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Sample records for school psychologists nasp

  1. Demographics and Professional Practices of School Psychologists: A Comparison of NASP Members and Non-NASP School Psychologists by Telephone Survey

    Science.gov (United States)

    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…

  2. School Psychologists' Job Satisfaction: Ten Years Later

    OpenAIRE

    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. ...

  3. National Association of School Psychologists Principles for Professional Ethics

    Science.gov (United States)

    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.…

  4. School Psychology 2010--Part 2: School Psychologists' Professional Practices and Implications for the Field

    Science.gov (United States)

    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…

  5. National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services

    Science.gov (United States)

    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.…

  6. National Association of School Psychologists

    Science.gov (United States)

    ... 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 ...

  7. Supervision and Mentoring for Early Career School Psychologists: Availability, Access, Structure, and Implications

    Science.gov (United States)

    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…

  8. Sexual Health Education: Social and Scientific Perspectives and How School Psychologists Can Be Involved

    Science.gov (United States)

    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…

  9. Identifying School Psychologists' Intercultural Sensitivity

    Science.gov (United States)

    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…

  10. NASP and ISPA Response to the Japanese Natural Disaster

    Science.gov (United States)

    Pfohl, Bill; Cowan, Katherine

    2011-01-01

    The authors have worked together with the NASP (National Association of School Psychologists) National Emergency Assistance Team (NEAT) for a decade to help coordinate communications around large-scale crisis response efforts. The massive earthquake and tsunami that devastated the northeastern part of Japan and the subsequent response represented…

  11. School Psychologists' Role Concerning Children with Chronic Illnesses in Schools

    Science.gov (United States)

    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…

  12. The School Psychologist as a Chameleon

    Science.gov (United States)

    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…

  13. Child Maltreatment and the School Psychologist

    Science.gov (United States)

    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…

  14. The Preparation of School Psychologists in Greece

    Science.gov (United States)

    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…

  15. Seizure Disorders: A Review for School Psychologists.

    Science.gov (United States)

    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…

  16. The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to the National Association of School Psychologists' Practice Model

    Science.gov (United States)

    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…

  17. 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.

  18. Psychotropic Medications: An Update for School Psychologists

    Science.gov (United States)

    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…

  19. Voices from the Field: School Psychologists

    Science.gov (United States)

    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…

  20. Cognitive Assessment Practices: A Survey of School Psychologists

    Science.gov (United States)

    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…

  1. School Psychologist Diagnostic Decision-Making: A Pilot Study

    Science.gov (United States)

    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…

  2. School Psychologists' Family-School Partnering Experiences with Latinos

    Science.gov (United States)

    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…

  3. Elementary School Psychologists and Response to Intervention (RTI)

    Science.gov (United States)

    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…

  4. Performance Evaluation and Accountability for School Psychologists: Challenges and Opportunities

    Science.gov (United States)

    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…

  5. Training for Tragedy: Critical Challenges for School Psychologists

    Science.gov (United States)

    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…

  6. Projective Test Use among School Psychologists: A Survey and Critique

    Science.gov (United States)

    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…

  7. Family-School Collaboration Services: Beliefs into Action

    Science.gov (United States)

    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…

  8. Preparation of School/Educational Psychologists in Romania

    Science.gov (United States)

    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…

  9. Employment Protection of School Psychologists: A Cautionary Case

    Science.gov (United States)

    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…

  10. The Vocational Personality of School Psychologists in the United States

    Science.gov (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…

  11. The Role of a School Psychologist in Concussion

    Science.gov (United States)

    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,…

  12. Prospective teachers' perceptions of the school psychologist's role

    OpenAIRE

    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 ...

  13. Team Crisis: School Psychologists and Nurses Working Together

    Science.gov (United States)

    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…

  14. Increasing Medicaid Revenue Generation for Services by School Psychologists

    Science.gov (United States)

    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…

  15. Change the System! School Psychologist as Organizational Consultant.

    Science.gov (United States)

    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…

  16. Nationally Certified School Psychologists' use and reported barriers to using evidence-based interventions in schools: the influence of graduate program training and education.

    Science.gov (United States)

    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.

  17. Global Migration: The Need for Culturally Competent School Psychologists

    Science.gov (United States)

    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…

  18. Leadership Theory for School Psychologists: Leading for Systems Change

    Science.gov (United States)

    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…

  19. School Psychologists' Perceptions of Stakeholder Engagement in Response to Intervention

    Science.gov (United States)

    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…

  20. Delivering School-Based Mental Health Services by School Psychologists: Education, Training, and Ethical Issues

    Science.gov (United States)

    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…

  1. Perceptions of Leadership Practices of School Psychologists: Views of Multiple Stakeholders

    Science.gov (United States)

    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.…

  2. Assessment and Intervention Practices for Attention Deficit Hyperactivity Disorder (ADHD): A National Survey of School Psychologists

    Science.gov (United States)

    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…

  3. Achieving and Maintaining Change in Urban Schools: The Role of The School Psychologist

    Science.gov (United States)

    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…

  4. Latino Immigration: Preparing School Psychologists to Meet Students' Needs

    Science.gov (United States)

    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…

  5. Ethics in School Psychologists Report Writing: Acknowledging Aporia

    Science.gov (United States)

    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…

  6. Are Student Communications with School Psychologists Legally Privileged?

    Science.gov (United States)

    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…

  7. SLD Identification: A Survey of Methods Used by School Psychologists

    Science.gov (United States)

    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…

  8. Child Maltreatment Identification and Reporting Behavior of School Psychologists

    Science.gov (United States)

    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…

  9. Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists

    Science.gov (United States)

    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…

  10. Mistaken Evaluation: The School Psychologist or the Case Law?

    Science.gov (United States)

    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…

  11. School Psychologists' Experiences with Teacher-to-Student Mistreatment

    Science.gov (United States)

    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…

  12. Training, Degrees, and Credentials in the Hiring of School Psychologists

    Science.gov (United States)

    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…

  13. Literary Origins of the Term "School Psychologist" Revisited

    Science.gov (United States)

    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…

  14. Children and Natural Disasters: A Primer for School Psychologists

    Science.gov (United States)

    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…

  15. Job Satisfaction of School Psychologists in a Primarily Rural State.

    Science.gov (United States)

    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…

  16. Post Advanced Technology Implementation Effects on School Psychologist Job Performance

    Science.gov (United States)

    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…

  17. School Psychologists' Management of Administrative Pressure to Practice Unethically

    Science.gov (United States)

    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…

  18. Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation

    Science.gov (United States)

    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…

  19. The Multiplier Effect: A Strategy for the Continuing Education of School Psychologists

    Science.gov (United States)

    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)

  20. APA References for Psychologists in Schools & Education.

    Science.gov (United States)

    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,…

  1. School Psychologists' Views on Challenges in Facilitating School Development through Intersectoral Collaboration

    Science.gov (United States)

    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…

  2. What Is a Bilingual School Psychologist? A National Survey of the Credentialing Bodies of School Psychologists: Implications for the Assessment of Bilinguals

    Science.gov (United States)

    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…

  3. School Safety and Crisis Planning Considerations for School Psychologists. Crisis Management

    Science.gov (United States)

    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…

  4. Effects of Social Psychological Phenomena on School Psychologists' Ethical Decision-Making: A Preliminary Empirical Analysis

    Science.gov (United States)

    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…

  5. The Preparation of School Psychologists and Specialists in Educational Psychology in Sweden

    Science.gov (United States)

    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…

  6. The Relationship among Stress, Burnout, and Locus of Control of School Psychologists

    Science.gov (United States)

    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…

  7. Assessment in the Digital Age: An Overview of Online Tools and Considerations for School Psychologists and School Counsellors

    Science.gov (United States)

    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…

  8. National Study of School Psychologists' Use of Evidence-Based Assessment in Autism Spectrum Disorder

    Science.gov (United States)

    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…

  9. Considerations for School Psychologists Working with Arab American Children and Families

    Science.gov (United States)

    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…

  10. Professional Development Issues for School Psychologists: "What's Hot, What's Not in the United States"

    Science.gov (United States)

    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…

  11. Culturally Diverse Beliefs Concerning Dying, Death, and Bereavement: A School Psychologist's Intervention Challenge.

    Science.gov (United States)

    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…

  12. Job Satisfaction among Practicing School Psychologists: The Impact of SLD Identification

    Science.gov (United States)

    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…

  13. Facilitators and Barriers to the Provision of Therapeutic Interventions by School Psychologists

    Science.gov (United States)

    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…

  14. A Comparison of Satisfaction Ratings of School Psychologists in RTI versus Non-RTI School Districts

    Science.gov (United States)

    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.…

  15. Demographic Changes in School Psychology Training Programs between 1997 and 2005

    Science.gov (United States)

    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…

  16. Impact of Sociocultural Background and Assessment Data Upon School Psychologists' Decisions.

    Science.gov (United States)

    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…

  17. School Psychologists' Ethical Strain and Rumination: Individual Profiles and Their Associations with Weekly Well-Being

    Science.gov (United States)

    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,…

  18. The Changing Role of School Psychologists in School-Wide Models of Response to Intervention

    Science.gov (United States)

    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…

  19. The Role of School Counsellors and Psychologists in Supporting Transgender People

    Science.gov (United States)

    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…

  20. School Psychology 2010: Demographics, Employment, and the Context for Professional Practice--Part 1

    Science.gov (United States)

    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…

  1. Cognitive Development Considerations to Support Bereaved Students: Practical Applications for School Psychologists

    Science.gov (United States)

    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,…

  2. School Psychologists' Willingness to Implement RtI: The Role of Philosophical and Practical Readiness

    Science.gov (United States)

    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…

  3. A Look at the Single Parent Family: Implications for the School Psychologist.

    Science.gov (United States)

    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)

  4. A Competency-Based Approach to Hiring School Counselors, Psychologists and Social Workers

    Science.gov (United States)

    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…

  5. School Counselors' and School Psychologists' Bullying Prevention and Intervention Strategies: A Look into Real-World Practices

    Science.gov (United States)

    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…

  6. Current and Future School Psychologists' Preparedness to Work with LGBT Students: Role of Education and Gay-Straight Alliances

    Science.gov (United States)

    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.…

  7. The school psychologist's role in implementing the principles of positive psychology in the development of the school

    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.

  8. Training the Next Generation of School Psychologists to Deliver Evidence Based Mental Health Practices: Current Challenges and Future Directions

    Science.gov (United States)

    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,…

  9. Autism: Assessment and Intervention Practices of School Psychologists and the Implications for Training in the United States

    Science.gov (United States)

    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…

  10. Delivering and Receiving Bad News: What School Psychologists Need to Know

    Science.gov (United States)

    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…

  11. School Psychologists' Knowledge and Self-Efficacy in Working with Students with TBI

    Science.gov (United States)

    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…

  12. Motor Deficits Following Pediatric Mild Traumatic Brain Injury: Implications for School Psychologists

    Science.gov (United States)

    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…

  13. Medication-Related Practice Roles: An Ethical and Legal Primer for School Psychologists

    Science.gov (United States)

    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…

  14. Why Do School Psychologists Cling to Ineffective Practices? Let's Do What Works

    Science.gov (United States)

    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…

  15. Defining the Undefinable: Operationalization of Methods to Identify Specific Learning Disabilities among Practicing School Psychologists

    Science.gov (United States)

    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…

  16. The Role of the School Psychologist in the Examination of Complex Language Disorders.

    Science.gov (United States)

    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…

  17. An Innovative Model of Integrated Behavioral Health: School Psychologists in Pediatric Primary Care Settings

    Science.gov (United States)

    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…

  18. Type 1 Diabetes Mellitus Case Decisions: Health-Related Service Considerations for School Psychologists

    Science.gov (United States)

    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…

  19. Promoting School Psychologist Participation in Transition Services Using the TPIE Model

    Science.gov (United States)

    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;…

  20. School Psychologists Working with Native American Youth: Training, Competence, and Needs

    Science.gov (United States)

    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…

  1. The 2002 Revision of the American Psychological Association's Ethics Code: Implications for School Psychologists

    Science.gov (United States)

    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…

  2. Teachers or Psychologists: Who Should Facilitate Depression Prevention Programs in Schools?

    Science.gov (United States)

    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

  3. 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.

  4. Methods of Identification of Students with Learning Disabilities in Reading: Perceptions of Administrators in Illinois and Implications for School Psychologists

    Science.gov (United States)

    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…

  5. Acceptability of Functional Behavioral Assessment Procedures to Special Educators and School Psychologists

    Science.gov (United States)

    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.…

  6. Assessing the Cognitive Functioning of Students with Intellectual Disabilities: Practices and Perceptions of School Psychologists

    Science.gov (United States)

    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…

  7. The Provision of Counseling Services among School Psychologists: An Exploration of Training, Current Practices, and Perceptions

    Science.gov (United States)

    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…

  8. Single-Case Design and Evaluation in R: An Introduction and Tutorial for School Psychologists

    Science.gov (United States)

    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…

  9. The Significance of the Interculturally Competent School Psychologist for Achieving Equitable Education Outcomes for Migrant Students

    Science.gov (United States)

    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…

  10. Supporting Socio-Emotional Competence and Psychological Well-Being of School Psychologists through Mindfulness Practice

    Science.gov (United States)

    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…

  11. School Psychologists and the Assessment of Culturally and Linguistically Diverse Students

    Science.gov (United States)

    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…

  12. Gesell: The First School Psychologist Part I. The Road to Connecticut.

    Science.gov (United States)

    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)

  13. School Psychologists and the Assessment of Childhood Internalizing Disorders: Perceived Knowledge, Role Preferences and Training Needs

    Science.gov (United States)

    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,…

  14. Survey of School Psychologists' Attitudes, Feelings, and Exposure to Gay and Lesbian Parents and Their Children

    Science.gov (United States)

    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…

  15. The School Psychologist as a Facilitator of Parent Involvement in Decisions Concerning Their Children. An Overview.

    Science.gov (United States)

    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…

  16. Supervision and Satisfaction among School Psychologists: An Empirical Study of Professionals in Victoria, Australia

    Science.gov (United States)

    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…

  17. A Survey of School Psychologists' Practices for Identifying Mentally Retarded Students.

    Science.gov (United States)

    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…

  18. Black Students' Recollections of Pathways to Resilience: Lessons for School Psychologists

    Science.gov (United States)

    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…

  19. School Psychologists: Leaders for Change Building a Secure Future for Children. CASS Digest.

    Science.gov (United States)

    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;…

  20. Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists

    Science.gov (United States)

    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…

  1. Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

    Science.gov (United States)

    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…

  2. How Russian Teachers, Mothers and School Psychologists Perceive Internalising and Externalising Behaviours in Children

    Science.gov (United States)

    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…

  3. Missing Voices: African American School Psychologists' Perspectives on Increasing Professional Diversity

    Science.gov (United States)

    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…

  4. An Examination of the Relationship between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students

    Science.gov (United States)

    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…

  5. Enhancing Collaboration between School Nurses and School Psychologists When Providing a Continuum of Care for Children with Medical Needs

    Science.gov (United States)

    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…

  6. School Counselors and School Psychologists: Collaborating to Ensure Minority Students Receive Appropriate Consideration for Special Educational Programs

    Science.gov (United States)

    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…

  7. How Visible and Integrated Are Lesbian, Gay, Bisexual, and Transgender Families: A Survey of School Psychologists Regarding School Characteristics

    Science.gov (United States)

    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…

  8. School Psychologists' Stages of Concern with RTI Implementation

    Science.gov (United States)

    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…

  9. Mental Health Collaboration: A Survey of Practicing School Psychologists

    Science.gov (United States)

    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…

  10. Developing Employee Assistance Programs: New Roles for School Psychologists.

    Science.gov (United States)

    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.…

  11. Preparation of School Psychologists in the United States

    Science.gov (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…

  12. Understanding the Process: An Ethnographic Case Study of School Psychologists' Experiences in the Referral of African Americans to Special Education

    Science.gov (United States)

    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…

  13. Effectiveness of Professional Learning Communities for Related Services Personnel: Nebraska School Psychologist Perceptions on Utilizing Learning Communities

    Science.gov (United States)

    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…

  14. Emotional Labor and the Work of School Psychologists

    Science.gov (United States)

    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…

  15. Digital Media and Youth: A Primer for School Psychologists

    Science.gov (United States)

    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…

  16. Trauma-Focused Cognitive Behavior Therapy for School Psychologists

    Science.gov (United States)

    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…

  17. Advocating for School Psychologists in Response to the APA's Proposed "Model Act for State Licensure of Psychologists"

    Science.gov (United States)

    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…

  18. Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students with Disabilities

    Science.gov (United States)

    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…

  19. 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.

