implications…
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Directory of Open Access Journals (Sweden)
Ayub Muhammad
2010-01-01
Full Text Available Abstract Background Psychological therapies especially Cognitive Behaviour Therapy (CBT are used widely in the West to help patients with psychiatric problems. Cognitive Behaviour Therapy has an established evidence base for the treatment of different emotional disorders. In spite of these developments in the developed world, patients in most developing countries hardly benefit from non pharmacological interventions. Although a significant number of psychologists are trained in Pakistan each year, psychological interventions play only a minor role in treatment plans in Pakistan. We conducted interviews with psychologists in Pakistan, to explore their experiences and their views on "providing CBT in Pakistan". These interviews were conducted as part of a project whose focus was to try to develop culturally-sensitive CBT in Pakistan. Methods In depth semi structured interviews were conducted with 5 psychologists working in psychiatry departments in Lahore, Pakistan. Results All the psychologists reported that psychotherapies, including CBT, need adjustments for use in Pakistan, although they were not able to elicit on these in details. Four major themes were discovered, hurdles in therapy, therapy related issues, involvement of the family and modification in therapy. The biggest hurdles in therapy were described to be service and resource issues. Conclusions For CBT to be acceptable, accessible and effective in Non Western cultures numerous adjustments need to be made, taking into consideration; factors related to service structure and delivery, patient's knowledge and beliefs about health and the therapy itself. Interviews with the psychologists in these countries can give us insights which can guide development of therapy and manuals to support its delivery.
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Educational and School Psychology in Newfoundland and Labrador: A 15-Year Follow-Up
Joy, Rhonda; Paul, Heather; Adey, Keith; Wilmott, Angela; Harris, Gregory E.
2016-01-01
Educational psychology is an important profession in the Newfoundland and Labrador school system. Educational psychologists have core training in the areas of education and psychology and offer a variety of services to students, families, and teachers in the school system. This article builds on Martin's reflections by exploring the evolution of…
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Quality Improvement in Health Care: The Role of Psychologists and Psychology.
Bonin, Liza
2018-02-21
Quality Improvement (QI) is a health care interprofessional team activity wherein psychology as a field and individual psychologists in health care settings can and should adopt a more robust presence. The current article makes the argument for why psychology's participation in QI is good for health care, is good for our profession, and is the right thing to do for the patients and families we serve. It reviews the varied ways individual psychologists and our profession can integrate quality processes and improve health care through: (1) our approach to our daily work; (2) our roles on health care teams and involvement in organizational initiatives; (3) opportunities for teaching and scholarship; and (4) system redesign and advocacy within our health care organizations and health care environment.
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Bradshaw, Catherine P.; Waasdorp, Tracy E.; O'Brennan, Lindsey M.; Gulemetova, Michaela
2014-01-01
Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers’ and education support professionals’ perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students’ sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed. PMID:25414539
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Bradley, Stacy; Drapeau, Martin; Destefano, Jack
2012-01-01
Continuing education is one of the means by which professionals maintain and increase their level of competence. However, the relationship between continuing education and the professional's sense of personal competence and other practice-related variables remains unclear. This study examined practicing psychologists' continuing education activities and how these relate to feelings of perceived competence, professional value, and professional support. Psychologists (n = 418) licensed to practice in Quebec were surveyed by pencil-and-paper mail-in survey concerning their continuing education activities, as well as their perceptions of their competence in practice, and their feelings of being professionally valued and professionally supported. Results indicated that feelings of competence in practice were related to professional reading, taking courses/workshops, years being licensed, and attending psychology conferences/conventions. Feelings of professional value were related to age and participating in psychology networking groups, and feelings of professional support were related to participating in case discussion groups, supervision groups, and psychology networking groups. The results showcase the complexity of professional development. Although relationships were found between continuing education activities and the 3 factors of interest, these relationships were moderate. Findings are discussed in the context of their value to individual psychologists, as well as to psychology licensing and regulatory boards, such as promoting participation in those activities related to feelings of competence and support. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.
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Brown, Jacqueline A.; Jimerson, Shane R.
2015-01-01
Although the field of school psychology continues to develop rapidly, few recent studies have examined how it is directly affected by a country's economy and education. This study examined the effect of gross domestic product, public spending on education, and public support for education on the ratio of school psychologists to students, level of…
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Securing a (New) Seat at the Table: Distributed Leadership and School Psychologists
Enz, Ashley; McCullum, Charcelor
2018-01-01
In a time of greater demands on school systems and increased strain on human and material resources, the need for expanded leadership models is becoming increasingly apparent. As a result, educational stakeholders are investing in leadership roles beyond the traditional school administrators, engaging various educators' leadership capacities at…
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Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M
2016-01-01
The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.
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The Role of School Psychologists in the Assessment, Prevention, and Intervention of Cyberbullying
Diamanduros, Terry; Downs, Elizabeth; Jenkins, Stephen J.
2008-01-01
Many school-aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school-based violence. The current body of students…
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Directory of Open Access Journals (Sweden)
Julia Chamusca Chagas
2012-04-01
Full Text Available A educação em/para os Direitos Humanos demanda a discussão do papel da escola na formação para a cidadania. Essa formação deve considerar a necessidade do ideal de democracia estar em todos os níveis do contexto escolar, da proposta pedagógica à organização político-administrativa. Nesta pesquisa utilizamos o conhecimento adquirido por uma experiência de atuação em psicologia escolar em uma instituição de Educação Infantil de Brasília que é uma associação de pais, professores e funcionários. O objetivo foi discutir como o psicólogo escolar participava da implementação da noção de democracia no cotidiano da escola e auxiliava a construção da coerência entre o projeto político pedagógico e as práticas educacionais voltadas para a criança. A análise dessa experiência mostrou a importância da psicologia na construção de uma educação para a democracia que trabalhe junto aos educandos não apenas o conhecimento de seus direitos, mas a aprendizagem e o desenvolvimento de práticas cidadãs.The issue of Human Rights education demands a discussion about the role of the school in developing student citizenship. This process should consider the need for the ideal of democracy to be in every level of the school context; from the pedagogical proposal to its administrative and political organization. In this research we used the knowledge obtained through an experience with school psychology at a children's education institution in Brasília that is an association of parents, teachers and employees. The goal is to discuss how the school psychologist participated in implementing the notion of democracy into the school's routine, helped building coherence between the political and pedagogical project, in addition to the educational practices involving the children. The analysis showed how important psychology is in developing a democratic education that focuses not only on teaching the students their rights, but also
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The Educational Journey of a Latina Feminist Community Psychologist
Guzman, Bianca
2012-01-01
This narrative describes how my educational journey led me to become a Latina feminist community psychologist. My experiences as a Central American woman living in the United States has made me deeply committed to feminist community values and the importance of social justice. Throughout the journey, I connect how immigration status, culture, and…
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Mothers' reflections on the role of the educational psychologist in ...
African Journals Online (AJOL)
Hennie
assurance and emotional support from educational psychologists. Having ... the identification, referral, and treatment of ADHD (Decaires-Wagner & Picton, 2009). Hence ... tions like anxiety and depression can exacerbate ... the mother to use positive parenting practices to .... and information that could contribute to the study.
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Keller, Peggy S; Gilbert, Lauren R; Haak, Eric A; Bi, Shuang; Smith, Olivia A
2017-04-01
Early school start times may curtail children's sleep and inadvertently promote sleep restriction. The current study examines the potential implications for early school start times for behavioral problems in public elementary schools (student ages 5-12 years) in Kentucky. School start times were obtained from school Web sites or by calling school offices; behavioral and disciplinary problems, along with demographic information about schools, were obtained from the Kentucky Department of Education. Estimated associations controlled for teacher/student ratio, racial composition, school rank, enrollment, and Appalachian location. Associations between early school start time and greater behavioral problems (harassment, in-school removals, suspensions, and expulsions) were observed, although some of these associations were found only for schools serving the non-Appalachian region. Findings support the growing body of research showing that early school start times may contribute to student problems, and extend this research through a large-scale examination of elementary schools, behavioral outcomes, and potential moderators of risk. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.
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Cipolletta, Sabrina; Mocellin, Damiano
2017-01-09
Online counseling may be defined as an interaction between users and mental health professionals that takes place through computer mediated communication technology. This study aimed to investigate the attitudes of Italian psychologists towards different aspects of online counseling provided via email, chat, forums, and videoconference. An online questionnaire was administered to a sample of 289 licensed psychologists in the Veneto Region (Italy) in order to collect opinions, preferences, and intentions to use online modalities, along with prior knowledge and practice experiences. Only 18.3% of the respondents had previous experience with online counseling. Overall, the majority of psychologists (62.6%) were favorable towards online counseling, but they also had several reservations about the provision of online diagnosis and therapeutic interventions. Results showed a consistent lack of clarity regarding ethical and penal issues concerning online modalities. More efforts must be directed to deepening the application of new technologies in the field of psychology in order to enable an ethical and professional practice of online counseling in Italy.
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The Changing Face of School Psychology: Trends in Data and Projections for the Future
Curtis, Michael J.; Grier, J. Elizabeth Chesno; Hunley, Sawyer A.
2004-01-01
Trends in data from the past to the present are described for demographic variables (gender, race and ethnicity, preparation levels, credentialing, age and experience) and ratio of students to school psychologists. School psychology in the United States will continue to be characterized as primarily Caucasian, specialist- level and female through…
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The Modeling as Didactic Method in the Scientific-Professional Training of the Psychologist
Directory of Open Access Journals (Sweden)
Lic. Ramiro Gross Tur
2016-02-01
Full Text Available The modeling method has often been developed or recognized in various processes related to training of psychologists studies. It has educational value as its application favors the appropriation of skills and capacity necessary for the performance on the student. However, the method has limitations because it does not exhaust the content praxiological psychology in the teaching-learning process. Therefore, the modeling required to be valued its limitations and potentials in order to plan actions necessary to improve or complement other methods, which serve to improve the process of scientific and professional training of psychologists, with emphasis on the labor dimension.
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Training School Psychologists to Conduct Evidence-Based Treatments for Depression
Stark, Kevin D.; Arora, Prerna; Funk, Catherine L.
2011-01-01
Cognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided…
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Stock, Christiane; Bloomfield, Kim; Ejstrud, Bo; Vinther-Larsen, Mathilde; Meijer, Mathias; Grønbæk, Morten; Grittner, Ulrike
2012-06-01
This study sought to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behaviour independently of individual factors. Mixed effects logistic regression models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10 380 pupils aged 13-15 years nested in 407 school districts. Of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all individual factors listed above, high household savings at the school district level was associated with higher odds of active transportation to school. As factors of land use, low level of farming land use and high proportion of single houses were associated with active transportation to school. Policies aiming at reducing social inequalities at the school district level may enhance active transportation to school. School districts with farming land use face barriers for active transportation to school, requiring special policy attention.
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The nature of Formal Reasoning among Ghanaian Basic School ...
African Journals Online (AJOL)
Many Psychologists have considered early formal thinking among adolescents as signs of normal development. As it is not known for certain at what age Ghanaian Junior Secondary School (JSS) pupils achieve formal operational capabilities, the study seeks to find out the relationship between Piagetian theory of ...
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The role of psychologists in health care delivery.
Wahass, Saeed H
2005-05-01
Advances in the biomedical and the behavioral sciences have paved the way for the integration of medical practice towards the biopsychosocial approach. Therefore, dealing with health and illness overtakes looking for the presence or absence of the disease and infirmity (the biomedical paradigm) to the biopsychosocial paradigm in which health means a state of complete physical, psychological and social well-being. Psychology as a behavioral health discipline is the key to the biopsychosocial practice, and plays a major role in understanding the concept of health and illness. The clinical role of psychologists as health providers is diverse with the varying areas of care giving (primary, secondary and tertiary care) and a variety of subspecialties. Overall, psychologists assess, diagnose, and treat the psychological problems and the behavioral dysfunctions resulting from, or related to physical and mental health. In addition, they play a major role in the promotion of healthy behavior, preventing diseases and improving patients' quality of life. They perform their clinical roles according to rigorous ethical principles and code of conduct. This article describes and discusses the significant role of clinical health psychology in the provision of health care, following a biopsychosocial perspective of health and illness. Professional and educational issues have also been discussed.