  20. The Use of Evidenced-Based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorder among School Psychologists

    Science.gov (United States)

    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…

  1. Improving Outcomes for Children with Developmental Disabilities through Enhanced Communication and Collaboration between School Psychologists and Physicians

    Science.gov (United States)

    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…

  2. The Role of Self-Efficacy and Autonomy Support in School Psychologists' Use of ABA

    Science.gov (United States)

    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…

  3. School-Aged Children Who Are Educated at Home by Their Parents: Is There a Role for Educational Psychologists?

    Science.gov (United States)

    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…

  4. Facilitators and barriers to the provision of therapeutic interventions by school psychologists

    Science.gov (United States)

    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

  5. School Belonging, School Victimization, and the Mental Health of LGBT Young Adults: Implications for School Psychologists

    Science.gov (United States)

    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…

  6. Does Context Matter? An Analysis of Training in Multicultural Assessment, Consultation, and Intervention between School Psychologists in Urban and Rural Contexts

    Science.gov (United States)

    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…

  7. How Can Educational Psychologists Support the Reintegration of Children with an Acquired Brain Injury upon Their Return to School?

    Science.gov (United States)

    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…

  8. Schoolwide Collaboration to Prevent and Address Reading Difficulties: Opportunities for School Psychologists and Speech-Language Pathologists

    Science.gov (United States)

    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…

  9. 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. 

  10. School Psychologists in Support of Transgender and Gender Diverse Students in Light of California's AB 1266 (School Success and Opportunity Act): Implications and Opportunities

    Science.gov (United States)

    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…

  11. School Reintegration for Children and Adolescents with Cancer: The Role of School Psychologists

    Science.gov (United States)

    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…

  12. Providing Educationally Related Mental Health Services in California Schools: The Roles of School Psychologists

    Science.gov (United States)

    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…

  13. Assessment Practices of School Psychologists When Identifying Children for SED Classes.

    Science.gov (United States)

    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…

  14. Professional Development Needs and Training Interests: A Survey of Early Career School Psychologists

    Science.gov (United States)

    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…

  15. NASP - Enabling new space launch options

    Science.gov (United States)

    Froning, David; Gaubatz, William; Mathews, George

    1990-10-01

    Successful NASP developments in the United States are bringing about the possibility of effective, fully reusable vehicles for transport of people and cargo between earth and space. These developments include: extension of airbreathing propulsion to a much higher speed; densification of propellants for greater energy per unit volume of mass; structures with much greater strength-to-weight at high temperatures; computational advancements that enable more optimal design and integration of airframes, engines and controls; and advances in avionics, robotics, artificial intelligence and automation that enable accomplishment of earth-to-orbit (ETO) operations with much less manpower support and cost. This paper describes the relative magnitude of improvement that these developments may provide.

  16. Elementary School Psychologists' Perceptions of Response to Intervention and Its Use to Diagnose Students with Specific Learning Disabilities in Tennessee: A Mixed Methods Study

    Science.gov (United States)

    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,…

  17. School Psychologists and the Secret Illness: Perceived Knowledge, Role Preferences, and Training Needs regarding the Prevention and Treatment of Internalizing Disorders

    Science.gov (United States)

    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…

  18. Decision-Making by School Psychologists: Use of the Representativeness Heuristic and Importance of Assessment Data in Determination of Special Education Eligibility

    Science.gov (United States)

    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…

  19. Forensic psychologist

    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.

  20. The Role of School Psychologists in the Assessment, Prevention, and Intervention of Cyberbullying

    Science.gov (United States)

    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…

  1. Quietly Sharing the Load? The Role of School Psychologists in Enabling Teacher Resilience

    Science.gov (United States)

    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,…

  2. The Transition to Kindergarten for Typically Developing Children: A Survey of School Psychologists' Involvement

    Science.gov (United States)

    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,…

  3. Securing a (New) Seat at the Table: Distributed Leadership and School Psychologists

    Science.gov (United States)

    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…

  4. The R(ally) Cry: School Psychologists as Allies and Advocates for the LGBTQ Community

    Science.gov (United States)

    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…

  5. Commentary: School Psychologists as Advocates for Racial Justice and Social Justice: Some Proposed Steps

    Science.gov (United States)

    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…

  6. Supervision for School Psychologists in Training: Developing a Framework from Empirical Findings

    Science.gov (United States)

    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…

  7. Training School Psychologists to Conduct Evidence-Based Treatments for Depression

    Science.gov (United States)

    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…

  8. Identification of ADHD and Autism Spectrum Disorder: Responsibilities of School Psychologists

    Science.gov (United States)

    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…

  9. Psycho-Social Aspects of Educating Epileptic Children: Roles for School Psychologists.

    Science.gov (United States)

    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…

  10. School Psychologists as Mental Health Providers: The Impact of Staffing Ratios and Medicaid on Service Provisions

    Science.gov (United States)

    Eklund, Katie; Meyer, Lauren; Way, Samara; Mclean, Deija

    2017-01-01

    As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school-based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health…

  11. Advances in Children's Rights and Children's Well-Being Measurement: Implications for School Psychologists

    Science.gov (United States)

    Kosher, Hanita; Jiang, Xu; Ben-Arieh, Asher; Huebner, E. Scott

    2014-01-01

    Recent years have brought important changes to the profession of school psychology, influenced by larger social, scientific, and political trends. These trends include the emergence of children's rights agenda and advances in children's well-being measurement. During these years, a growing public attention and commitment to the notion of…

  12. Did "Endrew F." Change the "A" in FAPE? Questions and Implications for School Psychologists

    Science.gov (United States)

    O'Brien, Shawn K.

    2018-01-01

    This past March, the Supreme Court issued a decision, "Endrew F. v. Douglas County School District RE-1," that has the potential to change the definition of "appropriate" in what constitutes a free and appropriate education (FAPE), at least within some U.S. jurisdictions. This article briefly summarizes the ruling, with a focus…

  13. Rethinking College: Roles for School Psychologists in Transition Planning for Students with Intellectual Disability

    Science.gov (United States)

    Wilczenski, Felicia L.; Cook, Amy L.; Regal, Colleen P.

    2017-01-01

    Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID) who are more likely to remain in poverty compared to their peers without disabilities (Mock and Love, "J Policy Pract Intellect Disabil," 9:289-297, 2012; Siperstein et…

  14. A Systematic Approach to Bilingual Assessment: Development of a Handbook for School District Administrators and School Psychologists

    Science.gov (United States)

    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…

  15. Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists

    Science.gov (United States)

    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…

  16. Optimizing Home-School Collaboration: Strategies for School Psychologists and Latino Parent Involvement for Positive Mental Health Outcomes

    Science.gov (United States)

    Olvera, Pedro; Olvera, Veronica I.

    2012-01-01

    Public schools across the United States are experiencing an increase in Cultural and Linguistically Diverse (CLD) students, particularly those of Latino descent. Latino children are at a high-risk for mental health problems (i.e., depression, anxiety, risk of suicide, etc.) and face greater risk factors when compared to many of their ethnic…

  17. Improving the Lives of Students, Gay and Straight Alike: Gay-Straight Alliances and the Role of School Psychologists

    Science.gov (United States)

    Murphy, Heather Elise

    2012-01-01

    Lesbian, gay, bisexual, and transgender (LGBT) students face many risk factors every day when they enter their school's door. These students often fear for their safety at school, are victimized, have academic difficulties, suffer from issues with their identity development, and are at risk for suicide. School-based Gay-Straight Alliances (GSAs)…

  18. Promoting Equity for Our Nation's Youngest Students: School Psychologists as Agents of Social Justice in Early Childhood Settings

    Science.gov (United States)

    Albritton, Kizzy; Anhalt, Karla; Terry, Nicole Patton

    2016-01-01

    Achievement and disciplinary inequities between students from racially and ethnically diverse backgrounds and their White peers have been documented for decades in U.S. public schools. Researchers have documented that some racially and ethnically diverse students enter school with weaker academic skills than their White counterparts. Further,…

  19. What do Psychologists do?

    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 ...

  20. A representação social de alunos de escolas da rede particular de ensino acerca do papel do psicólogo escolar The social representation of students from private education on the role of school psychologist

    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.

  1. 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....

  2. Sexual Harassment & Student Services Personnel: Information for School Counselors, Social Workers, and Psychologists. Know More, Do More.

    Science.gov (United States)

    Keyes, Melissa A.

    This publication provides information for intervention and prevention services concerning sexual harassment and sexual discrimination in schools. It is especially designed for student services professionals and includes national and state laws, suggestions for how to work with students, and strategies for protecting employees and students. Chapter…

  3. Providing Psychological Services for Children of Overseas Filipino Workers (OFWs): A Challenge for School Psychologists in the Philippines

    Science.gov (United States)

    Tarroja, Maria Caridad H.; Fernando, Katrina C.

    2013-01-01

    In the last 30 years, there has been a rapid increase of Filipino parents leaving the country and their families for better job opportunities abroad. Existing literature points out the impact of migration on the families and on the well-being, academic performance, and school behaviours, family and peer relationships of the children left behind,…

  4. The Shield or the Sword? Revisiting the Debate on Racial Disproportionality in Special Education and Implications for School Psychologists

    Science.gov (United States)

    Sullivan, Amanda L.; Proctor, Sherrie L.

    2016-01-01

    Scholars in special education and school psychology are engaged in renewed debate about the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education following research and commentaries challenging long held assumptions that many students are inappropriately identified with special…

  5. 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.

  6. Georgetown University Research Psychologist Shares Terrorism Insight

    OpenAIRE

    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.

  7. Views of Chinese Psychologists toward Intelligence

    Science.gov (United States)

    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…

  8. 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...

  9. New psychologist at CERN

    CERN Multimedia

    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...

  10. An overview of selected NASP aeroelastic studies at the NASA Langley Research Center

    Science.gov (United States)

    Spain, Charles V.; Soistmann, David L.; Parker, Ellen C.; Gibbons, Michael D.; Gilbert, Michael G.

    1990-01-01

    Following an initial discussion of the NASP flight environment, the results of recent aeroelastic testing of NASP-type highly swept delta-wing models in Langley's Transonic Dynamics Tunnel (TDT) are summarized. Subsonic and transonic flutter characteristics of a variety of these models are described, and several analytical codes used to predict flutter of these models are evaluated. These codes generally provide good, but conservative predictions of subsonic and transonic flutter. Also, test results are presented on a nonlinear transonic phenomena known as aileron buzz which occurred in the wind tunnel on highly swept delta wings with full-span ailerons. An analytical procedure which assesses the effects of hypersonic heating on aeroelastic instabilities (aerothermoelasticity) is also described. This procedure accurately predicted flutter of a heated aluminum wing on which experimental data exists. Results are presented on the application of this method to calculate the flutter characteristics of a fine-element model of a generic NASP configuration. Finally, it is demonstrated analytically that active controls can be employed to improve the aeroelastic stability and ride quality of a generic NASP vehicle flying at hypersonic speeds.

  11. International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of the "International Journal of School & Educational Psychology"

    Science.gov (United States)

    Oakland, Thomas; Hatzichristou, Chryse

    2014-01-01

    This special issue of the "International Journal of School & Educational Psychology" is devoted to promoting an understanding of some current features of school psychology programs and to suggest ways to further strengthen preparation. Information summarized in these 12 articles is intended to assist us in determining the relevance…

  12. Psychologists in Academic Administration: A Call to Action and Service.

    Science.gov (United States)

    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.

  13. A atuação do psicólogo escolar: multirreferencialidade, implicação e escuta clínica The performance of a school psychologist: multi-referentiality, implications and clinic listening

    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.

  14. The trade-off characteristics of acoustic and pressure sensors for the NASP

    Science.gov (United States)

    Winkler, Martin; Bush, Chuck

    1992-01-01

    Results of a trade study for the development of pressure and acoustic sensors for use on the National Aerospace Plane (NASP) are summarized. Pressure sensors are needed to operate to 100 psia; acoustic sensors are needed that can give meaningful information about a 200 dB sound pressure level (SPL) environment. Both sensors will have to operate from a high temperature of 2000 F down to absolute zero. The main conclusions of the study are the following: (1) Diaphragm materials limit minimum size and maximum frequency response attainable. (2) No transduction is available to meet all the NASP requirements with existing technology. (3) Capacitive sensors are large relative to the requirement, have limited resolution and frequency response due to noise, and cable length is limited to approximately 20 feet. (4) Eddy current sensors are large relative to the requirement and have limited cable lengths. (5) Fiber optic sensors provide the possibility for a small sensor, even though present developments do not exhibit that characteristic. The need to use sapphire at high temperature complicates the design. Present high temperature research sensors suffer from poor resolution. A significant development effort will be required to realize the potential of fiber optics. (6) Short-term development seems to favor eddy current techniques with the penalty of larger size and reduced dynamic range for acoustic sensors. (7) Long-term development may favor fiber optics with the penalties of cost, schedule, and uncertainty.