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Liesen, Laurette T
2007-03-01
Often since the early 1990s, feminist evolutionists have criticized evolutionary psychologists, finding fault in their analyses of human male and female reproductive behavior. Feminist evolutionists have criticized various evolutionary psychologists for perpetuating gender stereotypes, using questionable methodology, and exhibiting a chill toward feminism. Though these criticisms have been raised many times, the conflict itself has not been fully analyzed. Therefore, I reconsider this conflict, both in its origins and its implications. I find that the approaches and perspectives of feminist evolutionists and evolutionary psychologists are distinctly different, leading many of the former to work in behavioral ecology, primatology, and evolutionary biology. Invitingly to feminist evolutionists, these three fields emphasize social behavior and the influences of environmental variables; in contrast, evolutionary psychology has come to rely on assumptions deemphasizing the pliability of psychological mechanisms and the flexibility of human behavior. In behavioral ecology, primatology, and evolutionary biology, feminist evolutionists have found old biases easy to correct and new hypotheses practical to test, offering new insights into male and female behavior, explaining the emergence and persistence of patriarchy, and potentially bringing closer a prime feminist goal, sexual equality.
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Classification of social stereotypes by Japanese Social Psychologists
Matsuo, Ai; Takahashi, Naoya; Matsui, Yutaka
2017-01-01
The present study asks social psychologists (N=82) to evaluate six stereotypes in order to both examine the characteristics of stereotypes held by Japanese people and to classify them. The results are as follows. (1) Typicality and discrimination-amusement were identified as perspectives for evaluating stereotypes. (2) The six stereotypes examined in this study were classified into three different groups based on correspondence analysis. (a) Stereotypes about older people and business women i...
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Fleury, Marie-Josée; Grenier, Guy; Bamvita, Jean-Marie
2017-01-01
Background This study identified multiple socio-professional and team effectiveness variables, based on the Input-Mediator-Output-Input (IMOI) model, and tested their associations with job satisfaction for three categories of mental health professionals (nurses, psychologists/psychotherapists, and social workers). Methods Job satisfaction was assessed with the Job Satisfaction Survey. Independent variables were classified into four categories: 1) Socio-professional Characteristics; 2) Team At...
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The Color of Misbehaving: Two Case Studies of Deviant Boys in a Magnet School.
Emihovich, Catherine A.
Case studies of a black boy and a white boy from a kindergarten class in a desegregated school examined the effects of teacher attitudes on students' conformity to classroom behavior norms. Both boys had been referred to the school psychologist by their teacher because of their disruptive classroom behavior. Information collected on the two boys…
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Moreno-Maldonado, Concepción; Ramos, Pilar; Moreno, Carmen; Rivera, Francisco
2018-01-01
Psychologists in schools can play an important role in developing policies and programs to promote healthy eating habits. This study analyses the contributions of family socioeconomic status, peer influence (schoolmates' food consumption), and school-based nutrition interventions to explain adolescent eating behaviors. Data were obtained from the…
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Erwin, Heather; Fedewa, Alicia; Beighle, Aaron; Ahn, Soyeon
2012-01-01
Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a…
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Parres, Laura
2017-01-01
English language learners (ELLs) are a significant and growing subset of the school age population across the United States. The projected growth of ELL students is significant and poses unique challenges for school districts when assessing bilingual students for special education. The state of California has the most ELL students in the nation…
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Thumann, Barbara F; Nur, Ula; Naker, Dipak; Devries, Karen M
2016-07-29
Few studies have explored risk factors for poor mental health in Ugandan primary schools. This study investigated whether individual- and contextual-level school-related factors including violence from school staff and other students, connectedness to school and peers, as well as school size and urban/rural location, were associated with mental health difficulties in Ugandan children. We also examined whether associations between violence exposure at school and mental health were mediated by connectedness as well as whether associations were different for boys and girls. The analytic sample consisted of 3,565 students from 42 primary schools participating in the Good Schools Study. Data were collected through individual interviews conducted in June and July 2012. Mental health was measured using the Strengths and Difficulties Questionnaire. Multilevel logistic regression was applied to investigate factors associated with mental health difficulties. Experiences of violence from school staff and other students in the past week were strongly associated with mental health difficulties (OR = 1.58, 95 % CI 1.31 to 1.90 and 1.81, 1.47 to 2.23, respectively). Children with a low school connectedness had 1.43 times (1.11 to 1.83) the odds of mental health difficulties compared to those with a high school connectedness. The OR comparing children never feeling close to other students at their school with those always feeling close was 1.86 (1.18 to 2.93). The effect of violence on mental health was not mediated through the connectedness variables. School size was not related to mental health difficulties, but attending an urban school increased the odds of mental health difficulties after accounting for other factors. We did not find evidence that the effect of one or more of the exposures on the outcome differed between boys and girls. These findings suggest that violence in school and low connectedness to school and peers are independently associated with mental health
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Townsend, Lisa; Musci, Rashelle; Stuart, Elizabeth; Ruble, Anne; Beaudry, Mary B.; Schweizer, Barbara; Owen, Megan; Goode, Carly; Johnson, Sarah L.; Bradshaw, Catherine; Wilcox, Holly; Swartz, Karen
2017-01-01
Background: Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. We explored whether school climate was associated with students' depression literacy and mental health stigma beliefs.…
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Development of Students-Psychologists Personality Adapting to the Future Profession
Directory of Open Access Journals (Sweden)
L A Dmitrieva
2011-09-01
Full Text Available The article presents the results of the studies of the structure of practical psychologist's professionally important qualities (PIQ of junior and graduate students. It is shown that, during the students' adaptation to their profession the hierarchy, the linking system of PIQ and their interpretation by students change.
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Dupuis, Danielle N.
2015-01-01
The Center for Applied Research and Educational Improvement (CAREI) conducted two analyses with the purpose of examining the association between elementary school start time and students' academic achievement in mathematics and reading in Wayzata Public Schools. The first analysis examined the association between elementary school start time and…
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Gosliner, Wendi
2014-09-01
This study assessed associations between selective school-level factors and students' consumption of fruits and vegetables at school. Better understanding of school factors associated with increased produce consumption is especially important, as students are served more produce items at school. This cross-sectional study included 5439 seventh- and ninth-grade students from 31 schools in California in 2010. Multilevel regression models estimated whether the odds of consuming fruits or vegetables at school among students eating the school lunch were associated with the length of the lunch period, quality/variety of produce options, or other factors. A longer lunch period was associated with increased odds of a student eating fruits (odds ratio [OR] = 1.40) and vegetables (OR = 1.54) at school. Better fruit quality increased the odds of a student consuming fruit (OR = 1.44). Including a salad bar and involving students in food service decisions increased a student's odds of consuming vegetables (OR = 1.48 and OR = 1.34, respectively). This study suggests that institutional factors in schools are positively associated with middle and high school students' consumption of produce items at school. Additional efforts to structure school meal environments to enhance students' consumption of produce items can benefit students' nutrition and health. © 2014, American School Health Association.
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Mâsse, Louise C; de Niet, Judith E
2013-02-19
The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Principals from elementary (n=369) and middle/high schools (n=118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman's Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR=6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR=4.54 and OR=3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR=5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR= .80) and sugar-sweetened beverages (OR= .76). School nutritional capacity, resources
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Tay, Stacie; Alcock, Kat; Scior, Katrina
2018-03-24
To assess the prevalence of personal experiences of mental health problems among clinical psychologists, external, perceived, and self-stigma among them, and stigma-related concerns relating to disclosure and help-seeking. Responses were collected from 678 UK-based clinical psychologists through an anonymous web survey consisting of the Social Distance Scale, Stig-9, Military Stigma Scale, Secrecy Scale, Attitudes towards Seeking Professional Psychological Help Scale-Short Form, alongside personal experience and socio-demographic questions. Two-thirds of participants had experienced mental health problems themselves. Perceived mental health stigma was higher than external and self-stigma. Participants were more likely to have disclosed in their social than work circles. Concerns about negative consequences for self and career, and shame prevented some from disclosing and help-seeking. Personal experiences of mental health problems among clinical psychologists may be fairly common. Stigma, concerns about negative consequences of disclosure and shame as barriers to disclosure and help-seeking merit further consideration. © 2018 Wiley Periodicals, Inc.
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The changing duties of organizational psychologists in Slovenia in the past and in the present
Directory of Open Access Journals (Sweden)
Eva Boštjančič
2016-05-01
Full Text Available As with other areas, the growth of occupational and organizational psychology is based on scientific research, variety of situational factors and trends, and needs that arise in the organizational environment. The aim of the study was to describe the tasks carried out by psychologists in organizations in the past (55 years long history of the field in Slovenia, and to compare these with the tasks that are currently performed. The results were compared with similar studies that had been conducted in Slovenia. The results reveal that the work carried out by psychologists in organizations is currently more diverse, but also more focused on specific forms of work, particularly those related to psychological assessment, counseling, and motivation. Their duties are now more likely to be conducted in an international environment and involve working directly with employees and leaders. Participants also gave recommendations to psychologists who work or want to work in the field of organizational psychology.
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Evaluating a primary care psychology service in Ireland: a survey of stakeholders and psychologists.
Corcoran, Mark; Byrne, Michael
2017-05-01
Primary care psychology services (PCPS) represent an important resource in meeting the various health needs of our communities. This study evaluated the PCPS in a two-county area within the Republic of Ireland. The objectives were to (i) examine the viewpoints of the service for both psychologists and stakeholders (healthcare professionals only) and (ii) examine the enactment of the stepped care model of service provision. Separate surveys were sent to primary care psychologists (n = 8), general practitioners (GPs; n = 69) and other stakeholders in the two counties. GPs and stakeholders were required to rate the current PCPS. The GP survey specifically examined referrals to the PCPS and service configuration, while the stakeholder survey also requested suggestions for future service provision. Psychologists were required to provide information regarding their workload, time spent on certain tasks and productivity ideas. Referral numbers, waiting lists and waiting times were also obtained. All 8 psychologists, 23 GPs (33% response rate) and 37 stakeholders (unknown response rate) responded. GPs and stakeholders reported access to the PCPS as a primary concern, with waiting times of up to 80 weeks in some areas. Service provision to children and adults was uneven between counties. A stepped care model of service provision was not observed. Access can be improved by further implementation of a stepped care service, developing a high-throughput service for adults (based on a stepped care model), and employing a single waiting list for each county to ensure equal access. © 2016 John Wiley & Sons Ltd.
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Fleury, Marie-Josée; Grenier, Guy; Bamvita, Jean-Marie
2017-01-01
This study identified multiple socio-professional and team effectiveness variables, based on the Input-Mediator-Output-Input (IMOI) model, and tested their associations with job satisfaction for three categories of mental health professionals (nurses, psychologists/psychotherapists, and social workers). Job satisfaction was assessed with the Job Satisfaction Survey. Independent variables were classified into four categories: 1) Socio-professional Characteristics; 2) Team Attributes; 3) Team Processes; and 4) Team Emergent States. Variables were entered successively, by category, into a hierarchical regression model. Team Processes contributed the greatest number of variables to job satisfaction among all professional groups, including team support which was the only significant variable common to all three types of professionals. Greater involvement in the decision-making process, and lower levels of team conflict (Team Processes) were associated with job satisfaction among nurses and social workers. Lower seniority on team (Socio-professional Characteristics), and team collaboration (Team Processes) were associated with job satisfaction among nurses, as was belief in the advantages of interdisciplinary collaboration (Team Emergent States) among psychologists. Knowledge sharing (Team Processes) and affective commitment to the team (Team Emergent States) were associated with job satisfaction among social workers. Results suggest the need for mental health decision-makers and team managers to offer adequate support to mental health professionals, to involve nurses and social workers in the decision-making process, and implement procedures and mechanisms favourable to the prevention or resolution of team conflict with a view toward increasing job satisfaction among mental health professionals.
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Everett Jones, Sherry; Sliwa, Sarah
2016-05-12
Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. We analyzed data from the Centers for Disease Control and Prevention's 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9-6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2-5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7-5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools.