  15. George Kelly: cognitive psychologist, humanistic psychologist, or something else entirely?

    Science.gov (United States)

    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.

  16. In Light of the 2012 NASPE Symposium, to What Extent Should Physical Educators Incorporate Pop Culture in Their Classes?

    Science.gov (United States)

    Journal of Physical Education, Recreation & Dance, 2013

    2013-01-01

    In this "Issues" column, "The Journal of Physical Education, Recreation & Dance" provides responses to the question: "In Light of the 2012 NASPE Symposium, to What Extent Should Physical Educators Incorporate Pop Culture in Their Classes?" Responses this month come from an assistant professor who says that:…

  17. Recognition of names of eminent psychologists.

    Science.gov (United States)

    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.

  18. Implementing a Multi-Tiered System of Support (MTSS): Collaboration between School Psychologists and Administrators to Promote Systems-Level Change

    Science.gov (United States)

    Eagle, John W.; Dowd-Eagle, Shannon E.; Snyder, Andrew; Holtzman, Elizabeth Gibbons

    2015-01-01

    Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework.…

  19. [The psychologists in Argentina. Quantitative data].

    Science.gov (United States)

    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.

  20. Aerodynamic control of NASP-type vehicles through vortex manipulation. Volume 3: Wing rock experiments

    Science.gov (United States)

    Suarez, Carlos J.; Smith, Brooke C.; Kramer, Brian R.; Ng, T. Terry; Ong, Lih-Yenn; Malcolm, Gerald N.

    1993-01-01

    Free-to-roll tests were conducted in water and wind tunnels in an effort to investigate the mechanisms of wing rock on a NASP-type vehicle. The configuration tested consisted of a highly-slender forebody and a 78 deg swept delta wing. In the water tunnel test, extensive flow visualization was performed and roll angle histories were obtained. In the wind tunnel test, the roll angle, forces and moments, and limited forebody and wing surface pressures were measured during the wing rock motion. A limit cycle oscillation was observed for angles of attack between 22 deg and 30 deg. In general, the experiments confirmed that the main flow phenomena responsible for the wing-body-tail wing rock are the interactions between the forebody and the wing vortices. The variation of roll acceleration (determined from the second derivative of the roll angle time history) with roll angle clearly slowed the energy balance necessary to sustain the limit cycle oscillation. Different means of suppressing wing rock by controlling the forebody vortices using small blowing jets were also explored. Steady blowing was found to be capable of suppressing wing rock, but significant vortex asymmetrices are created, causing the model to stop at a non-zero roll angle. On the other hand, alternating pulsed blowing on the left and right sides of the fore body was demonstrated to be a potentially effective means of suppressing wing rock and eliminating large asymmetric moments at high angles of attack.

  1. The psychologist's dilemma ESHHS Paper Utrecht 2010

    OpenAIRE

    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...

  2. The psychologist's dilemma ESHHS Paper Utrecht 2010

    NARCIS (Netherlands)

    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

  3. A Reflection on the Work of an Educational Psychologist in Providing Supervision for a Team of Community Based Support Workers, Supporting Families with Vulnerable Adolescents at Risk of Exclusion from School

    Science.gov (United States)

    Maxwell, Tim

    2013-01-01

    The evolving role of the educational psychologist (EP) is discussed with an emphasis on the supervision provided for a team of support workers for vulnerable adolescents, working within a Local Service Team. This development is considered in the context of the Every Child Matters (DfES, 2004) agenda and the Farrell, Woods, Lewis, Rooney, Squire…

  4. What Do Schools Need? School Professionals' Perceptions of School Psychology

    Science.gov (United States)

    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…

  5. Clinical psychologists' experiences of NHS organisational change

    OpenAIRE

    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.

  6. Concepções e atuação profissional diante das queixas escolares: os psicólogos nos serviços públicos de saúde Conceptions and professional performance in face of the needs of children with school problems: psychologists in the public health services

    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

  7. Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program.

    Science.gov (United States)

    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.

  8. Making the Road by Walking: Using Role-Play and Instructor Feedback to Teach Basic Counseling Skills to Singaporean Trainee Educational Psychologists

    Science.gov (United States)

    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…

  9. 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.

  10. 10 CFR 712.33 - Designated Psychologist.

    Science.gov (United States)

    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...

  11. Psychologists' diagnostic processes during a diagnostic interview

    NARCIS (Netherlands)

    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

  12. Interdepartmental Programs to Produce Bachelor's Psychologists.

    Science.gov (United States)

    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…

  13. 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.

  14. BCASP and the Evolution of School Psychology in British Columbia

    Science.gov (United States)

    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…

  15. The Misrepresentation of School Psychology in Introduction to Psychology Textbooks.

    Science.gov (United States)

    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)

  16. 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...

  17. History's mysteries demystified: becoming a psychologist-historian.

    Science.gov (United States)

    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.

  18. Professional Competency Profile of San Marcos psychologist

    OpenAIRE

    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 ...

  19. School psychologists' views on challenges in facilitating school ...

    African Journals Online (AJOL)

    Hennie

    2014-11-10

    Nov 10, 2014 ... supported and empowered to fulfil their function of providing quality education. Education White ...... tablishing the team and making explicit those re- quirements that are often implicit and assumed. Some emphasis must be ...

  20. School psychologists' views on challenges in facilitating school ...

    African Journals Online (AJOL)

    Hennie

    2014-11-10

    Nov 10, 2014 ... “move away from functioning as individuals in competition with one another [and] … should rather ..... intersectoral collaboration, both in theory and .... where decision-making powers and authority lie at ... call the shots.

  1. 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.

  2. The Implications of the Collaboration among Parents, Teachers, and Psychologists, Parenting Education Provided by Schools, and Applied Behavior Analysis in the Lives of Children Diagnosed with Autism Spectrum Disorder

    Science.gov (United States)

    Udaze, Joanne

    2016-01-01

    There was a need for an increased and equal partnership between school professionals and parents. Collaboration will help parents and school professionals to understand one another. Natural environment teaching and routine should be incorporated into the intervention strategies that address the needs of the children diagnosed with autism. When…

  3. Ten Statisticians and Their Impacts for Psychologists.

    Science.gov (United States)

    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.

  4. 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.

  5. The ethical ideologies of psychologists and physicians: a preliminary comparison.

    Science.gov (United States)

    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.

  6. Content Analysis of "School Psychology International", 1990-2011: An Analysis of Trends and Compatibility with the NASP Practice Model

    Science.gov (United States)

    Little, Steven G.; Akin-Little, Angeleque; Lloyd, Keryn

    2011-01-01

    Formal analysis of research publications serves as one indicator of the current status of a profession or a journal. Content analyses provide both practitioners and academicians with information on the status of research in the profession. These types of analyses can also provide information on the concordance between published research and what…

  7. Direitos humanos e democracia na educação infantil: atuação do psicólogo escolar em uma associação pró-educação Human rights and democracy in children's education: the role of the school psychologist at a pro-education association

    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

  8. Editorial policies of the American Psychologist.

    Science.gov (United States)

    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.

  9. Unfamiliar Feminisms: Revisiting the National Council of Women Psychologists

    Science.gov (United States)

    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…

  10. Online Video Gaming: What Should Educational Psychologists Know?

    Science.gov (United States)

    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…

  11. Educational Psychologists: The Early Search for an Identity

    Science.gov (United States)

    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…

  12. The Research of the Personality Qualities of Future Educational Psychologists

    Science.gov (United States)

    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…

  13. School Psychology in Nova Scotia

    Science.gov (United States)

    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…

  14. 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.

  15. Group Counseling in the Schools: Legal, Ethical, and Treatment Issues in School Practice

    Science.gov (United States)

    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…

  16. Four Bad Habits of Modern Psychologists.

    Science.gov (United States)

    Grice, James; Barrett, Paul; Cota, Lisa; Felix, Crystal; Taylor, Zachery; Garner, Samantha; Medellin, Eliwid; Vest, Adam

    2017-08-14

    Four data sets from studies included in the Reproducibility Project were re-analyzed to demonstrate a number of flawed research practices (i.e., "bad habits") of modern psychology. Three of the four studies were successfully replicated, but re-analysis showed that in one study most of the participants responded in a manner inconsistent with the researchers' theoretical model. In the second study, the replicated effect was shown to be an experimental confound, and in the third study the replicated statistical effect was shown to be entirely trivial. The fourth study was an unsuccessful replication, yet re-analysis of the data showed that questioning the common assumptions of modern psychological measurement can lead to novel techniques of data analysis and potentially interesting findings missed by traditional methods of analysis. Considered together, these new analyses show that while it is true replication is a key feature of science, causal inference, modeling, and measurement are equally important and perhaps more fundamental to obtaining truly scientific knowledge of the natural world. It would therefore be prudent for psychologists to confront the limitations and flaws in their current analytical methods and research practices.

  17. The Current Status of Graduate Training in Suicide Risk Assessment

    Science.gov (United States)

    Liebling-Boccio, Dana E.; Jennings, Heather R.

    2013-01-01

    Directors and coordinators (n = 75) of graduate programs in school psychology approved by the National Association of School Psychologists (NASP) were surveyed regarding their training practices in suicide risk assessment. Respondents viewed the assessment of suicide risk as an important part of graduate instruction, and most believed that…

  18. Pathway of Contagion: The Identification of a Youth Suicide Cluster

    Science.gov (United States)

    Zenere, Frank J.

    2008-01-01

    As a school psychologist and crisis management specialist for Miami-Dade County Public Schools, a member of the NASP National Emergency Assistance Team, and an independent consultant, the author has provided postvention services following the suicides of over 50 students, including several suicide clusters. Providing assistance in the aftermath of…

  19. Mothers' reflections on the role of the educational psychologist in supporting their children with attention deficit hyperactivity disorder

    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.

  20. South African Hindu psychologists' perceptions of mental illness.

    Science.gov (United States)

    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.

  1. Workplace Responses and Psychologists' Needs Following Client Suicide.

    Science.gov (United States)

    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.

  2. Going to a Psychologist, Psychiatrist, or Therapist

    Science.gov (United States)

    ... times like: family problems school problems bullying health problems They help kids with feelings like: sadness anger stress and worry low self-esteem grief They help kids with conditions like: ADHD ...

  3. Psychologist in non-formal education

    OpenAIRE

    Pavićević Miljana S.

    2011-01-01

    Learning is not limited to school time. It starts at birth and continues throughout the entire life. Equally important as formal education there are also non-formal and informal education. Any kind of learning outside the traditional school can be called informal. However, it is not easy to define non-formal education because it is being described differently, for example as an education movement, process, system… Projects and programs implemented under the name of non-formal education are of...

  4. Neuropsychology of Child Maltreatment and Implications for School Psychologists

    Science.gov (United States)

    Davis, Andrew S.; Moss, Lauren E.; Nogin, Margarita M.; Webb, Nadia Elizabeth

    2015-01-01

    Child maltreatment has the potential to alter a child's neurodevelopmental trajectory and substantially increase the risk of later psychiatric disorders, as well as to deleteriously impact neurocognitive functioning throughout the lifespan. Child maltreatment has been linked to multiple domains of neurocognitive impairment, including…

  5. Concussion Awareness: Getting School Psychologists into the Game

    Science.gov (United States)

    Davies, Susan C.

    2011-01-01

    A concussion is a serious injury--a mild traumatic brain injury (TBI)--that induces physiological disruption of brain function. A concussion is caused by a bump, blow, or jolt to the head or body. The sudden movement causes stretching and tearing of brain cells; cells become damaged and chemical changes occur within the brain. Concussions can lead…

  6. Siblings of the Handicapped: A Literature Review for School Psychologists.

    Science.gov (United States)

    Hannah, Mary Elizabeth; Midlarsky, Elizabeth

    1985-01-01

    Siblings of handicapped children may have adjustment problems associated with increased family responsibilities, increased parental expectations, and perceived parental neglect in favor of the disabled sibling. Problems may be related to socioeconomic status; family size; age, sex, and birth order of the sibling; and severity of the handicap. (GDC)

  7. LGB Youth's Perceptions of Social Support: Implications for School Psychologists

    Science.gov (United States)

    Kiperman, Sarah; Varjas, Kris; Meyers, Joel; Howard, Ali

    2014-01-01

    Lesbian, gay, bisexual, and transgender (LGBT) youth may endure adverse experiences related to their sexual orientation and gender identity/expression. While social supports are commonly described as protective factors, few researchers have investigated this phenomenon for LGBT youth. The current study used thematic coding to analyze…

  8. A psychologist's view of validating aviation systems

    Science.gov (United States)

    Stein, Earl S.; Wagner, Dan

    1994-01-01

    All systems, no matter what they are designed to do, have shortcomings that may make them less productive than was hoped during the initial development. Such shortcomings can arise at any stage of development: from conception to the end of the implementation life cycle. While systems failure and errors of a lesser magnitude can occur as a function of mechanical or software breakdown, the majority of such problems, in aviation are usually laid on the shoulders of the human operator and, to a lesser extent, on human factors. The operator bears the responsibility and blame even though, from a human factors perspective, error may have been designed into the system. Human factors is not a new concept in aviation. The name may be new, but the issues related to operators in the loop date back to the industrial revolution of the nineteenth century and certainly to the aviation build-up for World War I. During this first global confrontation, military services from all sides discovered rather quickly that poor selection and training led to drastically increased personnel losses. While hardware design became an issue later, the early efforts were primarily focused on increased care in pilot selection and on their training. This actually involved early labor-intensive simulation, using such devices as sticks and chairs mounted on rope networks which could be manually moved in response to control input. The use of selection criteria and improved training led to more viable person-machine systems. More pilots survived training and their first ten missions in the air, a rule of thumb arrived at by experience which predicted ultimate survival better than any other. This rule was to hold through World War II. At that time, personnel selection and training became very sophisticated based on previous standards. Also, many psychologists were drafted into Army Air Corps programs which were geared towards refining the human factor. However, despite the talent involved in these programs

  9. The Legal Content of School Psychology Journals: A Systematic Survey

    Science.gov (United States)

    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…

  10. "Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?

    Science.gov (United States)

    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.

  11. "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.

  12. Early Warning Signs: Identifying Opportunities to Disrupt Racial Inequities in School Discipline through Data-Based Decision Making

    Science.gov (United States)

    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…

  13. School Psychology Goes to College: The Emerging Role of School Psychology in College Communities

    Science.gov (United States)

    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…

  14. Psychologists abandon the Nuremberg ethic: concerns for detainee interrogations.

    Science.gov (United States)

    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.