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Sarmiento, Kathleen; And Others
A Connecticut school's interdisciplinary team approach toward maintaining black handicapped students in the mainstream of a secondary school is described from the point of view of individual team members. The team consists of a social worker, a guidance counselor/psychologist, special education teacher, and reading specialist. The special…
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Cape, J; Parham, A
2001-06-01
Although evidence-based guidelines are beginning to be produced as to which psychological therapies might be appropriate for which patients, little is known about how general medical practitioners (GPs) in practice distribute referrals between different psychological therapy services. In a retrospective survey, 19 practice counsellors and 10 clinical psychologists from the same geographical area rated a year's caseload of GP referrals using identical data collection methods. Rated casemix was found to be broadly similar, although practice counsellors rated relationship and bereavement problems as more common in their caseloads (totalling 986 patients), and clinical psychologists rated panic disorder, phobias, and obsessive-compulsive problems as more common in their caseloads (totalling 320 patients). Depression and anxiety reactions were the most common problems rated in both groups, but the clinical psychologist cases of depression were rated as more severe and complex. Where differences were found, they may have reflected the different ways that counsellors and clinical psychologists conceptualize cases rather than actual differences in casemix. The results are discussed in relation to evidence-based guideline recommendations about cases appropriate to be seen by practice counsellors and by clinical psychologists in primary and secondary care, and the need to adapt such guidance to local services and skills of practitioners.
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Group Work in Schools: A Process Consultation Approach
Farouk, Shaalan
2004-01-01
This paper provides a description of how an educational psychologist can consult with groups of teachers mostly in relation to their work with pupils who display emotional behavioural difficulties. The paper includes a review of the work on group consultation in schools, followed by a description of process consultation (Schein, 1988 ) and how the…
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Getty, Kimberly C.; Erchul, William P.
2009-01-01
The social power typology developed originally by French and Raven in 1959 and revised by Raven in 1965 and 1992 was applied to study school consultation. Specifically, we investigated how the gender of school psychologist consultants and teacher consultees influence how likely consultants are to use soft power strategies, identified as those…
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Sliwa, Sarah
2016-01-01
Introduction Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. Methods We analyzed data from the Centers for Disease Control and Prevention’s 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. Results In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9–6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2–5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7–5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Conclusion Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools. PMID:27172258
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Pedersen, Trine Pagh; Holstein, Bjørn E; Krølner, Rikke; Ersbøll, Annette Kjær; Jørgensen, Thea Suldrup; Aarestrup, Anne Kristine; Utter, Jennifer; McNaughton, Sarah A; Neumark-Stzainer, Dianne; Rasmussen, Mette
2016-01-01
OBJECTIVE: To investigate: (i) how lunch frequency of adolescents varies between schools and between classes within schools; (ii) the associations between frequency of lunch and individual sociodemographic factors and school characteristics; and (iii) if any observed associations between lunch frequency and school characteristics vary by gender and age groups.DESIGN: Cross-sectional study in which students and school headmasters completed self-administered questionnaires. Associations were es...
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Career orientation of secondary school students (m/f) in the Netherlands
Klapwijk, R.; Rommes, E.
2009-01-01
In this paper, a new perspective is developed to promote a positive relationship between young people and technology. An in-depth study of the values young Dutch secondary school students feel are essential in their future profession was made. Following organisational psychologist Edgar Schein, we
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Chambers, Stephanie; Dundas, Ruth; Torsney, Ben
2016-01-02
School meals are an important state-delivered mechanism for improving children's diets. Scottish local authorities have a statutory duty to provide free school meals (FSM) to families meeting means-testing criteria. Inevitably take-up of FSM does not reach 100%. Explanations put forward to explain this include social stigma, as well as a more general dissatisfaction amongst pupils about lack of modern facilities and meal quality, and a preference to eat where friends are eating. This study investigated characteristics associated with take-up across Scottish secondary schools in 2013-2014 using multilevel modelling techniques. Results suggest that stigma, food quality and the ability to eat with friends are associated with greater take-up. Levels of school modernisation appeared less important, as did differences between more urban or rural areas. Future studies should focus on additional school-level variables to identify characteristics associated with take-up, with the aim of reducing the number of registered pupils not taking-up FSM.
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Psychology departments in medical schools: there's one in Canada, eh?
McIlwraith, Robert D
2014-12-01
Comments on the original article by Robiner et al. (see record 2014-07939-001) regarding psychologists in medical schools and academic medical center settings. Robiner et al. reported that their extensive review "revealed no independent departments of psychology in U.S. medical schools." The current authors note north of the border in Canada there is one department of psychology in a medical school. The Department of Clinical Health Psychology has been a department within the Faculty of Medicine of the University of Manitoba since 1995. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
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2013-01-01
Background The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Methods Principals from elementary (n = 369) and middle/high schools (n = 118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman’s Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. Results In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR = 6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR = 4.54 and OR = 3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR = 5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR = .80) and sugar
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Juel, Morgen Joray
2012-01-01
In the present study, an attempt was made to determine the degree to which psychologists at college and university counseling centers (UCCs) utilized empirically supported treatments with their posttraumatic stress disorder (PTSD) clients. In addition, an attempt was made to determine how frequently UCC psychologists utilized a number of…
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Association between School Membership and Substance Use among Adolescents
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Jorge Gaete
2018-02-01
Full Text Available BackgroundSubstance use among adolescents is a major problem worldwide, producing many health and economic consequences. Even though there are well-known personal, familial, and social factors associated with drug use, less is known about the effect of school-related factors. School membership is a recognized variable affecting academic performance among students; however, its effect on substance use is less understood.AimsThe primary aim of this study was to explore the association between school membership and cigarette, alcohol, and cannabis use among a representative sample of secondary students from municipal state-funded schools in Santiago of Chile, and secondly, to test the hypothesis that depressive or anxiety symptoms mediate this association.MethodsA total of 2,508 students from 22 state-funded schools in Santiago, Chile, answered a questionnaire. This instrument included an abbreviated version of the psychological sense of school membership (PSSM, questions regarding the use of alcohol, tobacco, and cannabis and scales of psychological functioning (depression, anxiety, self-concept, and problem-solving. The association analyses were performed using adjusted regression models for each outcome using all independent variables while controlling for gender and age. For the mediation effect, a combination of ordinary least square and logistic regression analyses was conducted.ResultsThere was an association between a strong PSSM and low risk for smoking (OR 0.57; 95% CI 0.46–0.72, drinking (0.65; 95% CI: 0.51–0.83, and cannabis use (0.52; 95% CI 0.37–0.74. We also found that depressive and anxiety symptoms do not fully mediate the association between school membership and any substance use, and 73% of this effect in the case of smoking, 80% in the case of drinking, and 78.5% in the case of cannabis use, was direct.ConclusionThis is the first study in Latin America exploring the association between school membership and substance use
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Say the Word Islam: School Counselors and Muslim Children
Saleem, Daa'iyah; Rasheed, Sakinah
2010-01-01
Two Muslim women who hold Ph.D.'s, a clinical and developmental psychologist and a teacher educator speak personally and professionally about important information school counselors need to know about Islam and providing services to Muslim children. First, the authors draw from personal experiences in parenting Muslim children who have come of age…
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The clinical psychologist and the management of inpatient pain: a small case series
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Childs SR
2014-12-01
Full Text Available Susan R Childs,1,* Emma M Casely,2,* Bianca M Kuehler,1 Stephen Ward,1 Charlotte L Halmshaw,1 Sarah E Thomas,1 Ian D Goodall,1 Carsten Bantel1,3 1Pain Medicine, Chelsea and Westminster Hospital NHS Foundation Trust, London, 2Anaesthetic Department, Hillingdon Hospital, Uxbridge, 3Section of Anaesthetics, Department of Surgery and Cancer, Faculty of Medicine, Imperial College London, Chelsea and Westminster Hospital Campus, London, UK *These authors contributed equally to this manuscript Abstract: Recent research has confirmed that between 25% and 33% of all hospitalized patients experience unacceptable levels of pain. Studies further indicate that this reduces patient satisfaction levels, lengthens hospital stays, and increases cost. Hospitals are aiming to discharge patients earlier, and this can interfere with adequate pain management. Therefore, the pain service at Chelsea and Westminster Hospital has adapted to this changing model of care. An increasing body of evidence demonstrates that psychological factors are key components of patients’ pain experiences in both acute and chronic pain. Therefore, it is reasonable to suggest a clinical psychologist should be involved in inpatient pain management. This small study discusses three cases that highlight how patient care could be improved by including a clinical psychologist as part of the inpatient pain team. Two cases particularly highlight the active role of the psychologist in the diagnosis and management of common conditions such as fear and anxiety, along with other psychiatric comorbidities. The management therefore employed an eclectic approach adapted from chronic pain and comprising of behavioral, cognitive behavioral, and dialectical behavioral therapeutic techniques blended with brief counseling. The third case exemplifies the importance of nurse-patient interactions and the quality of nurse-patient relationships on patient outcomes. Here, the psychologist helped to optimize
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Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D
2015-05-01
Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of school-based bullying and victimization and their use of SHCs. Data was analyzed from 2063 high school students in 5 Northern California school districts using the 2009-2010 California Healthy Kids Survey. Chi-square tests and multivariate logistic regression were used to measure associations. Students who were bullied or victimized at school had significantly higher odds of using the SHCs compared with students who were not, and were also significantly more likely to report confidentiality concerns. The magnitude of associations was largest for Asian/Pacific Islander students, though this was likely due to greater statistical power. African American students reported victimization experiences at approximately the same rate as their peers, but were significantly less likely to indicate they experienced bullying. Findings suggest that SHCs may be an important place to address bullying and victimization at school, but confidentiality concerns are barriers that may be more common among bullied and victimized youth. © 2015, American School Health Association.
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Psychologists' study on how to communicate on the theme of nuclear waste
International Nuclear Information System (INIS)
Guilloux, Christine
2000-01-01
In 1998, EDF organized a study on how to communicate on the theme of nuclear waste to help understand why communication on this theme seems to be stuck. This study has involved many psychotherapists, psychologists and physicians from different schools of thought. Afterwards a team of internal and external consultants continued the work in 1999 and explored 'the hidden aspects' of the communication that is made on nuclear waste. What are those aspects? What has to be taken into account in such a communication on a theme that is 'absorbing', 'strong', 'invisible'? How to build a more efficient and relevant communication towards the public and the ecologists? How to build a communication which opens up a dialogue and mutual understanding? The first part of this qualitative study has been devoted to interviewing the psychotherapists in a non directive way on what are the representations and beliefs about waste in general, then about nuclear waste. The second part was centered on their reactions to a pamphlet 'Nuclear waste in questions' and a video document (of a presentation of a paper given on the subject). This presentation describes the findings of this study
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Psychologists' study on how to communicate on the theme of nuclear waste
Energy Technology Data Exchange (ETDEWEB)
Guilloux, Christine
2000-07-01
In 1998, EDF organized a study on how to communicate on the theme of nuclear waste to help understand why communication on this theme seems to be stuck. This study has involved many psychotherapists, psychologists and physicians from different schools of thought. Afterwards a team of internal and external consultants continued the work in 1999 and explored 'the hidden aspects' of the communication that is made on nuclear waste. What are those aspects? What has to be taken into account in such a communication on a theme that is 'absorbing', 'strong', 'invisible'? How to build a more efficient and relevant communication towards the public and the ecologists? How to build a communication which opens up a dialogue and mutual understanding? The first part of this qualitative study has been devoted to interviewing the psychotherapists in a non directive way on what are the representations and beliefs about waste in general, then about nuclear waste. The second part was centered on their reactions to a pamphlet 'Nuclear waste in questions' and a video document (of a presentation of a paper given on the subject). This presentation describes the findings of this study.
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How Vocational Psychologists Can Make a Difference in K-12 Education
Perry, Justin C.; Shannon, Lisa
2017-01-01
In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K-12 education by embracing an interdisciplinary…
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Blosnich, John; Bossarte, Robert
2011-02-01
Low-level violent behavior, particularly school bullying, remains a critical public health issue that has been associated with negative mental and physical health outcomes. School-based prevention programs, while a valuable line of defense to stave off bullying, have shown inconsistent results in terms of decreasing bullying. This study explored whether school safety measures (eg, security guards, cameras, ID badges) were associated with student reports of different forms of peer victimization related to bullying. Data came from the 2007 School Crime Supplement of the National Crime Victimization Survey. Chi-square tests of independence were used to examine differences among categorical variables. Logistic regression models were constructed for the peer victimization outcomes. A count variable was constructed among the bullying outcomes (0-7) with which a Poisson regression model was constructed to analyze school safety measures' impacts on degree of victimization. Of the various school safety measures, only having adults in hallways resulted in a significant reduction in odds of being physically bullied, having property vandalized, or having rumors spread. In terms of degree of victimization, having adults and/or staff supervising hallways was associated with an approximate 26% decrease in students experiencing an additional form of peer victimization. Results indicated that school safety measures overall were not associated with decreased reports of low-level violent behaviors related to bullying. More research is needed to further explore what best promotes comprehensive safety in schools. © 2011, American School Health Association.