  15. 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.

  16. The 10th Anniversary of September 11 and Our Response to the Nation's Youth

    Science.gov (United States)

    Sulkowski, Michael L.; Lazarus, Philip J.

    2011-01-01

    Ten Septembers ago, people witnessed the worst terrorist attack ever committed on American soil. Most Americans can still see the images of airplanes violently crashing into buildings. On that fateful September day in 2001, the National Association of School Psychologists (NASP) was faced with the challenge of trying to support the needs of…

  17. Training Psychologists for Rural Practice: Exploring Opportunities and Constraints.

    Science.gov (United States)

    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.

  18. Commentary: Pediatric Epilepsy: A Good Fit for Pediatric Psychologists

    Science.gov (United States)

    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

  19. Lessons learnt from the development of the Patient Safety Incidents Reporting an Learning System for the Spanish National Health System: SiNASP.

    Science.gov (United States)

    Vallejo-Gutiérrez, Paula; Bañeres-Amella, Joaquim; Sierra, Eduardo; Casal, Jesús; Agra, Yolanda

    2014-01-01

    To describe the development process and characteristics of a patient safety incidents reporting system to be implemented in the Spanish National Health System, based on the context and the needs of the different stakeholders. Literature review and analysis of most relevant reporting systems, identification of more than 100 stakeholder's (patients, professionals, regional governments representatives) expectations and requirements, analysis of the legal context, consensus of taxonomy, development of the software and pilot test. Patient Safety Events Reporting and Learning system (Sistema de Notificación y Aprendizajepara la Seguridad del Paciente, SiNASP) is a generic reporting system for all types of incidents related to patient safety, voluntary, confidential, non punitive, anonymous or nominative with anonimization, system oriented, with local analysis of cases and based on the WHO International Classification for Patient Safety. The electronic program has an on-line form for reporting, a software to manage the incidents and improvement plans, and a scoreboard with process indicators to monitor the system. The reporting system has been designed to respond to the needs and expectations identified by the stakeholders, taking into account the lessons learned from the previous notification systems, the characteristics of the National Health System and the existing legal context. The development process presented and the characteristics of the system provide a comprehensive framework that can be used for future deployments of similar patient safety systems. Copyright © 2013 SECA. Published by Elsevier Espana. All rights reserved.

  20. Ethics of Teaching: Beliefs and Behaviors of Psychologists as Educators.

    Science.gov (United States)

    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)

  1. Teaching Leadership: Most Any Psychologist Can Do It

    Science.gov (United States)

    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,…

  2. Educational Psychologists' Report-Writing: Acts of Justice?

    Science.gov (United States)

    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…

  3. Do First and Later Borns Agree with Psychologists?

    Science.gov (United States)

    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,…

  4. The Educational Journey of a Latina Feminist Community Psychologist

    Science.gov (United States)

    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…

  5. Ethical Principles of Psychologists and Code of Conduct.

    Science.gov (United States)

    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…

  6. 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.

  7. 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 ...

  8. 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.

  9. [A proposal for reforming psychologists' training in France and in the European Union].

    Science.gov (United States)

    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

  10. Concussion Management in Your Schools: A Call to Action

    Science.gov (United States)

    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…

  11. Ten Ways to Infuse Positive Psychology in the Schools

    Science.gov (United States)

    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…

  12. Conversations with Four Highly Productive Educational Psychologists: Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman

    Science.gov (United States)

    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)…

  13. Targeting Family Risk Factors in the Context of Treating Youth Depression: A Survey of Psychologists

    Science.gov (United States)

    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…

  14. 42 CFR 405.2450 - Clinical psychologist and clinical social worker services.

    Science.gov (United States)

    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...

  15. "Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?

    OpenAIRE

    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...

  16. Classification of social stereotypes by Japanese Social Psychologists

    OpenAIRE

    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...

  17. Divorce: Using Psychologists' Skills for Transformation and Conflict Reduction.

    Science.gov (United States)

    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.

  18. Misconception p value among Chilean and Italian academic psychologists

    Directory of Open Access Journals (Sweden)

    Laura Badenes-Ribera

    2016-08-01

    Full Text Available The p value misconceptions are based on certain beliefs and attributions about the significance of the results. Thus, they affect the professionals’ decisions and jeopardize the quality of interventions and the accumulation of valid scientific knowledge. We conducted a survey on 164 academic psychologists (134 Italians, 30 Chileans, questioned on this topic. Our findings are consistent with original research and suggest that some participants do not know how to correctly interpret p values. The inverse probability fallacy presents the greatest comprehension problems, followed by the replication fallacy. These results highlight the importance of the statistical re-education of researchers. Recommendations for improving statistical cognition are proposed.

  19. Where do counselling psychologists based in the UK disseminate their research? A systematic review

    OpenAIRE

    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...

  20. Ethical issues in the professional work of psychologists: state of affairs in Slovenia

    OpenAIRE

    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 ...

  1. Positive psychology and the training of psychologists: Students’ perspectives

    Directory of Open Access Journals (Sweden)

    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.

  2. The role of psychologists in health care delivery.

    Science.gov (United States)

    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.

  3. Positive emotion word use and longevity in famous deceased psychologists.

    Science.gov (United States)

    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.

  4. Fostering LGBTQ Advocacy in School Psychology as Adult Education: Shaping Attitudes, Beliefs, and Perceived Control

    Science.gov (United States)

    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…

  5. Social Networking Practices in School Psychology: Have Moral Panic Concerns Been Overstated?

    Science.gov (United States)

    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…

  6. Identifying and Cultivating Leadership Potential in School Psychology: A Conceptual Framework

    Science.gov (United States)

    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…

  7. Violence Prevention after Columbine: A Survey of High School Mental Health Professionals

    Science.gov (United States)

    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,…

  8. The Status of School Psychology in Ontario School Boards: 2016 Perspective

    Science.gov (United States)

    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…

  9. A Psychodynamic Psychologist in Community Psychiatry: 14 Years of Experience

    Directory of Open Access Journals (Sweden)

    Tânia Roquette

    2013-11-01

    Full Text Available This paper aims to critically review the role of a psychodynamic psychologist integrated in a community outpatient clinic of a Psychiatric Department. It describes the characteristics of a psychodynamic intervention that is complementary to the psychiatric approach while sharing a common goal –the suffering patient – and enhancing the knowledge and understanding of several domains like psychopathology, diagnosis, treatment, rehabilitation and integration. Furthermore it describes how the use of Psychological Assessment led to the formulation of specific individual psychotherapies, spanning 14 years of clinical practice. The paper concludes with some considerations regarding the integration of Psychodynamic Psychology in a multidisciplinary mental health team, addressing issues such as the boundaries between technical characteristics, the appropriateness of language to other disciplines and psychodynamic implications of the different features of this clinical setting.

  10. Toward Defining, Measuring, and Evaluating LGBT Cultural Competence for Psychologists

    Science.gov (United States)

    Boroughs, Michael S.; Andres Bedoya, C.; O'Cleirigh, Conall; Safren, Steven A.

    2015-01-01

    A central part of providing evidence-based practice is appropriate cultural competence to facilitate psychological assessment and intervention with diverse clients. At a minimum, cultural competence with lesbian, gay, bisexual, and transgender (LGBT) people involves adequate scientific and supervised practical training, with increasing depth and complexity across training levels. In order to further this goal, we offer 28 recommendations of minimum standards moving toward ideal training for LGBT-specific cultural competence. We review and synthesize the relevant literature to achieve and assess competence across the various levels of training (doctoral, internship, post-doctoral, and beyond) in order to guide the field towards best practices. These recommendations are aligned with educational and practice guidelines set forth by the field and informed by other allied professions in order to provide a roadmap for programs, faculty, and trainees in improving the training of psychologists to work with LGBT individuals. PMID:26279609

  11. The Association of Black Psychologists: An Organization Dedicated to Social Justice

    Science.gov (United States)

    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…

  12. 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.

  13. Principles of managed intellectual activity in training psychologists

    Directory of Open Access Journals (Sweden)

    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

  14. The Organizational Origins of Public School Psychology.

    Science.gov (United States)

    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)

  15. Including Children Dependent on Ventilators in School.

    Science.gov (United States)

    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…

  16. Risk factors in school shootings.

    Science.gov (United States)

    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.

  17. Assessing Effectiveness and Efficiency of Academic Interventions in School Psychology Journals: 1995-2005

    Science.gov (United States)

    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…

  18. Idols of the psychologist: Johannes Linschoten and the demise of phenomenological psychology in the Netherlands.

    Science.gov (United States)

    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.

  19. 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

  20. Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists

    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.

  1. 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.

  2. 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.

  3. 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.

  4. 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

  5. Experience of Approbation and Target Reference Points of Introduction of the Professional Standard "Pedagogue-Psychologist (Educational psychologist" in Sverdlovsk Region

    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.

  6. Clinical Reasoning in School Psychology: From Assessment to Intervention

    Science.gov (United States)

    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…

  7. When psychologists work with religious clients: applications of the general principles of ethical conduct.

    Science.gov (United States)

    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.

  8. The 2012 School Psychology Futures Conference: Accomplishments and next Steps

    Science.gov (United States)

    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…

  9. International School Psychology: Psychology's Worldwide Portal to Children and Youth

    Science.gov (United States)

    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.…

  10. School Personnel Responses to Children Exposed to Violence

    Science.gov (United States)

    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…

  11. Where in the World Is School Psychology?: Examining Evidence of School Psychology around the Globe

    Science.gov (United States)

    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…

  12. Psychosocial care and the role of clinical psychologists in palliative care.

    Science.gov (United States)

    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.

  13. Assessing competencies of trainee sport psychologists: An examination of the 'Structured Case Presentation' assessment method

    NARCIS (Netherlands)

    Hutter, R.I.; Pijpers, J.R.; Oudejans, R.R.D.

    2016-01-01

    Objectives: There is virtually no literature on how to assess competencies of applied sport psychologists. We assessed casework of applied sport psychology students and compared written case report assessment (WCRA) with structured case presentation assessment (SCPA) on reliability and acceptability

  14. Psychologists and detainee interrogations: key decisions, opportunities lost, and lessons learned.

    Science.gov (United States)

    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

  15. Testing a model of research intention among U.K. clinical psychologists: a logistic regression analysis.

    Science.gov (United States)

    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.

  16. 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

  17. A Thematic Inquiry into the Burnout Experience of Australian Solo-Practicing Clinical Psychologists.

    Science.gov (United States)

    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

  18. 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.

  19. Conducting Psychological Assessments in Schools: Adapting for Converging Skills and Expanding Knowledge

    Science.gov (United States)

    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…

  20. Positive Psychology in Jewish Education: Gratitude in the School and Synagogue Classroom

    Science.gov (United States)

    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.…

  1. Willingness to use corporal punishment among school administrators in South Carolina.

    Science.gov (United States)

    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.

  2. To treat or not to treat: should psychologists treat tobacco use disorder?

    Science.gov (United States)

    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.

  3. Differences regarding job satisfaction and job involvement of psychologists with different dominant career anchors

    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

  4. Differences regarding job satisfaction and job involvement of psychologists with different dominant career anchors.

    Science.gov (United States)

    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

  5. Core Competencies for Training Effective School Consultants

    Science.gov (United States)

    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…

  6. Politics and Israeli psychologists: is it time to take a stand?

    Science.gov (United States)

    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?

  7. Play Therapy in Elementary Schools

    Science.gov (United States)

    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…

  8. Addressing Trauma in Schools: Multitiered Service Delivery Options for Practitioners

    Science.gov (United States)

    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…

  9. Evolving Nature of School Psychology in Alberta: Politics and Practice

    Science.gov (United States)

    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…

  10. Older Driver Safety: A Survey of Psychologists' Attitudes, Knowledge, and Practices.

    Science.gov (United States)

    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.

  11. 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.

  12. Teaching High School Physical Education According to National Standards: The 6 Verbs of Success--Demonstrate, Understand, Participate, Achieve, Exhibit and Value

    Science.gov (United States)

    Bert, Greg

    2010-01-01

    The six national content standards from NASPE define what a student should know and be able to do as a result of a high quality physical education program. The "NASPE SIX" serve as a North Star to guide teachers as they prepare and implement programs. Simply stated, the NASPE Standards for Physical Education are all about six simple…

  13. 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

  14. A Thematic Inquiry into the Burnout Experience of Australian Solo-Practicing Clinical Psychologists

    Science.gov (United States)

    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

  15. Psychologists involved in cancer palliative care in Japan: A nationwide survey.

    Science.gov (United States)

    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.

  16. Balancing life and work by unbending gender: Early American women psychologists' struggles and contributions.

    Science.gov (United States)

    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.

  17. 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.

  18. The (even) bolder model. The clinical psychologist as metaphysician-scientist-practitioner.

    Science.gov (United States)

    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.

  19. School Climate Improvement Action Guide for Noninstructional Staff. School Climate Improvement Resource Package

    Science.gov (United States)

    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…

  20. Utilization of School Nurses during the Evaluation and Identification of Children with Autism Spectrum Disorders

    Science.gov (United States)

    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…

  1. Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011

    Science.gov (United States)

    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.…

  2. Use of Evidence-Based Practice Resources and Empirically Supported Treatments for Posttraumatic Stress Disorder among University Counseling Center Psychologists

    Science.gov (United States)

    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…

  3. 42 CFR 405.2452 - Services and supplies incident to clinical psychologist and clinical social worker services.

    Science.gov (United States)

    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...

  4. Analysis of the basic professional standards involving the work of psychologists in difficult and legally significant situations

    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.

  5. Ethical Considerations for Psychologists Taking a Public Stance on Controversial Issues: The Balance Between Personal and Professional Life.

    Science.gov (United States)

    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.

  6. Ethical Considerations for Psychologists Taking a Public Stance on Controversial Issues: The Balance Between Personal and Professional Life

    Science.gov (United States)

    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

  7. Should social psychologists create a disciplinary affirmative action program for political conservatives?

    Science.gov (United States)

    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.

  8. Use of Hypnosis by Psychologists in a Pediatric Setting: Establishing and Maintaining Credibility.

    Science.gov (United States)

    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…

  9. Collaboration with Sport Psychologists as Viewed by Female Volleyball Junior Teams

    Science.gov (United States)

    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…

  10. How Vocational Psychologists Can Make a Difference in K-12 Education

    Science.gov (United States)

    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…

  11. Training MA Psychologists for Work in Rural Settings: Issues and Models.

    Science.gov (United States)

    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…

  12. 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.

  13. Realists or Pragmatists? "Reliable Evidence" and the Role of the Educational Psychologist

    Science.gov (United States)

    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…

  14. Nonromantic/Nonsexual Relationships with Former Clients: Implications for Psychologists' Training.

    Science.gov (United States)

    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…

  15. Female and Male Psychologists in Academic Administration: Resource Control and Perceived Influence

    Science.gov (United States)

    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,…

  16. References to Human Rights in Codes of Ethics for Psychologists: Critical Issues and Recommendations. Part 1

    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.

  17. Experiences of Asian Psychologists and Counselors Trained in the USA: An Exploratory Study

    Science.gov (United States)

    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…

  18. MF Scales: Instruments of Male Chauvinism or Responsible Tools of the Psychologist?

    Science.gov (United States)

    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…

  19. Thinking Like a Psychologist Introductory Psychology Writing Assignments: Encouraging Critical Thinking and Resisting Plagiarism

    Science.gov (United States)

    Wentworth, Diane Keyser; Whitmarsh, Lona

    2017-01-01

    Teaching the general psychology course provides instructors with the opportunity to invite students to explore the dynamics of behavior and mental processes through the lens of theory and research. Three innovative writing assignments were developed to teach students to think like a psychologist, operationalized as enhancing critical thinking,…

  20. Marriage Equality for Same-Sex Couples: Counseling Psychologists as Social Change Agents

    Science.gov (United States)

    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…

  1. Evaluation of complementary-alternative medicine (CAM) questionnaire development for Indonesian clinical psychologists: A pilot study.

    Science.gov (United States)

    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.

  2. Conceptualising the professional identity of industrial or organisational psychologists within the South African context

    NARCIS (Netherlands)

    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

  3. J. E. W. Wallin's Diagnostic Theory for Classifying the Feeble-Minded and Backward in Early Twentieth-Century Public Schools in America

    Science.gov (United States)

    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…

  4. Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s

    Science.gov (United States)

    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…

  5. Individual psychological therapy in an acute inpatient setting: Service user and psychologist perspectives.

    Science.gov (United States)

    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

  6. Psychologists experience of cognitive behaviour therapy in a developing country: a qualitative study from Pakistan

    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.

  7. Instructional Context and Student Motivation, Learning, and Development: Commentary and Implications for School Psychologists

    Science.gov (United States)

    Pendergast, Laura L.; Kaplan, Avi

    2015-01-01

    From an ecological perspective, learning and development in childhood and throughout the lifespan occur in the context of interactions within complex social networks. Collectively, the articles in this special issue illuminate three important themes related to teacher-student interactions within instructional contexts: relationships, competence,…

  8. Working with Arab American Families: Culturally Competent Practice for School Psychologists

    Science.gov (United States)

    Haboush, Karen L.

    2007-01-01

    Individuals of Arab descent residing within the United States currently number between 1.2 million and 3.9 million. These families are characterized by considerable diversity depending upon their nationality, religion, and extent of acculturation to both Western and Arab cultures. More recently, Arab families have immigrated to the United States…

  9. ADHD and Comorbid Developmental Coordination Disorder: Implications and Recommendations for School Psychologists

    Science.gov (United States)

    Lange, Stephen M.

    2018-01-01

    Developmental coordination disorder (DCD) is frequently comorbid with attention-deficit hyperactivity disorder (ADHD). DCD results in functional impairment in activities of daily living, and children's physical activities with peers. Children with DCD report fewer friendships, more bullying, and less confidence in their ability to participate in…

  10. Suicide Prevention Legislation: What School Psychologists Need to Know and Do

    Science.gov (United States)

    Lieberman, Richard; Poland, Scott

    2017-01-01

    Suicide is a leading, preventable cause of death in our nation for youth ages 10-24, and rates have increased slowly, but steadily since 2007. The rate of increase recorded between 2014 and 2015 for the youth 15-19 years old was the largest jump in the past decade (from 11.6 to 12.5 per 100,000) and the rate for youth 10-14 years old doubled…

  11. Children with Diagnoses of Cleft Lip and/or Palate: What School Psychologists Need to Know

    Science.gov (United States)

    Kowalewicz, Eva Aleksandra; Ausikaitis, Ashley Etzel; Kapp-Simon, Kathleen A.

    2016-01-01

    This article presents a review of the literature on orofacial clefting in children. The authors review the etiology, prevalence, and variations of clefting as well as issues related to neuropsychological, social, academic, emotional, and behavioral functioning of children with clefts. Finally, the authors discuss the implications for school…

  12. Traumatic Brain Injury and Grief: Considerations and Practical Strategies for School Psychologists

    Science.gov (United States)

    Jantz, Paul B.; Comerchero, Victoria A.; Canto, Angela I.; Pierson, Eric

    2015-01-01

    Traumatic brain injury (TBI) can result in a range of social, emotional, neurological, cognitive, and behavioral outcomes. If these outcomes are significant, family members and the individual who has sustained the TBI may struggle with accepting the effects of these deficits. They may grieve over disrupted family relationships, roles, and routines…

  13. Advancement of Children's Rights in Africa: A Social Justice Framework for School Psychologists

    Science.gov (United States)

    Pillay, Jace

    2014-01-01

    The United Nations Convention on Children's Rights and the subsequent African Charter on the Rights and Welfare of the Child together with the Bill of Children's Rights and numerous other policies and regulations in many African countries have set the precedent for children's rights to be respected and implemented across the African Continent.…

  14. Towards an Understanding of Interest Development: Challenges and Opportunities for Psychologists and Counsellors in Schools

    Science.gov (United States)

    Lynch, Raymond

    2017-01-01

    Many studies have examined the psychology of interest and interest development, with these studies spanning various fields such as educational psychology, personality development, and vocational guidance. However, the pragmatic benefit of being able to accurately measure interests has often overshadowed the broader potential benefits of research…

  15. Lesbian, Gay, Bisexual, and Transgender-Identified School Psychologists: A Qualitative Study of Their Professional Experiences

    Science.gov (United States)

    Sowden, Beth; Fleming, Julia; Savage, Todd A.; Woitaszewski, Scott A.

    2016-01-01

    Despite recent socially positive progression in the view and treatment of lesbian, gay, bisexual, and transgender (LGBT) individuals in the USA, the LGBT population continues to face complicated circumstances and significant hindrances in many societal institutions. One of the most challenging and complex arena is the educational system (Biegel…

  16. School Psychology in Greece: A System of Change.

    Science.gov (United States)

    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…

  17. School Psychology: Learning Lessons from History and Moving Forward

    Science.gov (United States)

    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…

  18. Mindfulness in School Psychology: Applications for Intervention and Professional Practice

    Science.gov (United States)

    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…

  19. The Development of Intercultural Competency in School Psychology Graduate Students

    Science.gov (United States)

    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…

  20. Identifying Critical Cross-Cultural School Psychology Competencies.

    Science.gov (United States)

    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…

  1. Online School Psychology: Blueprint to Higher Education Conversations

    Science.gov (United States)

    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…

  2. Helping Minority Children in School Psychology: Failures, Challenges, and Opportunities

    Science.gov (United States)

    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…

  3. School Psychology in Rural Contexts: Ethical, Professional, and Legal Issues

    Science.gov (United States)

    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…

  4. Freedom of Speech and Adolescent Public School Students

    Science.gov (United States)

    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.

  5. Treatment Acceptability of Interventions Published in Six School Psychology Journals

    Science.gov (United States)

    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…

  6. Quality Improvement in Health Care: The Role of Psychologists and Psychology.

    Science.gov (United States)

    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.

  7. The relationships between adult attachment, theoretical orientation, and therapist-reported alliance quality among licensed psychologists.

    Science.gov (United States)

    Fleischman, Sari; Shorey, Hal S

    2016-01-01

    Attachment anxiety has been depicted as an undesirable therapist characteristic based on findings that preoccupied therapists, relative to those with other attachment styles, report more ruptures in the therapeutic alliance. What has not been considered, however, is the extent to which attachment dynamics are related to theoretical orientations and how attachment styles and theoretical orientations combine to predict therapists' perceptions of the quality of their alliances. The present surveyed 290 licensed psychologists nationally. Results revealed that even within a sample of primarily secure psychologists, higher 15 levels of attachment anxiety correlated positively with the endorsement of psychodynamic orientations, and negatively with the endorsement of cognitive-behavioral orientations and self-reported alliance quality. Endorsement of cognitive-behavioral orientations, in turn, correlated positively with therapist-reported alliance quality. The results are discussed in terms of the extent to which attachment dimensions should be considered in therapists' understandings of their therapeutic alliances.

  8. 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.

  9. 2010 Amendments to the 2002 "Ethical principles of psychologists and code of conduct".

    Science.gov (United States)

    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.

  10. 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.

  11. Psychologists conducting Psychotherapy in 2012: current practices and historical trends among Division 29 members.

    Science.gov (United States)

    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.

  12. Prince Edward Island's School Psychology Report

    Science.gov (United States)

    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…

  13. School Psychological Services and Program Evaluation

    Science.gov (United States)

    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…

  14. School Neuropsychology Consultation in Neurodevelopmental Disorders

    Science.gov (United States)

    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…

  15. Commentary on the Future of Community Psychology: Perspective of a Research Community Psychologist.

    Science.gov (United States)

    Milburn, Norweeta G

    2016-12-01

    Community psychology is commented upon from the perspective of a community psychologist who was trained in the Community Psychology Program at the University of Michigan in Ann Arbor. Her background and training are reviewed. A brief survey of research on homelessness as a frame for community psychology research is presented. Concluding remarks are provided on the future of research in community psychology. © Society for Community Research and Action 2016.

  16. Differences regarding job satisfaction and job involvement of psychologists with different dominant career anchors

    OpenAIRE

    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...

  17. 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

  18. Practice to Policy: Clinical psychologists' experiences of macro-level work

    OpenAIRE

    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...

  19. Making ethical choices: a comprehensive decision-making model for Canadian psychologists.

    Science.gov (United States)

    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.

  20. 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.

  1. Organizational-professional conflict of I/O psychologists, job satisfaction and work engagement

    OpenAIRE

    Mladenović Branko; Petrović Ivana B.

    2015-01-01

    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 t...

  2. Evaluating a primary care psychology service in Ireland: a survey of stakeholders and psychologists.

    Science.gov (United States)

    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.

  3. Voices in International School Psychology: Interviews in Honor of Calvin D. Catterall.

    Science.gov (United States)

    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;…

  4. Development and Initial Examination of the School Psychology Multicultural Competence Scale

    Science.gov (United States)

    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…

  5. Culture and Identity in School Psychology Research and Practice: Fact versus Fiction

    Science.gov (United States)

    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…

  6. Enhancing the Behavioral and Mental Health Services within School-Based Contexts

    Science.gov (United States)

    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…

  7. Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice

    Science.gov (United States)

    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…

  8. Transporting Motivational Interviewing to School Settings to Improve the Engagement and Fidelity of Tier 2 Interventions

    Science.gov (United States)

    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…

  9. Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

    Science.gov (United States)

    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…

  10. School Curriculum, Policies, and Practices Regarding Lesbian, Gay, Bisexual, and Transgender Families

    Science.gov (United States)

    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…

  11. Online counseling: An exploratory survey of Italian psychologists' attitudes towards new ways of interaction.

    Science.gov (United States)

    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.

  12. Practicing what we preach: Investigating the role of social support in sport psychologists well-being.

    Directory of Open Access Journals (Sweden)

    Hannah eMcCormack

    2015-12-01

    Full Text Available Well-being and mental health of psychologists and their clients can be strongly linked to the psychologists’ experience of work. We know from general theories of occupational health psychology that certain work factors will have a greater impact on well-being than others. Work engagement is positively related with occupational health, while burnout and workaholic tendencies relate negatively. An individual’s resources can buffer against these negative effects. Specifically, the environmental resource of social support can impede the impact and instance of workaholism and has a positive influence on burnout. Social support is often encouraged by sport psychologists in protecting an athlete’s well-being. Drawing on theory and research from work and organisational, health and social psychology we explore the lived experiences of burnout and work engagement among applied sport psychologists, investigating their perceptions of how these experiences impact their well-being. Thirty participants from five countries were asked, using semi-structured interviews, to recall specific incidents when feelings of work engagement and burnout occurred. We examined the influence of social support and its impact on these incidents. Thematic analysis revealed that burnout is frequently experienced despite high levels of work engagement. Sources of social support differ between groups of high burnout versus low burnout, as does reference to the dimensions of work engagement. Avenues for future research including investigating the role of mindfulness and therapeutic lifestyle changes for practitioners are outlined.

  13. Women, behavior, and evolution: understanding the debate between feminist evolutionists and evolutionary psychologists.

    Science.gov (United States)

    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.

  14. Mental health problems among clinical psychologists: Stigma and its impact on disclosure and help-seeking.

    Science.gov (United States)

    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.

  15. Person-first and identity-first language: Developing psychologists' cultural competence using disability language.

    Science.gov (United States)

    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).

  16. 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.

  17. The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists.

    Science.gov (United States)

    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.

  18. Ethical Considerations for Psychologists Taking a Public Stance on Controversial Issues: The Balance Between Personal and Professional Life

    OpenAIRE

    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...

  19. The clinical psychologist and the management of inpatient pain: a small case series

    Directory of Open Access Journals (Sweden)

    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

  20. Quality Physical Education. NASPE Resource Brief

    Science.gov (United States)

    National Association for Sport and Physical Education, 2013

    2013-01-01

    A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list…

  1. Expanding the Role of the School Psychologist in the Delivery of School-Based Mental Health Services

    Science.gov (United States)

    Eklund, Katie; Vaillancourt, Kelly; Pedley, Trisha

    2013-01-01

    Approximately 20% of children in the United States experience significant mental, emotional, or behavioral symptoms that would qualify them for a psychiatric diagnosis (Burns et al., 1995; Costello et al., 2003). Unfortunately, only 15%-30% of these children receive any type of help or support (Ringel & Sturm, 2001; United States Public Health…

  2. 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.

  3. "God save us from psychologists as expert witnesses": the battle for forensic psychology in early twentieth-century Germany.

    Science.gov (United States)

    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).

  4. Rated casemix of general practitioner referrals to practice counsellors and clinical psychologists: a retrospective survey of a year's caseload.

    Science.gov (United States)

    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.

  5. The role of the organisational psychologist in disasters and emergency situations.

    Science.gov (United States)

    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.