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The role of the organisational psychologist in disasters and emergency situations.
San Juan Guillén, César
2011-04-01
Interventions in extreme situations, such as natural or technological disasters, terrorist attacks or emergencies in general, take place in settings of great uncertainty and are always accompanied by extraordinary circumstances. For this reason, there are various processes related to implementing intervention protocols that must be carefully examined, including an evaluation of work scenarios, personnel selection, within-group relationships in work teams, decision-making processes, or certain peculiarities of burnout among emergency personnel. In the view of this author, an ad hoc review of the role of the organisational psychologist can highlight interesting analysis and performance possibilities that could make work in emergency and disasters contexts more effective. The aim of this paper is to provide an overview of the role of the organisational psychologist pre-and post-disaster. Furthermore, it supports the idea that professional profiles must be designed that take into account specific knowledge and skills, as well as certain aptitudes and values. © 2011 The Author(s). Disasters © Overseas Development Institute, 2011.
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Psycho-Social Aspects of Educating Epileptic Children: Roles for School Psychologists.
Frank, Brenda B.
1985-01-01
Epileptic children may have physical and emotional needs which can interfere with learning and socialization. Current prevalence estimates, definitions, and classifications of epilepsy are surveyed. Factors affecting the epileptic child's school performance and specific learning problems are addressed. Specific roles are presented for school…
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Characteristics associated with US Walk to School programs
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Neelon Brian
2007-12-01
Full Text Available Abstract Participation in Walk to School (WTS programs has grown substantially in the US since its inception; however, no attempt has been made to systematically describe program use or factors associated with implementation of environment/policy changes. Objective Describe the characteristics of schools' WTS programs by level of implementation. Methods Representatives from 450 schools from 42 states completed a survey about their WTS program's infrastructure and activities, and perceived impact on walking to school. Level of implementation was determined from a single question to which respondents reported participation in WTS Day only (low, WTS Day and additional programs (medium, or making policy/environmental change (high. Results The final model showed number of community groups involved was positively associated with higher level of implementation (OR = 1.78, 95%CI = 1.44, 2.18, as was funding (OR = 1.56, 95%CI = 1.26, 1.92, years of participation (OR = 1.44, 95% CI = 1.23, 1.70, and use of a walkability assessment (OR = 3.22, 95%CI = 1.84, 5.64. Implementation level was modestly associated with increased walking (r = 0.18. Conclusion Strong community involvement, some funding, repeat participation, and environmental audits are associated with progms that adopt environmental/policy change, and seem to facilitate walking to school.
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Attitude of Khorramabad high school students towards psychiatric disorders
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mitra Safa
2004-01-01
54% of the students believed that parents inattention to their children and 46.3% believed that physical punishment by parents or school staff could effect on occurrence of psychiatric disorders . 90% of the students interested in receiving education by psychiatrist or psychologist in their schools . Conclusion: Results of this study show that high school students, attitude in Khorramabad city to psychiatric disorders is negative . It seems that with exact perception of this problem and proper planning we can develop a positive change in students, attitude to psychiatric disorders and take effective steps to improve mental health of the adolescents .
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Hill, Katy; Wittkowski, Anja; Hodgkinson, Emma; Bell, Richard; Hare, Dougal J
2016-09-01
The repertory grid technique was used to explore how 26 third-year trainee clinical psychologists construed their personal and professional selves over the course of training and into the future. Each trainee completed a demographic questionnaire and a repertory grid with 10 elements: four 'personal self' elements, four 'professional self' elements and two 'qualified clinical psychologist' elements. They then rated the 10 elements on 10 bipolar constructs of their choosing. Trainees' personal and professional selves were construed to be similar to each other. Trainees had low self-esteem and reported currently feeling anxious, stressed, unsettled and lacking an appropriate work-life balance. These difficulties were attributed to the demands of training and were expected to resolve once training was completed with future selves being construed as similar to ideal selves. Suggestions for future research with improved methodology are made, and the implications of the findings for trainees, training providers and employers of newly qualified clinical psychologists are given. The overall implication being that stress in training is normative and the profession has a duty to normalize this and ensure that self-care and personal development are recognized as core competencies of the clinical psychologist for the benefit of its members and their clients. Copyright © 2015 John Wiley & Sons, Ltd. Clinical psychology trainees experience training as demanding and stressful, which negatively impacts on their personal and professional self-image and self-esteem. However, they are optimistic that they will become more like their ideal self in the future. Stress in clinical training (and beyond) is normative, and thus, personal development and self-care should be recognized as clinical psychologist's core competencies. Copyright © 2015 John Wiley & Sons, Ltd.
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Parent Evaluations of Traditional and Consumer-Focused School Psychoeducational Reports
Hite, John F.
2017-01-01
Completion of pyschoeducational reports account for a significant amount of school psychologists' time. The report findings are often used to make high stakes educational decisions about the child. Parents are one of the main consumers of psychoeducational reports and expected to use the information contained in them to participate in making…
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Supporting Deaf and Hard-of-Hearing Students in the Schools
Gibbons, Elizabeth M.
2015-01-01
Deafness represents an educational disability that is fundamentally tied to a student's sense of cultural and linguistic identity. In addition to contributing to educational planning and programming for deaf-and-hard of hearing (D/HH) students, school psychologists have the responsibility to foster and affirm identity development among this…
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Positive psychology and the training of psychologists: Students’ perspectives
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Tharina Guse
2010-12-01
Research purpose: The aim of this study was to explore the personal and professional impact of including positive psychology in the professional training of clinical and counselling psychologists. Motivation for the study: It is not known how students previously educated in a pathogenic paradigm experience the exposure to positive psychology, and resultant paradigm shift, as part of their professional training. Research design, approach and method: A qualitative research design was implemented. Data consisted of written documents submitted by the participants and was analyzed by means of thematic analysis. Main findings: Integrating positive psychology in the professional training curriculum was valuable and enriching on both a professional and personal level. The participants reported an experience of positive emotions and increased sense of self-understanding and psychological well-being. Professionally they experienced a sense of increased self-efficacy. Practical/managerial implications: Positive psychology should be considered as part of the basic training of psychologists since it may enhance the development of trainee psychologists’ professional self, enhance aspects of psychological well-being as well as prevent stress and burnout. Contribution/value-add: This is the first South African study to explore the impact of including positive psychology principles and interventions in professional training.
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Diversity Research Literature on the Rise? A Review of School Psychology Journals from 2000 to 2003
Brown, Stephanie L.; Shriberg, David; Wang, Aimin
2007-01-01
School psychologists in the United States are not nearly as diverse demographically as the students they serve (T.K. Fagan & P.S. Wise, 2000). A.H. Miranda and P.B. Gutter (2002) investigated the number of diversity-related articles in four leading school psychology journals from 1990 to 1999 and found that there was an increase in the…
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Directory of Open Access Journals (Sweden)
Llewellyn E. van Zyl
2010-10-01
Research purpose: The aim of this study was to determine how I/O psychologists experience the meaning of their work and to investigate the relationships between their experiences of work-role fit, meaning of work, psychological meaningfulness and work engagement, utilising the happiness framework proposed by Seligman (2002. Motivation for the study: I/O psychologists spend more than 88% of their working day with people, and they are primary role models for happiness in the workplace. Information about their work engagement and experiences of meaning is therefore needed. Research design, approach and method: A survey design was used. A convenience sample (n = 106 was taken of I/O psychologists in South Africa. A biographical questionnaire, the Work-Role Fit Scale, the Work-Life Questionnaire, the Psychological Meaningfulness Scale, the Work Engagement Scale and a survey measuring the actual and desired time spent on six broad categories of work were administered. Main findings: Work-role fit predicted psychological meaningfulness and work engagement. The calling orientation to work predicted both psychological meaningfulness and work engagement. Work-role fit mediated the relationship between the meaning of work and psychological meaningfulness. Work-role fit partially mediated the relationship between a calling orientation to work and work engagement. Practical implications: A calling orientation to work should be fostered in I/O psychologists because it contributes to experiences of work-role fit, psychological meaningfulness and work engagement. Contribution/value-add: The results of this study contribute to scientific knowledge about work-role fit, engagement and meaning as components of happiness of I/O psychologists.
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Identification of ADHD and Autism Spectrum Disorder: Responsibilities of School Psychologists
Schutte, Kerry; Piselli, Kate; Schmitt, Ara J.; Miglioretti, Maura; Lorenzi-Quigley, Lauren; Tiberi, Amy; Krohner, Noah
2017-01-01
Attention deficit hyperactivity disorder and ASD are two common neurobiological disorders in school-age children. In fact, approximately 6.4 million children between the ages of 4 and 17 have been diagnosed with ADHD since 2011 (Centers for Disease Control and Prevention, 2017). More recent prevalence estimates suggest that five percent of all…
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Tamiru, Dessalegn; Melaku, Yabsira; Belachew, Tefera
2017-03-01
Studies showed that poor health and nutrition among school adolescents are major barriers to educational access and achievements in low-income countries. This school-based study was aimed to assess the association of school absenteeism and food insecurity among rural school adolescents from grades 5 to 8 in Jimma zone, Ethiopia. Regression analyses were used to see the strength of association between dependent and independent variables using odds ratio and 95% confidence intervals. Multivariable logistic regression analysis was used to identify the predictor of school absenteeism. Validated tools are used to collect household food insecurity data. Results showed that school absenteeism is significantly high among adolescents from food insecure households when compared to adolescents from food secure households ( P absenteeism was negatively associated with male sex (adjusted odds ratio [AOR] = -0.91, 95% CI -1.85 to -0.03), household food security (adjusted odds ratio = -1.85, 95% CI -3.11 to -0.59), being an elder sibling (AOR = -0.37, 95% CI, -0.62 to -0.12), and mother involvement in decision making (AOR = -0.68, 95% CI, -1.33 to -0.03) while male-headed household was positively associated (AOR = 2.46, 95% CI, 1.37 to 4.56). Generally, this study showed that household food insecurity has significant contribution to school absenteeism among rural adolescents. Therefore, efforts should be made to improve household income earning capacity to reduce the prevalence of school absenteeism among rural school adolescents.
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The association between higher body mass index and poor school performance in high school students.
Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V
2016-12-01
This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.
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Defining Minority Culture for School Psychology Practice and Training in the United States
Lopez, Ruben
2015-01-01
The value of myth busting of common thinking by professional school psychologists and the general public is discussed. The unique service provided by Frisby in challenging closely held assumptions about multiculturalism is described. The problem of a dearth of research supporting multicultural education is reviewed.
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Grinshteyn, Erin; Yang, Y T
2017-02-01
We examined the relationship between exposure to electronic bullying and absenteeism as a result of being afraid. This multivariate, multinomial regression analysis of the 2013 Youth Risk Behavior Survey data assessed the association between experiencing electronic bullying in the past year and how often students were absent in the last month due to feeling unsafe at/in transit to school. The model controlled for other predictors of school absence including demographics, physical/behavioral health, and risk factors. Missing data were multiply imputed. Electronic bullying was significantly associated with absences. Controlling for model covariates, the relative risk of missing 1 day of school was 1.77 times higher, the relative risk of missing 2 to 3 days of school per month increased by a factor of 2.08, and the relative risk of missing 4 or more days of school per month increased by a factor of 1.77 for those who experienced electronic bullying in the past year compared with those who were not electronically bullied. Electronic bullying's association with absenteeism places it among already recognized negative influences such as depression and binge drinking, necessitating schools to implement policies to mediate the resulting harmful effects. © 2017, American School Health Association.
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Pedersen, Trine Pagh; Holstein, Bjørn E; Krølner, Rikke; Ersbøll, Annette Kjær; Jørgensen, Thea Suldrup; Aarestrup, Anne Kristine; Utter, Jennifer; McNaughton, Sarah A; Neumark-Stzainer, Dianne; Rasmussen, Mette
2016-04-01
To investigate: (i) how lunch frequency of adolescents varies between schools and between classes within schools; (ii) the associations between frequency of lunch and individual sociodemographic factors and school characteristics; and (iii) if any observed associations between lunch frequency and school characteristics vary by gender and age groups. Cross-sectional study in which students and school headmasters completed self-administered questionnaires. Associations were estimated by multilevel multivariate logistic regression. The Danish arm of the Health Behaviour in School-Aged Children study 2010. Students (n 4922) aged 11, 13 and 15 years attending a random sample of seventy-three schools. The school-level and class-level variations in low lunch frequency were small (intraclass correlation coefficient lunch frequency was most common among students who were boys, 13- and 15-year-olds, from medium and low family social class, descendants of immigrants, living in a single-parent family and in a reconstructed family. School-level analyses suggested that having access to a canteen at school was associated with low lunch frequency (OR=1·47; 95% CI 1·14, 1·89). Likewise not having an adult present during lunch breaks was associated with low lunch frequency (OR=1·44; 95% CI 1·18, 1·75). Cross-level interactions suggested that these associations differed by age group. Lunch frequency among Danish students appears to be largely influenced by sociodemographic factors. Additionally, the presence of an adult during lunch breaks promotes frequent lunch consumption while availability of a canteen may discourage frequent lunch consumption. These findings vary between older and younger students.
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Collaboration with Sport Psychologists as Viewed by Female Volleyball Junior Teams
Otrebski, Wojciech; Rutkowska, Katarzyna
2008-01-01
Study aim: To determine the need of female junior volleyball players to collaborate with a psychologist, considering previous sport career of those players. Material and methods: A group of 78 female volleyball players aged 14-17 years from 7 top Polish junior teams participated in the study. They were requested to fill questionnaires on their…
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Ben-Zur, Hasida; Michael, Keren
2007-01-01
The purpose of this study is twofold: (1) to compare stress appraisals, coping strategies, social resources, and burnout at work between social workers, psychologists and nurses; and (2) to assess the effectiveness of appraisals and support in reducing burnout and enhancing effective coping strategies. Questionnaires containing assessments of work stress appraisals, coping strategies used to deal with problems at work, and social support at work, as well as burnout measures of exhaustion, depersonalization, and accomplishment were completed by 249 female professionals (age range 25-61). No differences were observed between the three professions on most psychological measures, except for the depersonalization outcome of burnout, which was significantly lower among psychologists than among nurses or social workers. High challenge/control appraisal of the job was directly related to all burnout outcomes, contributing to less exhaustion and depersonalization and to more personal accomplishment. The challenge/control appraisal was also negatively associated with emotion-focused coping. By comparison, the stress/load appraisal contributed to more exhaustion at work, while emotion-focused coping contributed to higher depersonalization. Social support was associated with higher challenge/control appraisal, with the latter mediating support effects on burnout. These data suggest that the perception of challenge/control in one's work may be an important factor in preventing work burnout in the three professions tested in the study.
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American Psychological Association annual report.
2010-01-01
Presents the 2009 American Psychological Association annual report. It highlights a very important year for APA and psychology by summarizing activities within each directorate. It describes strides made toward the goal of infusing psychology into the health care marketplace and of bringing psychology-and the unique skills of psychologists-to the attention of the public. This report aims to give insight into the contributions psychologists make to our communities and our country. 2010 APA, all rights reserved.
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Haeny, Angela M.
2013-01-01
Previous literature has documented the general issues psychologists often face while balancing their personal and professional lives. The struggle stems from attempting to satisfy the need to maintain a life outside of work while having the professional obligation to follow the American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct (Ethics Code) to prevent their personal lives from interfering with their professional roles and relationships. The p...
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Shriberg, David
2016-01-01
In this commentary, Shriberg acknowledges that social justice and racial justice are critical frameworks from which to view school psychology. Individually and collectively, the works in this special issue of "School Psychology Forum" have added a tremendous service to the field. In addition to advancing research, the articles challenge…
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The Coach Consult Method: A Model for Sustainable Change in Schools
Balchin, Nicholas; Randall, Leisa; Turner, Susannah
2006-01-01
Project work and in-service training are methods used by educational psychologists (EPs) to promote systemic change in schools. These have some disadvantages, which can limit the long-term effects of new developments. This paper outlines and evaluates an alternative approach. A new coach consult method combines effective aspects of project work…
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Career Orientation of Secondary School Students (M/F) in the Netherlands
Klapwijk, Remke; Rommes, Els
2009-01-01
In this paper, a new perspective is developed to promote a positive relationship between young people and technology. An in-depth study of the values young Dutch secondary school students feel are essential in their future profession was made. Following organisational psychologist Edgar Schein, we distinguish career anchors, each with their own…
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Factors associated with children being driven to school: implications for walk to school programs.
Wen, Li Ming; Fry, Denise; Rissel, Chris; Dirkis, Helen; Balafas, Angela; Merom, Dafna
2008-04-01
In this study, we examined factors associated with children being driven to school. Participants were 1603 students (aged 9-11 years) and their parents from 24 public primary schools in inner western Sydney, Australia. Students recorded their modes of travel to and from school for 5 days in a student survey. Parents recorded their demographic data, their attitudes to travel, and their modes of travel to work, using a self-administered survey. An analysis of the two linked data sets found that 41% of students travelled by car to or from school for more than 5 trips per week. Almost a third (32%) of students walked all the way. Only 1% of students rode a bike and 22% used more than one mode of travel. Of those who were driven, 29% lived less than 1 km and a further 18% lived between 1 and 1.5 km from school. Factors associated with car travel (after adjusting for other potential confounders) were mode of parents' travel to work, parent attitudes, number of cars in the household, and distance from home to school. To be effective, walk to school programs need to address the link between parent journey to work and student journey to school.
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The R(ally) Cry: School Psychologists as Allies and Advocates for the LGBTQ Community
McCabe, Paul C.
2014-01-01
The climate of acceptance of LGBTQ individuals is slowly improving in the United States, but many schools remain blind, biased, and unreservedly discriminatory toward lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) individuals. Educators have much work to do to make schools safe and affirming for all youth, including LGBTQ…
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Primitive entertainment prank calls in the work of counseling psychologist on Children helpline
Directory of Open Access Journals (Sweden)
I.A. Geronimus
2014-08-01
Full Text Available We explore the challenges faced by counseling psychologist when working at the Children's Helpline in cases of prank calls. The category of prank calls include such calls, when the caller asks the psychologist to discuss the imaginary situation, or do not formulate a query at all. On the basis of empirical data, we revealed the main varieties of such calls: call jokes, fantasy calls, intrusive calls, insulting calls, prank calls, calls of a sexual nature, dating calls. We explore the possible motivations of children and adolescents, entertaining by phone calls: experimentation with new social roles, expression of negative emotions, cognitive motivation, etc. We show the principles and strategies of counselors of Children's helpline working with this type of calls: they are based on cultural-historical psychology ideas and V. Satir communicative styles model.
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School food environments associated with adiposity in Canadian children.
Fitzpatrick, C; Datta, G D; Henderson, M; Gray-Donald, K; Kestens, Y; Barnett, T A
2017-07-01
Targeting obesogenic features of children's environment that are amenable to change represents a promising strategy for health promotion. The school food environment, defined as the services and policies regarding nutrition and the availability of food in the school and surrounding neighborhood, is particularly important given that students travel through the school neighborhood almost daily and that they consume a substantial proportion of their calories at school. As part of the Quebec Adipose and Lifestyle Investigation in Youth (QUALITY) cohort study, we assessed features of school indoor dietary environment and the surrounding school neighborhoods, when children were aged 8-10 years (2005-2008). School principals reported on food practices and policies within the schools. The density of convenience stores and fast-food outlets surrounding the school was computed using a Geographical Information System. Indicators of school neighborhood deprivation were derived from census data. Adiposity outcomes were measured in a clinical setting 2 years later, when participants were aged 10-12 years (2008-2011). We conducted cluster analyses to identify school food environment types. Associations between school types and adiposity were estimated in linear regression models. Cluster analysis identified three school types with distinct food environments. Schools were characterized as: overall healthful (45%); a healthful food environment in the surrounding neighborhood, but an unhealthful indoor food environment (22%); or overall unhealthful (33%). Less healthful schools were located in more deprived neighborhoods and were associated with greater child adiposity. Despite regulatory efforts to improve school food environments, there is substantial inequity in dietary environments across schools. Ensuring healthful indoor and outdoor food environments across schools should be included in comprehensive efforts to reduce obesity-related health disparities.
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Realists or Pragmatists? "Reliable Evidence" and the Role of the Educational Psychologist
Burnham, Simon
2013-01-01
Outcomes of interviews with seven educational psychologists, focused on issues of epistemological and ontological positioning, are reported. The interviews were conducted within a qualitative, biographical research paradigm which examines the ways in which a person's meaning-making is impacted upon by all aspects of their life experience. Thematic…
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Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.
2018-01-01
Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…
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Factors associated with school nurses' HPV vaccine attitudes for school-aged youth.
Rosen, Brittany L; DiClemente, Ralph; Shepard, Allie L; Wilson, Kelly L; Fehr, Sara K
2017-06-01
School nurses are at the intersection of the healthcare and school communities, thus, they can be considered opinion leaders in providing health advice - including information about the human papillomavirus (HPV) vaccine - to parents and students. This study examined school nurses' attitudes toward the HPV vaccine based on age, years as a school nurse, geographic location, urban vs. rural work setting, HPV and vaccine knowledge, perception of role as opinion leaders, and school district support in providing health education. Participants (n = 413) were systematically sampled from the National Association of School Nurses' membership and completed a web-based survey. Multiple regression was used to predict positive HPV vaccine attitudes. The model was statistically significant accounting for 50.8% of the variance (F [9, 400] = 45.96, p school nurses' positive attitudes towards HPV vaccine. Despite school nurses being seen as champions for adolescent vaccines, they need additional professional development to increase their HPV vaccine knowledge and attitudes to encourage parents and adolescents to consider the uptake of HPV vaccination. To engage school nurses' in promoting HPV vaccine uptake, interventions need to focus on increasing school nurses' perception of their role as opinion leaders for HPV vaccine and knowledge to increase positive attitudes towards HPV vaccination for youth.
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van Hezewijk, René; Stam, Henderikus J
2008-08-01
Before and after World War II, a loose movement within Dutch psychology solidified as a nascent phenomenological psychology. Dutch phenomenological psychologists attempted to generate an understanding of psychology that was based on Husserlian interpretations of phenomenological philosophy. This movement came to a halt in the 1960s, even though it had been exported to North America and elsewhere as "phenomenological psychology." Frequently referred to as the "Utrecht school," most of the activity of the group was centered at Utrecht University. In this article, the authors examine the role played by Johannes Linschoten in both aspects of the development of a phenomenological psychology: its rise in North America and Europe, and its institutional demise. By the time of his early death in 1964, Linschoten had cast considerable doubt on the possibilities of a purely phenomenological psychology. Nonetheless, his own empirical work, especially his 1956 dissertation published in German, can be seen to be a form of empiricism inspired by phenomenology but that clearly distanced itself from the more elitist and esoteric aspects of Dutch phenomenological psychology.
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Marriage Equality for Same-Sex Couples: Counseling Psychologists as Social Change Agents
Rostosky, Sharon S.; Riggle, Ellen D. B.
2011-01-01
The denial of civil marriage rights is a specific example of minority stress that can negatively affect the psychosocial well-being of self-identified lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals in same-sex partnerships, their families, and their allies. Counseling psychologists have an important role in addressing the…
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Divorce: Using Psychologists' Skills for Transformation and Conflict Reduction.
Zimmerman, Jeffrey
2016-05-01
The litigious divorce process often leaves children with parents who are at "war" and have little ability to coparent effectively. This article discusses some of the Alternative Dispute Resolution (ADR) processes designed to lessen conflict both before and after divorce. It also addresses the important work of psychologists serving in the roles of child therapists and reunification clinicians doing the difficult work of helping to heal fractured child-parent relationships. Ethical challenges are addressed and future directions for applied research are suggested. © 2016 Wiley Periodicals, Inc.
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Supervision for School Psychologists in Training: Developing a Framework from Empirical Findings
Gibbs, Simon; Atkinson, Cathy; Woods, Kevin; Bond, Caroline; Hill, Vivian; Howe, Julia; Morris, Sue
2016-01-01
Similar to other professional disciplines, the importance of supervision within school psychology has attracted considerable attention within recent years. Despite this, systematic review of current literature reveals a dearth of empirical literature proposing underlying theoretical structures. This study extends recent qualitative research by…
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Zammitt, Kimberly A; Pepperell, Jennifer; Coe, Megan
2015-01-01
Lesbian, gay, and bisexual (LGB) students experience ongoing bullying, harassment, and lack of safety in school. Specialized instructional support personnel (SISPs), such as school counselors, school social workers, and school psychologists, are in a unique position to advocate for LGB students and to implement an ally development model. The purpose of this article is to describe the current climate for LGB students, to discuss the current barriers facing SISPs in advocating for change, and to provide a model of ally development for use at each level of the K-12 system.