  6. Society of Pediatric Psychology Workforce Survey: Factors Related to Compensation of Pediatric Psychologists.

    Science.gov (United States)

    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

  7. Why Should We All Be Cultural Psychologists? Lessons from the Study of Social Cognition

    Science.gov (United States)

    Wang, Qi

    2016-01-01

    I call the attention of psychologists to the pivotal role of cultural psychology in extending and enriching research programs. I argue that it is not enough to simply acknowledge the importance of culture, and urge psychologists to practice cultural psychology in their research. I deconstruct five assumptions about cultural psychology that seriously undermine its contribution to the building of a true psychological science, including that cultural psychology 1) is only about finding group differences; 2) does not care about group similarities; 3) only concerns group-level analysis; 4) is irrelevant to basic psychological processes; and 5) is only to confirm the generalizability of theories. I discuss how cultural psychology can provide unique insights into psychological processes and further equip researchers with additional tools to understand human behavior. Drawing lessons from the 20 years of cultural research that my colleagues and I have done on the development of social cognition, including autobiographical memory, future thinking, self, and emotion knowledge, I demonstrate that incorporating cultural psychology into a research program is not only necessary but also feasible. PMID:27694456

  8. 'Chipping in': clinical psychologists' descriptions of their use of formulation in multidisciplinary team working.

    Science.gov (United States)

    Christofides, Stella; Johnstone, Lucy; Musa, Meyrem

    2012-12-01

    To investigate clinical psychologists' accounts of their use of psychological case formulation in multidisciplinary teamwork. A qualitative study using inductive thematic analysis. Ten clinical psychologists working in community and inpatient adult mental health services who identified themselves as using formulation in their multidisciplinary team work participated in semi-structured interviews. Psychological hypotheses were described as shared mostly through informal means such as chipping in ideas during a team discussion rather than through explicit means such as staff training or case presentations that usually only took place once participants had spent time developing their role within the team. Service context and staff's prior experience were also factors in how explicitly formulation was discussed. Participants reported that they believed that this way of working, although often not formally recognized, was valuable and improved the quality of clinical services provided. More investigation into this under-researched but important area of clinical practice is needed, in order to share ideas and support good practice. ©2011 The British Psychological Society.

  9. STRUCTURAL AND STRATEGIC ASPECTS OF PROFESSIONALLY ORIENTED SPEECH OF A PSYCHOLOGIST MEDIATOR

    Directory of Open Access Journals (Sweden)

    Iryna Levchyk

    2016-12-01

    Full Text Available The article presents characteristic speech patterns of psychologist-mediator on the basis of five staged model of his professional speech behavior that involves the following five speech activities: introductory talks with the conflict parties; clarifying of the parties’ positions; finding the optimal solution to the problem; persuasion in the legality of a compromise; execution of the agreement between the parties. Each of these stages of the mediation process in terms of mental and speech activities of a specialist have been analyzed and subsequently the structure of mediator’s communication has been derived. The concept of a "strategy of verbal behavior" considering professional activity of a psychologist-mediator has been described in terms of its correlation with the type of negotiation behaviors of disputants. The basic types of opponents’ behavior in negotiations ‒ namely avoidance, concession, denial, aggression have been specified. The compliance of strategy of speech of mediator’s behavior to his chosen style of mediation has been discovered. The tactics and logic of mediator’s speech behavior according to the stages of mediation conversation have been determined. It has been found out that the mediator’s tactics implies application of specific professional speech skills to conduct a dialogue in accordance with the chosen strategy as well as emotional and verbal reaction of conflict sides in the process of communication.

  10. Drawing causal inferences using propensity scores: a practical guide for community psychologists.

    Science.gov (United States)

    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.

  11. The diagnosis of psychopathy: Why psychiatrists and psychologists need to know ethical doctrines

    Directory of Open Access Journals (Sweden)

    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.

  12. Why Should We All Be Cultural Psychologists? Lessons From the Study of Social Cognition.

    Science.gov (United States)

    Wang, Qi

    2016-09-01

    I call the attention of psychologists to the pivotal role of cultural psychology in extending and enriching research programs. I argue that it is not enough to simply acknowledge the importance of culture and urge psychologists to practice cultural psychology in their research. I deconstruct five assumptions about cultural psychology that seriously undermine its contribution to the building of a true psychological science, including that cultural psychology (a) is only about finding group differences, (b) does not appertain to group similarities, (c) concerns only group-level analysis, (d) is irrelevant to basic psychological processes, and (e) is used only to confirm the generalizability of theories. I discuss how cultural psychology can provide unique insights into psychological processes and further equip researchers with additional tools to understand human behavior. Drawing lessons from the 20 years of cultural research that my colleagues and I have done on the development of social cognition, including autobiographical memory, future thinking, self, and emotion knowledge, I demonstrate that incorporating cultural psychology into research programs is not only necessary but also feasible. © The Author(s) 2016.

  13. The psychologist as a poet: Kierkegaard and psychology in 19th-century Copenhagen.

    Science.gov (United States)

    Pind, Jörgen L

    2016-11-01

    Psychology had an early start at the University of Copenhagen in the first half of the 19th century, where it was taught as the major part of a compulsory course required of all first-year students. Particularly important in the establishment of psychology at the university was Frederik Christian Sibbern, who was professor of philosophy from 1813 to 1870. Sibbern wrote numerous works on psychology throughout his career. In his first book on psychology, Sibbern expressed the view that the ideal psychologist should also be a poet. Søren Kierkegaard, Sibbern's student, was precisely such a poet-psychologist. Kierkegaard discussed psychology in many of his works, reflecting the gathering momentum of psychology in 19th-century Copenhagen, Denmark. The article brings out some aspects of Kierkegaard's poetic and literary-imaginative approach to psychology. In his opinion, psychology was primarily a playful subject and limited in the questions about human nature it could answer, especially when it came up against the "eternal" in man's nature. Kierkegaard had a positive view of psychology, which contrasts sharply with his negative views on the rise of statistics and the natural sciences. In the latter half of the 19th century, psychology turned positivistic at the University of Copenhagen. This left little room for Kierkegaard's kind of poetic psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  14. Missed Programs (You Can't TiVo This One): Why Psychologists Should Study Media.

    Science.gov (United States)

    Okdie, Bradley M; Ewoldsen, David R; Muscanell, Nicole L; Guadagno, Rosanna E; Eno, Cassie A; Velez, John A; Dunn, Robert A; O'Mally, Jamie; Smith, Lauren Reichart

    2014-03-01

    Media psychology involves the scientific examination of the cognitive processes and behavior involved in the selection, use, interpretation, and effects of communication across a variety of media (e.g., via the Internet, television, telephone, film). Media are central to people's lives, with projections indicating that an average person spent over 3,515 hours using media in 2012. New technologies are increasing the importance of media. Data from two content analyses demonstrate the underrepresentation of media psychology in mainstream psychological literature and in undergraduate and graduate psychology course offerings. We argue for the importance of a psychological approach to the study of media because of its presence in people's lives and because psychologists use it in their research and their choices may affect the external validity of their findings. We provide a useful framework from which psychologists can approach the study of media, and we conclude with recommendations for further areas of scientific inquiry relevant to psychological science. © The Author(s) 2014.

  15. Newcomer Psychologists and Organizational Socialization: Can a Content Model Capture the Experience?

    Directory of Open Access Journals (Sweden)

    Ingvild Sagberg

    2016-10-01

    Full Text Available The purpose of this article is to evaluate how well Taormina’s Multidomain, Continuous Process Model of Organizational Socialization (Taormina, 1997 applies to the data from qualitative interviews with newcomer psychologists, and to explore the interview content that does not correspond with the model. A total of 64 interviews with 22 recently graduated psychologists in Norway were subjected to deductive content analysis by use of the model. The interview content that did not fit with the model was then explored by inductive content analysis. Largely, the model covered the interview material. However, the model’s categories are wide, and perhaps they too easily embraced the data. Moreover, the model did not embrace issues concerning the work/non-work interface and the participants’ own health and well-being, and an extension of the model is therefore discussed. These issues may be relevant in other professional contexts as well, and not only to newly graduated employees. The findings suggest that organizational socialization researchers could benefit from expanding their view of newcomers’ situation. To practitioners in the field of HR, the model may provide a framework for developing introductory programmes. In addition, attention to the newcomers’ personal well-being and life situation in general is recommended.

  16. 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....

  17. Identification and Management of Eating Disorders in Integrated Primary Care: Recommendations for Psychologists in Integrated Care Settings.

    Science.gov (United States)

    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.

  18. The Changing Face of School Psychology: Trends in Data and Projections for the Future

    Science.gov (United States)

    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…

  19. Diversity Research Literature on the Rise? A Review of School Psychology Journals from 2000 to 2003

    Science.gov (United States)

    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…

  20. Meeting the Needs of Children and Families: Opportunities and Challenges for School Psychology Training Programs.

    Science.gov (United States)

    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…

  1. Group Counseling in the Schools: Considerations for Child and Family Issues

    Science.gov (United States)

    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…

  2. The Color of Misbehaving: Two Case Studies of Deviant Boys in a Magnet School.

    Science.gov (United States)

    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…

  3. Educational and School Psychology in Newfoundland and Labrador: A 15-Year Follow-Up

    Science.gov (United States)

    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…

  4. The Influence of Gender on the Likelihood of Using Soft Social Power Strategies in School Consultation

    Science.gov (United States)

    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…

  5. Cognitive-Behavioural Therapy for Children with Behavioural Difficulties in the Singapore Mainstream School Setting

    Science.gov (United States)

    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…

  6. Toward Understanding School Psychology around the Globe: Economical, Educational, and Professional Factors

    Science.gov (United States)

    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…

  7. An International Partnership Promoting Psychological Well-Being in Sri Lankan Schools

    Science.gov (United States)

    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…

  8. A conceptual framework to explore the roles and contributions of industrial psychologists in South Africa (part 1

    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.

  9. Finding a Trans-Affirmative Provider: Challenges Faced by Trans and Gender Diverse Psychologists and Psychology Trainees.

    Science.gov (United States)

    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.

  10. Clara Harrison Town and the origins of the first institutional commitment law for the "feebleminded": psychologists as expert diagnosticians.

    Science.gov (United States)

    Farreras, Ingrid G

    2014-11-01

    The first law providing for the commitment of "feeble-minded" individuals in the United States was passed in 1915, in the state of Illinois. House Bill 655 not only allowed for the permanent, involuntary institutionalization of feeble-minded individuals, but it shifted the commitment and discharge authority from the institution superintendents to the courts. Clara Harrison Town, a student of Lightner Witmer, and the state psychologist at the second largest institution for feeble-minded individuals in the country, was instrumental in this law passing and in ensuring that psychologists, for the first time, be viewed as court "experts" when testifying as to the feeble mindedness of individuals.

  11. Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

    Science.gov (United States)

    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.

  12. Clinical psychologists' views of intensive interaction as an intervention in learning disability services.

    Science.gov (United States)

    Berry, Ruth; Firth, Graham; Leeming, Catherine; Sharma, Vishal

    2014-01-01

    Intensive Interaction was initially developed in the 1980s as an educational approach for developing social communication and engagement with people with severe or profound intellectual disabilities and/or autism. Intensive Interaction has subsequently been adopted by a range of practitioners and professionals working in learning disability services and has a broad multi-disciplinary acceptance, being recommended in a number of UK governmental guidance documents. Despite this, there has been limited work on developing a deeper psychological understanding of the approach. This study utilises a qualitative description/thematic analysis approach to explore how clinical psychologists conceptualise the approach with regard to currently accepted psychological theories, as well as looking at other factors that influence their adoption and advocacy. The sample deliberately consisted of eight NHS (National Health Service) clinical psychologists known to be using or advocating the use of Intensive Interaction with people with a learning disability. The results of this study indicate that although the participants referred to some theories that might explain the beneficial outcomes of Intensive Interaction, these theories were rarely explicitly or clearly referenced, resulting in the authors having to attribute specific theoretical positions on the basis of inductive analysis of the participants' responses. Moreover, the participants provided varying views on how Intensive Interaction might be conceptualised, highlighting the lack of a generally accepted, psychologically framed definition of the approach. In conclusion, it was felt that further research is required to develop a specifically psychological understanding of Intensive Interaction alongside the formation of a Special Interest Group, which might have this task as one of its aims. There appeared to be a limited recognition amongst the participants of the specific psychological theories that can be seen to explain

  13. A new approach for psychological consultation: the psychologist at the chemist's

    Directory of Open Access Journals (Sweden)

    Molinari Enrico

    2012-07-01

    Full Text Available Abstract Background The prevalence of mental illness and psychological suffering is greater than the availability of primary care services in Europe and, in particular, in Italy. The main barriers that hinder the access to these services are economic, the lack of proximity of services and some prejudices that may promote stigma and shame. A new mental health service, named “Psychologist in the Neighbourhood” was created to intercept unexpressed needs for psychological assistance. The service allows everyone to ask for free psychological consultation, consisting of no more than four meetings with a psychologist, in certain chemists’ shops around the city of Milan. This article aims to present the service specific features of this initiative and the results of a pilot study. Methods Information gathered on all users included socio-demographic data, the reasons why they approached this specific service, how they learnt about it, the main presented problem and, for a random sub-group, the level of psychological well-being (as measured by the PGWBI. Socio-demographic data were compared with previously collected information about general users of psychological services. The outcome of the intervention was assessed by the clinicians. Results During the two-year project a total of 1,775 people accessed the service. Compared to traditional users of psychological services, the participants in this service were characterized by a higher presence of females, unemployed and retired people. The main factors encouraging access were proximity and the fact that the service was free of charge. Many of the users were redirected to more specific services, while for about a third of the sample the consultation cycle was sufficient to resolve the presented problem. Conclusions The interest and participation of the population was high and this initiative intercepted an unexpressed requirement for psychological support. Free access and home proximity, were the

  14. Perceived Statistical Knowledge Level and Self-Reported Statistical Practice Among Academic Psychologists

    Directory of Open Access Journals (Sweden)

    Laura Badenes-Ribera

    2018-06-01

    Full Text Available Introduction: Publications arguing against the null hypothesis significance testing (NHST procedure and in favor of good statistical practices have increased. The most frequently mentioned alternatives to NHST are effect size statistics (ES, confidence intervals (CIs, and meta-analyses. A recent survey conducted in Spain found that academic psychologists have poor knowledge about effect size statistics, confidence intervals, and graphic displays for meta-analyses, which might lead to a misinterpretation of the results. In addition, it also found that, although the use of ES is becoming generalized, the same thing is not true for CIs. Finally, academics with greater knowledge about ES statistics presented a profile closer to good statistical practice and research design. Our main purpose was to analyze the extension of these results to a different geographical area through a replication study.Methods: For this purpose, we elaborated an on-line survey that included the same items as the original research, and we asked academic psychologists to indicate their level of knowledge about ES, their CIs, and meta-analyses, and how they use them. The sample consisted of 159 Italian academic psychologists (54.09% women, mean age of 47.65 years. The mean number of years in the position of professor was 12.90 (SD = 10.21.Results: As in the original research, the results showed that, although the use of effect size estimates is becoming generalized, an under-reporting of CIs for ES persists. The most frequent ES statistics mentioned were Cohen's d and R2/η2, which can have outliers or show non-normality or violate statistical assumptions. In addition, academics showed poor knowledge about meta-analytic displays (e.g., forest plot and funnel plot and quality checklists for studies. Finally, academics with higher-level knowledge about ES statistics seem to have a profile closer to good statistical practices.Conclusions: Changing statistical practice is not

  15. 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 ...

  16. Contextualizing School Psychology Practice: Introducing Featured Research Commentaries

    Science.gov (United States)

    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…

  17. Say the Word Islam: School Counselors and Muslim Children

    Science.gov (United States)

    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…

  18. Group Work in Schools: A Process Consultation Approach

    Science.gov (United States)

    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…

  19. Liberating history: the context of the challenge of psychologists of color to American psychology.

    Science.gov (United States)

    Pickren, Wade E

    2009-10-01

    The history of race and ethnicity in North America is long and complex. It has been fraught with racism and various forms of oppression--intellectual, social, and physical--and defies easy analysis. This article examines the history of race and ethnicity in the United States, and how it played out in the field of psychology. Although other articles in this issue examine the specific impact of racism and internal colonialism on racial and ethnic minorities, this article places these events within an international context, specifically the post-World War II era when oppressed peoples around the world sought liberation from colonial oppressors. The article suggests that the struggles and successes of racial and ethnic minority psychologists may provide the best opportunity for American psychology to connect with emerging indigenous psychologies in other parts of the world, which represent the future of psychology in a globalizing world. Copyright 2009 APA, all rights reserved.

  20. Building international collaborative capacity: contributions of community psychologists to a European network.

    Science.gov (United States)

    García-Ramírez, Manuel; Paloma, Virginia; Suarez-Balcazar, Yolanda; Balcazar, Fabricio

    2009-09-01

    Europe is in the process of building a more participative, just, and inclusive European Union. The European Social Fund, which is an initiative developed to actively promote multinational partnerships that address pressing social issues, is a good example of the European transformation. This article describes the steps taken to develop and evaluate the activities of an international network promoting collaborative capacity among regional partners involved in the prevention of labor discrimination toward immigrants in three European countries-Spain, Belgium, and Italy. An international team of community psychologists proposed an empowering approach to assess the collaborative capacity of the network. This approach consisted of three steps: (1) establishing a collaborative relationship among partners, (2) building collaborative capacity, and (3) evaluating the collaborative capacity of the network. We conclude with lessons learned from the process and provide recommendations for addressing the challenges inherent in international collaboration processes.

  1. Psychology and psychosocial practices: narratives and conceptions of psychologists from the psychosocial care centers

    Directory of Open Access Journals (Sweden)

    Thais Thomé Seni da Silva e Oliveira

    2016-10-01

    Full Text Available The psychosocial care, current care model in mental health in Brazil, emphasizes interdisciplinary, inter-sectoral and territorial actions. This paper aims to present conceptions of psychologists from the Centers for Psychosocial Care of a city on Parana state, about the psychosocial practices developed in their daily actions. Semi-structured individual interviews and group meetings were conducted, using the technique of Operating Group of Pichón-Rivière. The interviews and groups were recorded, transcribed and qualitatively analyzed. Results point the dichotomy between clinical and psychosocial practices in psychology and the professional identity of the participants tied to traditional clinical psychology model. Some psychosocial practices are gradually being recognized by professionals as legitimate practice of psychology, and could be considered amplified clinic in psychology. It is concluded that for the effectiveness of psychosocial practices, it is essential to improve graduation courses and permanent education strategies for mental health professionals.

  2. Turning pedagogy into a science: teachers and psychologists in late imperial Russia (1897-1917).

    Science.gov (United States)

    Byford, Andy

    2008-01-01

    The article explores the Russian teachers' tortuous campaign at the beginning of the twentieth century to rise above the status of "semiprofessionals" by rooting the legitimacy of their professional expertise, training institutions, and working practices in the authority of "science." This involved a radical reshaping of traditional pedagogy and its fusion with new, controversial approaches to child psychology. It also led to a proliferation of teacher-training courses and conferences devoted to "pedagogical psychology," "experimental pedagogy," and "pedology." The article analyzes how the teachers' professional aspirations interacted with the conflicting agendas of rival groups of psychologists, who were themselves engaged in bitter squabbles over the legitimate identity of psychology as a scientific discipline.

  3. 'Health psychology' or 'psychology for health'? A history of psychologists' engagement with health in South Africa.

    Science.gov (United States)

    Yen, Jeffery; Vaccarino, Oriana

    2018-03-01

    In contrast to the institutionalization of health psychology in North America and Europe, much psychological work on health issues in South Africa emerged as part of a critical revitalization of South African psychology as a whole, coinciding with the dismantling of Apartheid and global shifts in health discourse. The field's development reflects attempts to engage with urgent health problems in the context of rapid sociopolitical changes that followed democratic transition in the 1990s, and under new conditions of knowledge production. We provide an account of these issues, as well as reflections on the field's future, as inflected through the experiences of 12 South African psychologists whose careers span the emergence of health-related psychology to the present day.

  4. WILLIAM MCDOUGALL, AMERICAN PSYCHOLOGIST: A RECONSIDERATION OF NATURE-NURTURE DEBATES IN THE INTERWAR UNITED STATES.

    Science.gov (United States)

    Rose, Anne C

    2016-09-01

    The British-born psychologist William McDougall (1871-1938) spent more than half of his academic career in the United States, holding successive positions after 1920 at Harvard and Duke universities. Scholarly studies uniformly characterize McDougall's relationship with his New World colleagues as contentious: in the standard view, McDougall's theory of innate drives clashed with the Americans' experimentation into learned habits. This essay argues instead that rising American curiosity about inborn appetites-an interest rooted in earlier pragmatic philosophy and empirically investigated by interwar scientists-explains McDougall's migration to the United States and his growing success there. A review of McDougall's intellectual and professional ties, evolving outside public controversy, highlights persistent American attention to natural agency and complicates arguments voiced by contemporaries in favor of nurture. © 2016 Wiley Periodicals, Inc.

  5. Can language acquisition be facilitated in cochlear implanted children? Comparison of cognitive and behavioral psychologists' viewpoints.

    Science.gov (United States)

    Monshizadeh, Leila; Vameghi, Roshanak; Yadegari, Fariba; Sajedi, Firoozeh; Hashemi, Seyed Basir

    2016-11-08

    To study how language acquisition can be facilitated for cochlear implanted children based on cognitive and behavioral psychology viewpoints? To accomplish this objective, literature related to behaviorist and cognitive psychology prospects about language acquisition were studied and some relevant books as well as Medline, Cochrane Library, Google scholar, ISI web of knowledge and Scopus databases were searched. Among 25 articles that were selected, only 11 met the inclusion criteria and were included in the study. Based on the inclusion criteria, review articles, expert opinion studies, non-experimental and experimental studies that clearly focused on behavioral and cognitive factors affecting language acquisition in children were selected. Finally, the selected articles were appraised according to guidelines of appraisal of medical studies. Due to the importance of the cochlear implanted child's language performance, the comparison of behaviorist and cognitive psychology points of view in child language acquisition was done. Since each theoretical basis, has its own positive effects on language, and since the two are not in opposition to one another, it can be said that a set of behavioral and cognitive factors might facilitate the process of language acquisition in children. Behavioral psychologists believe that repetition, as well as immediate reinforcement of child's language behavior help him easily acquire the language during a language intervention program, while cognitive psychologists emphasize on the relationship between information processing, memory improvement through repetitively using words along with "associated" pictures and objects, motor development and language acquisition. It is recommended to use a combined approach based on both theoretical frameworks while planning a language intervention program.

  6. Exploring the Impact of Domestic Abuse on the Mother Role: How Can Educational Psychologists Contribute to This Area?

    Science.gov (United States)

    Cort, Leanne; Cline, Tony

    2017-01-01

    Domestic abuse has been shown to negatively affect a child's social, emotional and behavioural development and a mother's emotional well-being, parenting capacity and ability to respond to their child. Educational psychologists have a role to play in ameliorating these effects but their potential contribution has not always been fully realised.…

  7. Rocket Science: An Exploration of What Information Is of Meaning to Educational Psychologists when Evaluating Their Work

    Science.gov (United States)

    Lowther, Cath

    2013-01-01

    Evaluation is a central feature of educational psychologists' (EPs) work. Different evaluation tools have been used in the published literature but a consistent approach is yet to emerge. Informed by Interpretative Phenomenological Analysis, this research asks what information EPs find meaningful when they evaluate their work. Six EPs working in a…

  8. A UK and Ireland Survey of Educational Psychologists' Intervention Practices for Students with Autism Spectrum Disorder

    Science.gov (United States)

    Robinson, Lee; Bond, Caroline; Oldfield, Jeremy

    2018-01-01

    Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP…

  9. "Part of Me Feels Like There Must Be Something Missing": A Phenomenological Exploration of Practising Psychotherapy as a Clinical Psychologist

    Science.gov (United States)

    McMahon, Aisling

    2018-01-01

    The experience of practising psychotherapy as a clinical psychologist was explored through a small number of in-depth interviews. Using Interpretative Phenomenological Analysis, three main themes were identified: "Feeling there's something missing", "Being able to get in there emotionally" and "Needing somewhere to go for…

  10. Conversations with Four Highly Productive German Educational Psychologists: Frank Fischer, Hans Gruber, Heinz Mandl, and Alexander Renkl

    Science.gov (United States)

    Flanigan, Abraham E.; Kiewra, Kenneth A.; Luo, Linlin

    2018-01-01

    Previous research (Kiewra & Creswell, "Educational Psychology Review" 12(1):135-161, 2000; Patterson-Hazley & Kiewra, "Educational Psychology Review" 25(1):19-45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on…

  11. Psycho-Educational Assessment of Specific Learning Disabilities: Views and Practices of Australian Psychologists and Guidance Counsellors

    Science.gov (United States)

    Meteyard, John D.; Gilmore, Linda

    2015-01-01

    This article reports an investigation of the views and practices of 203 Australian psychologists and guidance counsellors with respect to psycho-educational assessment of students with specific learning disabilities (SLDs). Results from an online survey indicated that practitioners draw upon a wide range of theoretical perspectives when…

  12. Social Workers' Orientations toward the Evidence-Based Practice Process: A Comparison with Psychologists and Licensed Marriage and Family Therapists

    Science.gov (United States)

    Parrish, Danielle E.; Rubin, Allen

    2012-01-01

    This article describes the results from a large, cross-sectional survey of social workers, psychologists, and licensed marriage and family therapists (LMFTs) in Texas (N = 865) regarding their orientation toward and implementation of evidence-based practice (EBP). All social workers were recruited by e-mail using the state NASW Listserv (analysis…

  13. Personnel selection between aptitude tests and character assessment. The changing expertise of military psychologists in Germany, 1914-1942

    NARCIS (Netherlands)

    Petri, S

    2004-01-01

    This article traces the changing methodological principles in the process of the institutionalization of German military psychology. The paper argues that during the development of selection procedures for officer cadets, military psychologists shaped their tests along the general lines of personnel

  14. Using the Repertory Grid Technique to Examine Trainee Clinical Psychologists' Construal of Their Personal and Professional Development.

    Science.gov (United States)

    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.

  15. Towards happiness: Experiences of work-role fit, meaningfulness and work engagement of industrial/organisational psychologists in South Africa

    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.

  16. How Family Socioeconomic Status, Peer Behaviors, and School-Based Intervention on Healthy Habits Influence Adolescent Eating Behaviors

    Science.gov (United States)

    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…

  17. Interdisciplinary Roles of Professionals Involved in Mainstreaming Black Exceptional Students in the Mainstream of a Secondary School.

    Science.gov (United States)

    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…

  18. Expected role of psychologists in rural extension in the Argentine Northeast

    Directory of Open Access Journals (Sweden)

    Fernando Pablo Landini

    2017-05-01

    Full Text Available Rural extension is a complex practice that involves the provision of technical assistance and advisory services to farmers and other rural actors with the aim of improving agricultural production as well as organizational and commercial dynamics. Thus, it is clear that rural extension as an interdisciplinary practice that requires contributions from different social sciences. In consequence, it can be argued that psycholog y has a great potential to contribute to rural extension. Nonetheless, it has been mentioned that its contributions to the topic have been scarce. Aiming to understand the potential role of psychologists in the context of rural extension, a qualitative, exploratory-descriptive research was conducted. A total of 40 extensionists from the Argentine northeast provinces were interviewed. Interviews were recorded and latter analyzed following grounded theory’s guidelines and using Atlas Ti software. The findings allow concluding that most rural extensionists consider that psycholog y could contribute to their practice, but without being able to clarify its specificities. Additionally, exten-sionists highlight potential contributions in the area of group dynamics, conflict management and the understanding of farmers’ behavior.

  19. The psychologist, the psychoanalyst and the 'extraordinary child' in postwar British science fiction.

    Science.gov (United States)

    Tisdall, Laura

    2016-12-01

    A sudden influx of portrayals of 'extraordinary children' emerged in British science fiction after the Second World War. Such children both violated and confirmed the new set of expectations about ordinary childhood that emerged from the findings of developmental psychologists around the same time. Previous work on extraordinary children in both science fiction and horror has tended to confine the phenomenon to an 'evil child boom' within the American filmmaking industry in the 1970s. This article suggests that a much earlier trend is visible in British postwar science fiction texts, analysing a cluster of novels that emerged in the 1950s: Arthur C. Clarke's Childhood's End (1953), William Golding's Lord of the Flies (1954) and John Wyndham's The Midwich Cuckoos (1957). It will be argued that the groups of extraordinary children in these novels both tap into newer child-centred assertions about the threats posed by abnormal childhood, underwritten by psychology and psychoanalysis, and represent a reaction to an older progressive tradition in which children were envisaged as the single hope for a utopian future. This article will ultimately assert that the sudden appearance of extraordinary children in science fiction reflects a profound shift in assessment criteria for healthy childhood in Britain from the 1950s onwards, an issue that had become vitally important in a fledgling social democracy. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  20. [Future psychologists' attitudes toward lesbians raising children together in the situation of child focused intervention].