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Davidow, Joseph; Levinson, Edward M.
1993-01-01
Describes factors that may bias psychoeducational decision making and discusses three heuristic principles that affect decision making. Discusses means by which school psychologists can be made aware of these heuristic principles and encouraged to consider them when making psychoeducational decisions. Also discusses methods by which bias in…
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Practice to Policy: Clinical psychologists' experiences of macro-level work
Browne, N.
2017-01-01
Many clinical psychologists are venturing beyond their traditional therapeutic roles to undertake macro-level work, engaging with social change, policy and public health. However, no research has systematically examined clinical psychologists’ roles in policy work and the implications for the profession. Part 1 of the thesis is a literature review of one area of macro-level policy aimed at improving the social determinants of mental health. It reviews nine intervention studies of housing impr...
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Trends in Traumatic Brain Injury Research in School Psychology Journals 1985-2014
Smith, Shannon M.; Canto, Angela I.
2015-01-01
Every year, approximately 2.4 million people experience a traumatic brain injury (TBI), and nearly half a million children receive emergency medical attention from hospital personnel due to a TBI in the United States (Centers for Disease Control, 2010; Coronado et al., 2014). It is imperative for key stakeholders, including school psychologists,…
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Prevencion de la violencia en las escuelas (School Violence Prevention). ERIC Digest.
Walker, Dean
Tactics to deal with growing violence in schools have usually relied on removal of the offender by suspension or placement outside of the mainstream classroom. However, educators and psychologists are considering the prevention of violent behavior as both a more humane and cost-effective response to the problem. The relationship between school…
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Norcross, John C; Rogan, Jessica D
2013-12-01
This study updates three similar investigations conducted in 1981, 1991, and 2001 on APA Division of Psychotherapy members in order to paint a contemporary portrait of psychologists conducting psychotherapy and to chronicle historical trends among Division 29 members. Four hundred twenty-eight psychologists (43% response) completed a questionnaire in 2012 regarding their demographic characteristics, professional activities, theoretical orientations, employment settings, and career experiences. The results point to an increasingly female and aging membership, which continues to be employed primarily in private practices and universities. Psychodynamic (27%), integrative (25%), and cognitive (17%) orientations continue to prevail. Professional activities have remained quite similar across the past 30 years with the exception of declines in projective testing and growth in neuropsychological and health testing. Training and career satisfactions remain high as well.
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Female and Male Psychologists in Academic Administration: Resource Control and Perceived Influence
Schenk, Jennifer
2010-01-01
This study examined male and female psychologists in academic administrative positions with regard to their perceptions of their own power and their actual power within the administrative hierarchies in which they work. In the past, researchers have compared women and men in academic administrative positions with regard to parity of numbers,…
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Dickey, Lore M; Singh, Anneliese A
2017-08-01
This article explores some of the challenges faced by trans and gender diverse (TGD) individuals who not only are attempting to access trans-affirmative care, but who are also members of the very profession from which they are seeking services. The authors explore challenges related to finding supervision, accessing care for assessment services, and finding a provider for personal counseling. With each example, the authors unpack the challenges and also address the implications for training for all involved. Based on these challenges that TGD psychologists and trainees face in attempting to access care, the authors provide recommendations related to trans-affirmative training for psychologists. © 2017 Wiley Periodicals, Inc.
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Estrada, Joey Nuñez; Gilreath, Tamika D; Sanchez, Cathia Y; Astor, Ron Avi
2017-01-01
Recent studies have found that military-connected students confront many challenges-such as secondary traumatization-that may stem from a parent's deployment and frequent relocations. It is possible that multiple moves and deployments of family service members are associated with military-connected students' gang membership and involvement with school violence behaviors. In this study, a total of 13,484 students completed the core and military modules of the California Healthy Kids Survey. Logistic regressions examined the odds of a student being a member of a gang given their grade, gender, race/ethnicity, school violence behaviors, military-connectedness, changes in schools, and familial deployments. Results indicated that of the nearly 8% of students sampled who reported being in a gang, those with a parent or sibling currently serving in the military reported a higher prevalence rate of gang membership than students with no military connection. Students who reported being in fights or carrying weapons to school were at least twice more likely to be a gang member than students who reported not having been in fights or carrying weapons. Changing schools 4 or more times in a 5-year period and experiencing at least 1 familial deployment were also associated with an increased likelihood of gang membership. The findings of this study offer incentive to further explicate the gang and school violence experiences of military-connected students. This study supports schools in understanding the characteristics of the military-connected students and families they serve so they can implement appropriate interventions to curb gang and school violence behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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K-12 Online Learning and the Training Needs for School Psychology Practitioners
Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn
2013-01-01
K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…
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Associates of School Absenteeism in Adolescents With Sickle Cell Disease
Schwartz, Lisa A.; Radcliffe, Jerilynn; Barakat, Lamia P.
2009-01-01
Background Despite high rates of school absenteeism in adolescents with sickle cell disease (SCD), the issue remains understudied. Potential associates of school absenteeism in adolescents with SCD include demographic (age, income), psychosocial (IQ, self-efficacy, competence, internalizing symptoms, negative thinking), and health-related (hemoglobin, health-care utilization, pain, disease knowledge). Procedure Forty participants ages 12–18 completed measures of psychosocial functioning, IQ, and pain. Medical chart reviews identified other health-related variables. A subsample also completed an assessment of goals. Using school records, absenteeism was the percent of school days missed in the previous year. Correlations tested associates of absenteeism and linear regression tested a model of absenteeism. Results Participants missed an average of 12% of the school year and more than 35% missed at least 1 month of school. Health-related and psychosocial variables, but not demographic variables, correlated with absenteeism. Attendance at clinic appointments and parent-reported teen pain frequency were significant associates of absenteeism in the regression model. For those who completed goal assessment, over 40% of goals identified were academically focused. Absenteeism was positively related to current academic goals and health-related hindrance of academic goals, and negatively related to future-oriented academic goals. Conclusions School absenteeism is a significant problem for adolescents with SCD despite the presence of academic goals. Collaboration between schools, parents, patients, and providers to understand and manage the impact of SCD on school attendance is recommended. PMID:19006248
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Tabbah, Rhonda; Miranda, Antoinette Halsell; Wheaton, Joe E.
2016-01-01
The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years…
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2012 Annual report of the American Psychological Association.
2013-01-01
Provides the 2012 Annual Report of the American Psychological Association. In 2012, APA celebrated its 120th anniversary. It has grown from its original 31 members to the largest association of psychologists in the United States and a worldwide leader within the discipline. This edition of the report introduces each directorate and office within APA and talks about their goals and objectives. the president of APA, Dr. Norman Anderson, also gives a brief report which updates you on the activities of the association during its 120th anniversary as the professional home for psychologists and an advocate for the discipline. PsycINFO Database Record (c) 2013 APA, all rights reserved.
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Drawing causal inferences using propensity scores: a practical guide for community psychologists.
Lanza, Stephanie T; Moore, Julia E; Butera, Nicole M
2013-12-01
Confounding present in observational data impede community psychologists' ability to draw causal inferences. This paper describes propensity score methods as a conceptually straightforward approach to drawing causal inferences from observational data. A step-by-step demonstration of three propensity score methods-weighting, matching, and subclassification-is presented in the context of an empirical examination of the causal effect of preschool experiences (Head Start vs. parental care) on reading development in kindergarten. Although the unadjusted population estimate indicated that children with parental care had substantially higher reading scores than children who attended Head Start, all propensity score adjustments reduce the size of this overall causal effect by more than half. The causal effect was also defined and estimated among children who attended Head Start. Results provide no evidence for improved reading if those children had instead received parental care. We carefully define different causal effects and discuss their respective policy implications, summarize advantages and limitations of each propensity score method, and provide SAS and R syntax so that community psychologists may conduct causal inference in their own research.
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Directory of Open Access Journals (Sweden)
Kai-Yang Lo
2017-01-01
Full Text Available The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI, bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump. Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed
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Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang
2017-01-01
The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in
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Thomson, Jessica L.; Tussing-Humphreys, Lisa M.; Martin, Corby K.; LeBlanc, Monique M.; Onufrak, Stephen J.
2012-01-01
Objective: Determine school characteristics associated with healthy/unhealthy food service offerings or healthy food preparation practices. Design: Secondary analysis of cross-sectional data. Setting: Nationally representative sample of public and private elementary, middle, and high schools. Participants: Data from the 2006 School Health Policies…
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Lewis, Catherine; Deardorff, Julianna; Lahiff, Maureen; Soleimanpour, Samira; Sakashita, Kimi; Brindis, Claire D.
2015-01-01
Background: Bullying and victimization are ongoing concerns in schools. School health centers (SHCs) are well situated to support affected students because they provide crisis intervention, mental health care, and broader interventions to improve school climate. This study examined the association between urban adolescents' experiences of…
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Experiences of Asian Psychologists and Counselors Trained in the USA: An Exploratory Study
Goh, Michael; Yon, Kyu Jin; Shimmi, Yukiko; Hirai, Tatsuya
2014-01-01
This study qualitatively explored the pre-departure to reentry experiences of Asian international psychologists and counselors trained in the USA. Semi-structured interviews were conducted with 10 participants from four different Asian countries. Inductive analysis with Consensual Qualitative Research methods was used to analyze the interview…
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The diagnosis of psychopathy: Why psychiatrists and psychologists need to know ethical doctrines
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Alečković-Nikolić Mila S.
2014-01-01
Full Text Available This paper analyzes the problem of the nature of the most difficult nosologic psychopathological diagnosis - psychopathy in all its features, the neurological and psychological, the social and the political. The paper also analyzes the analogy: the character of the society vis-à vis the character of the individual. In the second part, this work develops the concept of psychopathy as a general 'picture of the world,' a period of time and the community, with special reference to the harsh financial Darwinism and the Serbian society today (2014. The conclusion of the paper is that it is impossible to diagnose any disease as psychopathy if the psychiatric and psychological analysis does not include an analysis of sociologists, pedagogues, and especially psychologists of morality and ethicists. Finally, the attitude of the author is that every psychiatrist and psychologist who meet with psychopathy and judge it absolutely needs to know the most important ethical doctrine (deontology and utilitarianism, their opposition, as well as their consequences.
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DEFF Research Database (Denmark)
Stock, Christiane; Bloomfield, Kim; Ejstrud, Bo
2012-01-01
BACKGROUND: This study sought to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behaviour independently of individual factors. METHODS: Mixed effects logistic regression...... models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10 380 pupils aged...... 13-15 years nested in 407 school districts. RESULTS: Of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all...
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Problematické situace, které přináší pozice školního psychologa
Hanauerová, Zuzana
2017-01-01
The bachelor work "Problematic situations connected with position of school psychologist" lies within the field of school psychology and it is focused on position of school psychologist in professional network with another school participants, and on problem situations which this position could bring. The aim of this work is present these problematic situations in practice of school psychologists and try to find their own possible ways out of these situations and propose some solutions. Conte...
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School-associated violent deaths in the United States, 1994-1999.
Anderson, M; Kaufman, J; Simon, T R; Barrios, L; Paulozzi, L; Ryan, G; Hammond, R; Modzeleski, W; Feucht, T; Potter, L
2001-12-05
Despite the public alarm following a series of high-profile school shootings that occurred in the United States during the late 1990s, little is known about the actual incidence and characteristics of school-associated violent deaths. To describe recent trends and features of school-associated violent deaths in the United States. Population-based surveillance study of data collected from media databases, state and local agencies, and police and school officials for July 1, 1994, through June 30, 1999. A case was defined as a homicide, suicide, legal intervention, or unintentional firearm-related death of a student or nonstudent in which the fatal injury occurred (1) on the campus of a public or private elementary or secondary school, (2) while the victim was on the way to or from such a school, or (3) while the victim was attending or traveling to or from an official school-sponsored event. National estimates of risk of school-associated violent death; national trends in school-associated violent deaths; common features of these events; and potential risk factors for perpetration and victimization. Between 1994 and 1999, 220 events resulting in 253 deaths were identified; 202 events involved 1 death and 18 involved multiple deaths (median, 2 deaths per multiple-victim event). Of the 220 events, 172 were homicides, 30 were suicides, 11 were homicide-suicides, 5 were legal intervention deaths, and 2 were unintentional firearm-related deaths. Students accounted for 172 (68.0%) of these deaths, resulting in an estimated average annual incidence of 0.068 per 100 000 students. Between 1992 and 1999, the rate of single-victim student homicides decreased significantly (P =.03); however, homicide rates for students killed in multiple-victim events increased (P =.047). Most events occurred around the start of the school day, the lunch period, or the end of the school day. For 120 (54.5%) of the incidents, respondents reported that a note, threat, or other action potentially
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Shweder, Richard A
2015-01-01
Freely staying on the move between alternative points of view is the best antidote to dogmatism. Robert Merton's ideals for an epistemic community are sufficient to correct pseudo-empirical studies designed to confirm beliefs that liberals (or conservatives) think deserve to be true. Institutionalizing the self-proclaimed political identities of social psychologists may make things worse.