    Science.gov (United States)

    Wycisk, Jowita; Kleka, Pawel

    2014-01-01

    The aim of paper was to explore the attitudes of Polish psychology students towards lesbian mothers whose children undergo psychological intervention, in an imaginary situation of providing professional support to the child. The authors found 3 types of psychologist behaviour: contact omission (withdrawal from the intervention, mother's partner exclusion), apparent appreciation of mother's partner and authentic appreciation of mother's partner (with women comparable participation). The authors explored an interaction between these attitudes and the support for gay and lesbian rights, the origin of the child (from a previous heterosexual relationship or present, homosexual one) and demographic variables. 97 students of psychology were examined at the Adam Mickiewicz University in Poznan, using the custom survey. Respondents were most likely to include mother's partner to intervention, and the least - to avoid contact. Based on cluster analysis we found three types of attitude: unconditional acceptance, conditional acceptance, dependent on whether the child was born due in heterosexual or lesbian relationship and avoidance / rejection. The attitude of participants was associated with the declared support for gay rights, there was no correlation with gender and age. Due to the significant level of social prejudice against gays and lesbians in Poland, the issue of homosexual parenting and social functioning of gay and lesbians' children should become an area of research and scientific debate. There is a necessity ofthe introduction of this issue to the curricula of higher education and the implementation of formal, systematic training on sexual diversity for the professionals supporting families.

  1. Latent variables underlying the memory beliefs of Chartered Clinical Psychologists, Hypnotherapists and undergraduate students.

    Science.gov (United States)

    Ost, James; Easton, Simon; Hope, Lorraine; French, Christopher C; Wright, Daniel B

    2017-01-01

    In courts in the United Kingdom, understanding of memory phenomena is often assumed to be a matter of common sense. To test this assumption 337 UK respondents, consisting of 125 Chartered Clinical Psychologists, 88 individuals who advertised their services as Hypnotherapists (HTs) in a classified directory, the Yellow Pages TM , and 124 first year undergraduate psychology students, completed a questionnaire that assessed their knowledge of 10 memory phenomena about which there is a broad scientific consensus. HTs' responses were the most inconsistent with the scientific consensus, scoring lowest on six of these ten items. Principal Components Analysis indicated two latent variables - reflecting beliefs about memory quality and malleability - underlying respondents' responses. In addition, respondents were asked to rate their own knowledge of the academic memory literature in general. There was no significant relationship between participants' self reported knowledge and their actual knowledge (as measured by their responses to the 10-item questionnaire). There was evidence of beliefs among the HTs that could give rise to some concern (e.g., that early memories from the first year of life are accurately stored and are retrievable).

  2. Forensic Interviews With Children Victims of Sexual Abuse: The Role of the Counselling Psychologist

    Directory of Open Access Journals (Sweden)

    Olga Themeli

    2014-03-01

    Full Text Available Although there is plenty of literature on the consequences of child sexual abuse, little research has been conducted regarding the risk of secondary victimization when a child victim testifies as a witness throughout the preliminary proceeding to the police, as well as the hearing in the court room. Even today, the credibility of the testimony of a child witness is strongly questioned. Child witnesses are often treated with greater distrust than adult witnesses as, according to traditional views, they don't have the same observing and mnemonic ability, they are more vulnerable to leading questions and they have difficulty in distinguishing reality from fantasy as well as truth from lie. The whole of literature emphasizes the responsibility of the interviewer who will determine the course of the interview and have a significant effect upon the disclosure procedure. His personal characteristics as well as his specialized knowledge and counselling skills will play a major role. Studies have demonstrated that empathy, patience, calm, sensitivity and warmth on the part of the interviewer are instrumental in rapport building and effective communication with the child. These qualities play a crucial role in obtaining a credible testimony and, at the same time, protecting the child from the risk of secondary victimization. The referred case study displays the need for the application of appropriate forensic interview techniques, as well as for the participation, specifically, of a counselling psychologist, as opposed to any mental health professional.

  3. Positive psychology and ideas of cultural-historical school of L.S. Vygotsky

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    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.

  4. La asesoría del psicopedagogo y la dirección del círculo infantil Psychological counseling and nursery school management

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    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. ,

  5. Effectiveness of psychological interventions delivered by non-psychologists on low back pain and disability: a qualitative systematic review.

    Science.gov (United States)

    Bostick, Geoff P

    2017-11-01

    Psychological treatments delivered by non-psychologists have been proposed as a way to increase access to care to address important psychological barriers to recovery in people with low back pain (LBP). This review aimed to synthesize randomized controlled trials (RCTs) that assess the effectiveness of psychological interventions delivered by non-psychologists in reducing pain intensity and disability in adults with LBP, compared with usual care. A systematic review without meta-analysis was carried out. Randomized controlled trials including adult patients with all types of musculoskeletal LBP were eligible. Interventions included those based on psychological principles and delivered by non-psychologists. The primary outcomes of interest were self-reported pain intensity and disability. Information sources included Medline, EMBASE, and the Cochrane Central Registrar for Controlled Trials. The Cochrane Collaboration's tool for assessing risk of bias was used for the evaluation of internal validity. There were 1,101 records identified, 159 were assessed for eligibility, 16 were critically appraised, and 11 studies were included. Mild to moderate risk of bias was present in the included studies, with personnel and patient blinding, treatment fidelity, and attrition being the most common sources of bias. Considerable heterogeneity existed for patient population, intervention components, and comparison groups. Although most studies demonstrated statistical and clinical improvements in pain and disability, few were statistically superior to the comparison group. Consistent with the broader psychological literature, psychological interventions delivered by non-psychologists have modest effects on low back pain and disability. Additional high quality research is needed to understand what patients are likely to respond to psychological interventions, the appropriate dose to achieve the desired outcome, the amount of training required to implement psychological

  6. A comparative study of job satisfaction among nurses, psychologists/psychotherapists and social workers working in Quebec mental health teams

    OpenAIRE

    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...

  7. Determinants of professional distortion development in medical personnel, teachers and psychologists, working in the industrial disaster zone

    OpenAIRE

    Leonova, Anna B.; Zlokazova, Tatyana A.; Kachina, Anastasiya A.; Kuznetsova, Alla S.

    2013-01-01

    This article presents research results regarding the determinants and individual predictors of professional distortions in the medical personnel, teachers, and psychologists who were involved in long-term programs of human relief assistance after a catastrophic accident at the Sayano-Shushenskaya hydroelectric power station. The research aim was to analyze the factors influencing the increase in and the accumulation of occupational stress in the groups investigated. The stress studied was cau...

  8. Questioning diagnoses in clinical practice: a thematic analysis of clinical psychologists' accounts of working beyond diagnosis in the United Kingdom.

    Science.gov (United States)

    Randall-James, James; Coles, Steven

    2018-02-08

    The British Psychological Society proposes that clinical psychologists are well placed to move beyond psychiatric diagnoses and develop alternative practices. This study sought to explore what the application of these guiding principles looks like in clinical practice, the challenges faced and possible routes forward. A purpose-designed survey was completed by 305 respondents and a thematic analysis completed. Thematic analysis was used to identify five superordinate themes relating to individuals, relational, others, structures and society, comprising of a total of 21 group themes. The presented group themes highlight an array of approaches to practicing beyond diagnosis and factors that help and hinder such action; from scaffolding change, becoming leaders, relating to the multi-disciplinary team, restructuring services and the processes of change. A key concept was "playing the diagnostic game". "Playing the diagnostic game" enables psychologists to manage an array of tensions and anxieties: conflicts between belief and practice, relationships with colleagues, and dilemmas of position and power. It also potentially limits a concerted questioning of diagnosis and consideration of alternatives. An alternative conceptual framework for non-diagnostic practice is needed to aid the collective efforts of clinical psychologists developing their practice beyond diagnosis, some of which have been highlighted in this study. Until then, ways of mitigating the perceived threats to questioning diagnosis need further exploration, theorising and backing.

  9. A psychologist-led educational intervention results in a sustained reduction in neonatal intensive care unit infections

    Directory of Open Access Journals (Sweden)

    Hans eVan Rostenberghe

    2014-11-01

    Full Text Available Even though in the corporate world psychological science has been widely used, the formal use of evidence- based psychology in important areas of clinical medicine has been scanty at best. It was the aim of this study to determine the efficacy of a psychologist-led two-week nurse educator training on the infection rate in the NICU. Materials and methods: Six senior neonatal nurses underwent in 2007 a training course covering the retrieval of evidence and knowledge of psychological principles that would allow them to share the evidence in such a way that evidence is effectively brought into practice. The course was led by a psychologist. The nurses created and delivered their own teaching modules, all focused on infection control. The rates of bacteraemia, 2 years prior to intervention were analyzed and compared with the rate following the intervention for three years.Results: The immediate output of the course included three teaching modules (hand washing, sterile procedures, general measures to control infection. These modules were subsequently administered to the NICU nurses in structured and regular continuous nursing education (CNE sessions. The psychological techniques taught in the course were applied. Bacteraemia in the NICU significantly decreased in the year of the course and the subsequent years when compared to previous years.Conclusion: This study suggests that a psychologist-led course, followed by a structured CNE can lead to a sustainable reduction in infection rates in a NICU.

  10. The utilisation of storytelling as a therapeutic intervention by educational psychologists to address behavioural challenges relating to grief of adolescent clients

    OpenAIRE

    2014-01-01

    M.Ed. (Educational Psychology) Storytelling as a therapeutic intervention entails the narrating of events by externalising emotions, thoughts and responses to life-changing events such as loss and grief. This creates the opportunity for clients to engage with psychologists by projecting various beliefs and challenges, such as grief, through a range of therapeutic modalities. This study conducts an inquiry into the ways in which storytelling can be utilised by educational psychologists with...

  11. [Forensic psychologist's considerations about the new law regulation in cases of sexual crimes].

    Science.gov (United States)

    Gierowski, Józef Krzysztof

    2012-01-01

    The article comments, from the perspective of a forensic psychologist, the changes which have been recently provided to the law regulations on sexual crime and the treatment of the sexual crime perpetrators. It appears that the new law regulations follow the right path, because they create the conditions for holistic and complex solutions in the sexual crime treatment matter. Unfortunately they are still rather incomplete and inconsistent. Their practical implementation is difficult because of the very demanding qualification criteria to the psychotherapy of sexual crime perpetrators, the existence of law criteria to the therapy, the narrow frame of the therapy goals and unclear rules of therapy constraint. Moreover, in Poland there is a lack of complex therapy models of sexual perpetrators, we have little experience in this kind of therapy and there is a deficiency of qualified specialists. Finally the relationship between the treatment of this kind of criminals in prison conditions and ambulatory therapy conditions isn't very clearly precise. On the other hand, a lot of improvements have been provided, such as: continuing the treatment after leaving prison, not only pharmacological treatment but also psychotherapy, the system of prevention. Despite of the strong attempts to promote the special role of pharmacological treatment of sexual crime perpetrators (,,chemical castration"), the new solutions promote a complex and interdisciplinary approach to this problem. In this article, the author described the current Polish experience in the therapy of sexual crime perpetrators and listed several rules of preparing the forensic-psychological expertise according to the described problem in context of new legal regulations.

  12. Flying beyond Gray's Anatomy: A psychologist's experience in palliative care and psycho-oncology.

    Science.gov (United States)

    O'Brien, Casey L

    2015-12-01

    A clinical fellowship provides opportunities for health professionals to learn specialist skills from experienced mentors in "real-world" environments. In 2010-2011, I had the opportunity to complete a palliative care and psycho-oncology clinical fellowship in a public hospital. I found ways to integrate academic training into my practice and become a more independent psychologist. In this essay, I aim to share my experience with others and highlight key learnings and challenges I encountered. In providing psychosocial care, I learned to adapt my psychological practice to a general hospital setting, learning about the medical concerns, and life stories of my patients. I faced challenges navigating referral processes and had opportunities to strengthen my psychotherapy training. In the fellowship, I engaged in educational activities from the more familiar psychological skills to observing surgical teams at work. I also developed confidence facilitating groups and an interest in group psychological support for young adult offspring of people with cancer. I was able to engage participants with haematological cancer in qualitative research about their experiences of corticosteroid treatment. In this process, I came to understand the complexity of chemotherapy regimens. Overseeing my development were multiple supervisors, offering unique insights that I could take in and integrate with my personal practice and worldview. Throughout this process I became increasingly tuned into my own process, the impact of the work, and developed self-care routines to help disconnect from my day. I also reflected on my experiences of loss and grief and developed a deeper understanding of myself as a person. I use the metaphor of a parachuting journey to illustrate various aspects of my learning.

  13. 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.

  14. Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education

    Science.gov (United States)

    Ford, Donna Y.; Wright, Brian L.; Washington, Ahmad; Henfield, Malik S.

    2016-01-01

    Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school…

  15. Impact of Stepping Stones Triple P on Parents with a Child Diagnosed with Autism Spectrum Disorder: Implications for School Psychologists

    Science.gov (United States)

    VanVoorhis, Richard W.; Miller, Kenneth L.; Miller, Susan M.; Stull, Judith C.

    2015-01-01

    The Stepping Stones Positive Parenting Program (Stepping Stones Triple P; SSTP) was designed for caregivers of children with disabilities to improve select parental variables such as parenting styles, parental satisfaction, and parental competency, and to reduce parental stress and child problem behaviors. This study focused on SSTP training for…

  16. Lessons in Suicide Prevention from the Golden Gate Bridge: Means Restriction, Public Health, and the School Psychologist

    Science.gov (United States)

    Miller, David N.

    2013-01-01

    Youth suicide is a global public health problem and some lessons for more effectively preventing it can be found in a perhaps unlikely source: the Golden Gate Bridge. Issues discussed include means restriction and method substitution, the stigma associated with suicide and the consequences of it, myths and misconceptions regarding suicide, and…

  17. Trends in Traumatic Brain Injury Research in School Psychology Journals 1985-2014

    Science.gov (United States)

    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,…

  18. K-12 Online Learning and the Training Needs for School Psychology Practitioners

    Science.gov (United States)

    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…

  19. Treating the Illness: The School Practitioner's Response to Health-Related Student Death and Children's Grief

    Science.gov (United States)

    Jimerson, Shane R.; Miller, David N.

    2008-01-01

    Although childhood death from health-related disorders has decreased dramatically in the United States due largely to advances in medical technology, it is an unfortunate fact of life that children can and do die from medical and health-related problems. A possible role for school psychologists in dealing with this situation is providing direct…

  20. Applying "What Works" in Psychology to Enhancing Examination Success in Schools: The Potential Contribution of NLP

    Science.gov (United States)

    Kudliskis, Voldis; Burden, Robert

    2009-01-01

    The strengths and weaknesses of Neuro-Linguistic Programming (NLP) are described with reference to its origins, previous research and comments from critics and supporters. A case is made for this allegedly theoretical approach to provide the kind of outcomes focused intervention that psychology and psychologists can offer to schools. In…