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DEFF Research Database (Denmark)
Nielsen, Signe Smith; Jensen, Natasja Koitzsch; Kreiner, Svend
2015-01-01
), and immigrants from RGC (Iran, Iraq, Lebanon, and Somalia). Survey data was linked to healthcare utilisation registries. Using Poisson regression, contacts with private practising psychiatrists and psychologists were estimated. Analyses were adjusted for socioeconomic factors and mental health status. RESULTS......: Overall, 2.2 % among ethnic Danes, 1.4 % among labour immigrants and 6.5 % among immigrants from RGC consulted a psychiatrist or psychologist. In adjusted analyses, for psychiatrists, compared with ethnic Danes, labour-immigrant women (multiplicative effect = 1.78), and immigrant women from RGC...... (multiplicative effect = 2.49) had increased use, while labour-immigrant men had decreased use (multiplicative effect = 0.03). For psychologists, immigrant men from RGC had increased use (multiplicative effect = 2.96), while labour-immigrant women had decreased use (multiplicative effect = 0.27) compared...
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He, Chen; Mikkelsen, Bent E
2014-03-01
School food in many countries has become the object of change and innovation processes, not only in relation to policies for healthier eating but also in relation to policies for more sustainable food consumption and procurement. The purpose of this study was to examine the possible influence that organic food sourcing policies in Danish school meal systems may have on the development of healthier school food environments. The study was a cross-sectional analysis undertaken among 179 school food coordinators (SFCs) through a web-based questionnaire (WBQ) in a sample of Danish public primary schools. The 'organic' schools were compared to 'non-organic' schools. The questionnaire explored the attitudes, intentions/policies and actions in relation to organic and healthy foods served in the schools. Data indicates that 20 'organic' schools were associated with the indicators of healthier school environments, including adopting a Food and Nutrition Policy (FNP) in the school (p = .032), recommending children to eat healthily (p = .004). The study suggests that organic food policies in schools may have potential to support a healthier school food environment.
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Is obesity associated with school dropout? Key developmental and ethnic differences
Lanza, H. Isabella; Huang, David Y.C.
2015-01-01
Background We aimed to expand the literature on child obesity and school outcomes by examining associations between obesity and high school dropout, including the role of obesity onset and duration as well as ethnicity. Methods Data on 5066 children obtained between 1986 and 2010 from the child cohort of the 1979 National Longitudinal Study of Youth (NLSY79) were analyzed. Group-based trajectory analysis identified obesity trajectories from 6-18 years. School completion information from age 14 into young adulthood was used to calculate school dropout. Chi-square and pairwise comparison tests were used to identify significant associations between obesity trajectories and school dropout. Results Adolescents belonging to an increasing trajectory (adolescent-onset obesity) had a higher likelihood of dropping out of high school compared to those belonging to chronic, decreasing (childhood-only obesity), and non-obese trajectories. This association was particularly salient among white adolescents. Conclusions Obesity onset during early adolescence increased risk of high school dropout. White adolescents were particularly vulnerable. Given that early adolescence is marked by significant biological and social changes, future research should seek to identify the underlying processes linking adolescent-obesity and school dropout to decrease school dropout risk among this vulnerable population. PMID:26331748
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Directory of Open Access Journals (Sweden)
Christian Ydesen
2018-05-01
Full Text Available Historically, numerous contextual factors have influenced the practice of differentiating students. Scholars and practitioners consider it a context-sensitive practice subject to negotiations and entanglements among various agents, groups, interests, ideas, and values. Drawing on Foucault, this article pursues the practices, negotiations, and entanglements surrounding differentiation processes and IQ testing’s use in the early Danish welfare state. We argue that the differentiating practice of IQ testing in the Danish educational system resulted from various factors, including the increasing professionalisation of the educational system. This practice entailed an increased division of labour among professional groups; debates reflecting differing ideas about eugenics, heredity, and social equality; the schooling of psychologists and psychiatrists in Denmark; and the development of psychology and psychiatry as academic disciplines. In that sense, we will demonstrate that changes in society’s understanding of intelligence incorporating a greater use of environmental explanations can be said to reflect the emerging welfare society’s security mechanisms, and a willingness to cope with and address social inequality in an evolving and supposedly universalistic Danish welfare state.
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Nickelson, Jen; Roseman, Mary G.; Forthofer, Melinda S.
2010-01-01
Objective: To examine associations between parental limits on soft drinks and purchasing soft drinks from school vending machines and consuming soft drinks among middle school students. Design: Secondary analysis of cross-sectional data from the middle school Youth Risk Behavior Survey. Setting: Eight public middle schools in central Kentucky.…
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Use of Hypnosis by Psychologists in a Pediatric Setting: Establishing and Maintaining Credibility.
O'Grady, Donald J.; Hoffmann, Claudia
The use of hypnosis in a pediatric setting has the potential for yielding effective results. Obstacles to its use are inappropriate training of psychologists in pediatric psychology, resistance to hypnosis from the pediatricians and mental health professionals, fragmented communication, and constant demand for space and time. Success of hypnosis…
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van Zyl, Llewellyn E.; Nel, Elzabe; Stander, Marius W.; Rothmann, Sebastiaan
2016-01-01
Orientation: Lack in congruence amongst industrial and organisational psychologists (IOPs) as to the conceptualisation of its profession poses a significant risk as to the relevance, longevity and professional identity of the profession within the South African context. Research purpose: This study
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Sex, Race/Ethnicity, and Context in School-Associated Student Homicides
Kaufman, Joanne M.; Hall, Jeffrey E.; Zagura, Michelle
2012-01-01
This study assessed the importance of sex, race/ethnicity, and geographic context for incidents of school-associated student homicides between July 1, 1994 and June 30, 1999, covering 5 academic years. Using data from the Centers for Disease Control and Prevention School Associated Violent Deaths Study (n = 125 incidents), we compared percentages…
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Funkce školního psychologa na základní škole
MONDEKOVÁ, Jana
2014-01-01
Aim of this thesis is to look at the problematics of function of the school psychologist on primary school and show how the school psychologist get on with individual teachers. School psychology, pedagogic psychology and their history will be explained in the theoretical part of the thesis. Then we look at the history of function of the school psychologist on primary school in the Czech republic and Slovakia. We look at its cooperation with other entities - parents, students or other institio...
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Tamiru, Dessalegn; Argaw, Alemayehu; Gerbaba, Mulusew; Ayana, Girmay; Nigussie, Aderajew; Belachew, Tefera
2016-08-17
Household food insecurity and lack of education are two of the most remarkable deprivations which developing countries are currently experiencing. Evidences from different studies showed that health and nutrition problems are major barriers to educational access and achievement in low-income countries which poses a serious challenge on effort towards the achieving Sustainable Development Goals. Evidence on the link between food security and school attendance is very important to address this challenge. This study aimed to assess to what extent food insecurity affects school absenteeism among primary school adolescents. A school based cross-sectional study was conducted among primary school adolescents in Jimma zone from October-November, 2013. Structured questionnaire was used to collect data on the household food security and socio-demographic variables. Data were analyzed using SPSS for windows version 16.0 after checking for missing values and outliers. Multivariable logistic regression analyses were used to determine the association of school absenteeism and food insecurity with independent variables using odds ratio and 95 % of confidence intervals. Variables with p ≤ 0.25 in the bivariate analyses were entered into a multivariable regression analysis to control for associations among the independent variables. The frequency of adolescent school absenteeism was significantly high (50.20 %) among food insecure households (P absenteeism. Household food insecurity was positively associated with lack of maternal education [AOR = 2.26 (0.57, 8.93)] and poor household economic status [AOR = 1.39 (1.18, 2.83)]. However, livestock ownership [AOR = 0.17 (0.06, 0.51)] was negatively associated with household food insecurity. Findings of this study showed that household food insecurity has strong linkage with adolescent school absenteeism. Maternal education and household economic status were significantly associated with household food security
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Directory of Open Access Journals (Sweden)
Elizabeth Lira
2008-11-01
Full Text Available Los interrogatorios abusivos y las torturas en Abu Ghraib en Irak y en la Bahía de Guantánamo en Cuba han generado preocupaciones éticas sobre la participación de los psicólogos en los interrogatorios, asficomo en la investigación y entrenamiento requerido en la lucha contra el terrorismo. Este ensayo describe la evolución y las preocupaciones respecto de este debate en la Asociación Americana de Psicólogos, incluyendo los cambios ocurridos después del referéndum de Septiembre de 2008 y la aprobación de una nueva política que prohíbe que los psicólogos se involucren en interrogatorios en los recintos de detención. El texto incluye algunas referencias a la lucha contra la tortura bajo el régimen militar en Chile (1973-1990 y concluye con algunas reflexiones acerca del rol de los psicólogos, el bien común y los regímenes de seguridad nacional.Abusive interrogation and torture atAbu Ghraib in Iraq and Guantanamo Bay in Cuba have raised ethical concerns about the participation of psychologists in interrogation, research, and training associated with the fight against terrorism. This essay describes the evolution and concerns on this debate within the American Psychological Association, including the changes introduced following the referendum of September 2008 that approved a new policy against any involvement of psychologists in interrogation or any other procedures at detention sites. The text includes some references on the struggle against torture under the military regime in Chile (1973-1990 and concludes with some reΚections on the role of psychologists, common good and regimes of national security.
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Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra
2013-01-01
The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.
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Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra
2015-01-01
The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213
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Principles of managed intellectual activity in training psychologists
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Elena I. Zakharova
2017-09-01
Full Text Available The paper considers the possibility of using the principles of gradual development of intellectual activity in the training experts of developmental psychology. The issue of the managed development of professional work components is being raised. A possible way of working is discussed analysing the features of child actual development aimed at discovering the reasons for the learning difficulties, which served as an excuse for the parents to seek psychological assistance. The method of analysis becomes an important competence of a consulting psychologist against the background of a high variety of forms of mental development. Development of readymade algorithms for solving a problem situation, covering all their diversity seems next to impossible. In this regard, there is a need to prepare students for an independent analysis of a specific life situation. It is the ability to this kind of analysis that ensures the expert’s preparedness to develop recommendations that contribute to harmonizing the child’s development. Elaboration of this competence implies the integration of knowledge and skills acquired in various training courses. This possibility is provided by shaping the student’s orientation in the learned action taking into account its level structure. Semantically speaking, orientation allows one to recover the logic of the child’s examination and child development according to the goal set. The orientation is based on the mechanisms and conditions of mental development. The choice of adequate diagnostic tools becomes an independent task of the analysis that requires understanding of the available techniques and diagnostic tools. Summing up, the operational level of orientation provides competent use of the means chosen during diagnostic examination. Taking into account the orientation level of the developed activity makes it possible to integrate the knowledge and skills gained in the process of training into psychologist expert
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Psychometric Properties of Dunn\\'s Sensory Profile School Companion
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Guita Movallali
2017-10-01
Conclusion The results showed that Dunn's sensory profile has good reliability and validity. Dunn's sensory profile is a useful tool for assessing sensory processing patterns in school and kindergarten settings, and can be used by occupational therapists in clinical environments and by psychologists in educational environments. Information obtained from this profile can have diagnostic value and could also be used for the design of curriculum and classroom space.
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Školní psycholog očima učitelů základní školy
Finková, Petra
2007-01-01
The diploma work " School Psychologist through Eyes of Basic School Teachers " is aimed at the problematics of a newly introduced advisory profession - the profession of the school psychologist. In the theoretical part, the profession of the school psychologist is defined not only legislatively and ethically but is also demarcated from the other professions of psychology and the other professions of the school advisory system. In the practical part, there are summarized the results of the res...
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Characteristics of school-based health services associated with students' mental health.
Denny, Simon; Howie, Hamish; Grant, Sue; Galbreath, Ross; Utter, Jennifer; Fleming, Theresa; Clark, Terryann
2018-01-01
Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students' mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students' mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March-November 2012. Students' mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students' mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.
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Directory of Open Access Journals (Sweden)
Maria Marti
2018-05-01
Full Text Available The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.
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Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena
2018-01-01
The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362
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Badura, Petr; Sigmund, Erik; Geckova, Andrea Madarasova; Sigmundova, Dagmar; Sirucek, Jan; van Dijk, Jitse P; Reijneveld, Sijmen A
2016-01-01
Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family. The sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes. Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17-1.54) for lower school-related stress to 1.97 (95% CI 1.73-2.25) for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds. Youth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.
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An Inclusive Secondary School in Bratislava
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Gajdošová Eva
2016-12-01
Full Text Available The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc., who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, both as to its overall level (covitality index and as to the level of the four psychological dimensions of mental health. The pilot project of the inclusive school confirms that inclusive secondary schools and inclusive education operating within the intentions of positive psychology help the students to develop their cognitive and socio-emotional competences, to create favourable attitudes to diversity, to form the students’ scale of positive values and to encourage positive interpersonal relationships, social cohesion and social classroom climate.
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McIntyre, Laura Lee; Eckert, Tanya L.; Arbolino, Lauren A.; DiGennaro Reed, Florence D.; Fiese, Barbara H.
2014-01-01
Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention,…
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Associations between LGBTQ-affirmative school climate and adolescent drinking behaviors.
Coulter, Robert W S; Birkett, Michelle; Corliss, Heather L; Hatzenbuehler, Mark L; Mustanski, Brian; Stall, Ron D
2016-04-01
We investigated whether adolescents drank alcohol less frequently if they lived in jurisdictions with school climates that were more affirmative of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals. Data from the 2010 School Health Profile survey, which measured LGBTQ school climate (e.g., percentage of schools with safe spaces and gay-straight alliances), were linked with pooled data from the 2005 and 2007 Youth Risk Behavior Survey, which measured sexual orientation identity, demographics, and alcohol use (number of drinking days, drinking days at school, and heavy episodic drinking days) in 8 jurisdictions. Two-level Poisson models tested the associations between school climate and alcohol use for each sexual-orientation subgroup. Living in jurisdictions with more (versus less) affirmative LGBTQ school climates was significantly associated with: fewer heavy episodic drinking days for gay/lesbian (incidence-rate ratio [IRR]=0.70; 95% confidence interval [CI]: 0.56, 0.87; p=0.001) and heterosexual (IRR=0.80; 95% CI: 0.76, 0.83; pLGBTQ-affirmative school climates may reduce certain drinking behaviors for gay/lesbian adolescents, heterosexual adolescents, and adolescents unsure of their sexual orientation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.
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Directory of Open Access Journals (Sweden)
Graeme Barnard
2007-01-01
Full Text Available This study was aimed at developing a conceptual framework against which the roles and contributions of industrial psychologists in South Africa could be explored. Three widely-used business frameworks – Balanced Score Card, South African Excellence Model and King II Report on Corporate Governance for South Africa – were theoretically integrated to produce a multi-dimensional framework to clarify roles and contributions in a discourse familiar to the business community. The framework was subsequently utilised in a follow-up study involving 23 registered industrial psychologists who were asked to clarify specific roles and contributions within each of the dimensions of the framework.
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MF Scales: Instruments of Male Chauvinism or Responsible Tools of the Psychologist?
Harmon, Lenore W.
A study is made of the validity of the use of MF scales. It is pointed out that femininity is often a liability in the psychologist's office. Clients who have MF scores considered to be more appropriate for the opposite sex are threatened by them. If the clinician assumes the client has an abnormal score, the ensuing therapy usually will be…
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Framework for 21st Century School Nursing Practice: National Association of School Nurses.
2016-01-01
The National Association of School Nurses (NASN) developed the Framework for 21st Century School Nursing Practice to reflect current school nurse practice. The Framework of practice was introduced in June 2015, and feedback was requested and obtained from practicing school nurses in a variety of ways. The final version of the Framework is introduced in this article. This article updates (and replaces) the articles in the July 2015 NASN School Nurse related to the Framework. Central to the Framework is student-centered nursing care that occurs within the context of the students' family and school community. Surrounding the student, family, and school community are the nonhierarchical, overlapping key principles of Care Coordination, Leadership, Quality Improvement, and Community/Public Health.These principles are surrounded by the fifth principle, Standards of Practice, which is foundational for evidence-based and clinically competent quality care. Each of these principles is further defined by practice components. Suggestions are provided regarding how the Framework can be used in a variety of settings to articulate and prioritize school nursing practice. The ultimate goal is to provide a resource to guide school nurses in their practice to help students be healthy, safe, and ready to learn. © 2015 The Author(s).
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The school food environment associations with adolescent soft drink and snack consumption.
van der Horst, Klazine; Timperio, Anna; Crawford, David; Roberts, Rebecca; Brug, Johannes; Oenema, Anke
2008-09-01
Because students may purchase food and drinks in and around their schools, the school food environment may be important for obesity-related eating behaviors such as soft drink and snack consumption. However, research exploring the associations between school environments and specific eating behaviors is sparse. Associations of the availability of canteen food and drinks, the presence of food stores around schools, and individual cognitions (attitudes, norms, modeling, perceived behavioral control, and intentions) with soft drink and snack consumption were examined in a cross-sectional study (2005-2006) among 1,293 adolescents aged 12-15 years. Soft drink and snack consumption and related cognitions were assessed with self-administered questionnaires. The presence of food stores and the distance to the nearest food store were calculated within a 500-meter buffer around each school. Data on the availability of soft drinks and snacks in school canteens were gathered by observation. In 2007, multilevel regression models were run to analyze associations and mediation pathways between cognitions, environmental factors, and behaviors. Adolescents' attitudes, subjective norms, parental and peer modeling, and intentions were positively associated with soft drink and snack consumption. There was an inverse association between the distance to the nearest store and the number of small food stores with soft drink consumption. These effects were mediated partly by cognitions. This study provided little evidence for associations of environmental factors in the school environment with soft drink and snack consumption. Individual cognitions appeared to be stronger correlates of intake than physical school-environmental factors. Longitudinal research is needed to confirm these findings.
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MacNeill, Neil; Cavanagh, Rob
2013-01-01
In many jurisdictions school leaders are being placed under increased accountability and stress, which then affects their ability to address the real issue of education--improving students' learning. Flow Theory, developed by the Hungarian-American psychologist Mihalyi Csikszentmihalyi, has a high degree of relevance to the issue of the way modern…
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Hildebrandt, Tom
2005-01-01
The current review aims to evaluate the literature on eating disorders and athletes with the purpose of making recommendations for sport psychologists and other relevant personnel on how to proceed in identifying, managing, and preventing eating disorders in school settings. Whereas the intention of this review is to make recommendations for…
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Mental Health Problems in a School Setting in Children and Adolescents.
Schulte-Körne, Gerd
2016-03-18
10-20% of children and adolescents have a mental health problem of some type. Manifestations such as attention deficits, cognitive disturbances, lack of motivation, and negative mood all adversely affect scholastic development. It is often unclear what factors associated with school affect children's mental development and what preventive measures and interventions at school might be effective. This review is based on systematic reviews, meta-analyses, and randomized and non-randomized controlled trials that were retrieved by a selective search in the PubMed, PsycInfo, and Google Scholar databases. The prevalence of hyperkinetic disorder is 1-6%. Its main manifestations are motor hyperactivity, an attention deficit, and impulsive behavior. Learning disorders such as dyscalculia and dyslexia affect 4-6% of children each, while 4-5% of children and adolescents suffer from depression, which is twice as prevalent in girls as in boys. Mental health problems increase the risk of repeating a grade, truancy, and dropping out of school. The risk of developing an internalizing or externalizing mental health problem can be lessened by changes in the school environment and by the implementation of evidencebased school programs. Physicians, in collaboration with school social workers and psychologists, should help teachers recognize and contend with mental health problems among the children and adolescents whom they teach, to enable the timely detection of stress factors at school and the initiation of the necessary measures and aids. In particular, the school-entrance examination and screening for risk factors at school can make a positive contribution. Evidence-based preventive programs should be implemented in schools, and beneficial changes of the school environment should be a further goal.
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Making ethical choices: a comprehensive decision-making model for Canadian psychologists.
Hadjistavropoulos, T; Malloy, D C
2000-05-01
This paper proposes a theoretical augmentation of the seven-step decision-making model outlined in the Canadian Code of Ethics for Psychologists. We propose that teleological, deontological, and existential ethical perspectives should be taken into account in the decision-making process. We also consider the influence of individual, issue-specific, significant-other, situational, and external factors on ethical decision-making. This theoretical analysis demonstrates the richness and complexity of ethical decision-making.
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2016-12-01
The following amendment to Ethical Standard 3.04 of the 2002 "Ethical Principles of Psychologists and Code of Conduct" as amended, 2010 (the Ethics Code; American Psychological Association, 2002, 2010) was adopted by the APA Council of Representatives at its August 2016 meeting. The amendment will become effective January 1, 2017. Following is an explanation of the change, a clean version of the revision, and a version indicating changes from the 2002 language (inserted text is in italics). (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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Associations between Peer Harassment and School Risk and Protection Profiles
Gloppen, Kari M.; Gower, Amy L.; McMorris, Barbara J.; Eisenberg, Marla E.
2017-01-01
Background: Peer harassment can have serious implications for students' success and well-being, and prevention programs need to consider the school context. This study aimed to: (1) identify groups of similar schools based on their risk and protective factors and demographic characteristics and (2) examine associations between school profiles and…
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Turner, Lindsey; Leider, Julien; Piekarz, Elizabeth; Schermbeck, Rebecca M; Merlo, Caitlin; Brener, Nancy; Chriqui, Jamie F
2017-06-01
To examine whether state laws are associated with the presence of school gardens and the use of garden-grown produce in school nutrition services programs. Nationally representative data from the School Health Policies and Practices Study 2014 were combined with objectively coded state law data regarding school gardens. Outcomes were: (1) the presence of a school garden at each school (n = 419 schools), and (2) the use of garden-grown items in the school nutrition services program. Multivariate logistic regression was used to examine each outcome. Contextual covariates included school level, size, locale, US Census region, student race/ethnic composition, and percentage of students eligible for free and reduced-priced meals. State law was not significantly associated with whether schools had a garden, but it was associated with whether schools used garden-grown items in nutrition services programs (odds ratio, 4.21; P garden-grown items in nutrition services programs was 15.4% among schools in states with a supportive law, vs 4.4% among schools in states with no law. State laws that support school gardens may facilitate the use of garden-grown items in school nutrition service programs. Additional research is needed regarding the types of messaging that might be most effective for motivating school administrators to appreciate the value of school gardens. In addition, another area for further research pertains to scaling garden programs for broader reach. Copyright © 2017 Society for Nutrition Education and Behavior. All rights reserved.
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Valentim, Emanuele de Araujo; Almeida, Claudia Choma Bettega de; Taconeli, César Augusto; Osório, Mônica Maria; Schmidt, Suely Teresinha
2017-10-26
This study aimed to estimate the prevalence of adherence to school meals and associated factors among adolescent schoolchildren (N = 1,569). The adolescents completed an on-line questionnaire on adherence to school meals, and their parents answered another questionnaire on socioeconomic data. The chi-square test was used to assess the association between adherence to school meals and gender, nutritional status, per capita family income, maternal schooling, adolescents' opinions on the dining hall layout, whether they considered school meals healthy, and consumption of other foods. Variables with statistical significance for adherence to school meals were included in the multilevel proportional odds logistic regression model. The covariates for comprising the final model were defined by backward selection methods. The results of the adjusted model were presented as odds ratios with respective 95% confidence intervals (95%CI). Prevalence of adherence to school meals was low, especially effective adherence (19.8%). Adherence was associated with per capita family income less than one minimum wage, lower consumption of foods outside of school meals, the fact that adolescents considered the dining hall space adequate, and believing that school meals are healthy. Adherence to school meals in this study falls short of universal coverage for the program. Different factors contribute to incomplete program implementation, which may hinder achieving the food and nutritional security policy under the Brazilian National School Feeding Program (PNAE).
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Directory of Open Access Journals (Sweden)
Petr Badura
Full Text Available Organized leisure-time activities (OLTA have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family.The sample concerned 10,483 adolescents (49.2% boys aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes.Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI 1.17-1.54 for lower school-related stress to 1.97 (95% CI 1.73-2.25 for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds.Youth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.