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

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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.…

Research Productivity and Scholarly Impact of APA-Accredited School Psychology Programs: 2005-2009

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Kranzler, John H.; Grapin, Sally L.; Daley, Matt L.

2011-01-01

This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of…

Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.

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Mitchell, Christine M; Epstein-Peterson, Zachary D; Bandini, Julia; Amobi, Ada; Cahill, Jonathan; Enzinger, Andrea; Noveroske, Sarah; Peteet, John; Balboni, Tracy; Balboni, Michael J

2016-11-01

Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to facilitate reflection on moral and spiritual dimensions of caring for the critically ill and to train students in self-care practices that promote professionalism. Research staff conducted semiscripted and one-on-one interviews and focus groups. Respondents also completed a short and self-reported demographic questionnaire. Participants included 44 students and faculty members from Harvard Medical School and Harvard Divinity School, specifically senior medical students and divinity school students who have undergone chaplaincy training. Two major qualitative themes emerged: curriculum format and curriculum content. Inter-rater reliability was high (kappa = 0.75). With regard to curriculum format, most participants supported the curriculum being longitudinal, elective, and experiential. With regard to curriculum content, five subthemes emerged: personal religious and/or spiritual (R/S) growth, professional integration of R/S values, addressing patient needs, structural and/or institutional dynamics within the health care system, and controversial social issues. Qualitative findings of this study suggest that development of a future medical school curriculum on R/S and wellness should be elective, longitudinal, and experiential and should focus on the impact and integration of R/S values and self-care practices within self, care for patients, and the medical team. Future research is necessary to study the efficacy of these curricula once implemented. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Evolution of faculty affairs and faculty development offices in U.S. medical schools: a 10-year follow-up survey.

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Sonnino, Roberta E; Reznik, Vivian; Thorndyke, Luanne A; Chatterjee, Archana; Ríos-Bedoya, Carlos F; Mylona, Elza; Nelson, Kathleen G; Weisman, Carol S; Morahan, Page S; Wadland, William C

2013-09-01

To determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs/development functions and to determine the evolution of these offices between 2000 and 2010. In December 2010, the authors invited faculty affairs designees at 131 U.S. MD-granting medical schools to complete a questionnaire developed by the Association of American Medical Colleges Group on Faculty Affairs, based on a 2000 survey. Schools were asked about core functions, budget, staffing, and performance metrics. The authors analyzed the data using descriptive statistics. A total of 111 schools (84.7%) responded. Fifty percent of the offices were established since 2000. Seventy-eight percent reported their top core function as administrative support for appointments, promotions, and tenure, as in 2000. Faculty policies, appointments, databases, governance support, grievance proceedings, management issues, and annual trend analyses continued as major functions. All 11 core functions identified in 2000 remain predominantly provided by central offices of faculty affairs, except support of major leadership searches. Web site communication emerged as a new core function. Similar to 2000, several other offices were responsible for some faculty development functions. Office size and budget correlated positively with size of the faculty and age of the office (P schools (31.5%) reported formally evaluating their faculty affairs office. The number of faculty affairs offices and their responsibilities have substantially increased since 2000. Most major core functions have not changed. These offices are now an established part of the central administration of most medical schools.

School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

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Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

2011-04-01

To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

Faculty diversity programs in U.S. medical schools and characteristics associated with higher faculty diversity.

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Page, Kathleen Raquel; Castillo-Page, Laura; Wright, Scott M

2011-10-01

To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Medical student diversity 10 years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity.

A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

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Elham Baghban Baghestan

2015-07-01

Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

Credentialing high school psychology teachers.

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Weaver, Kenneth A

2014-09-01

The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

Educational Background and Academic Rank of Faculty Members within US Schools of Pharmacy.

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Assemi, Mitra; Hudmon, Karen Suchanek; Sowinski, Kevin M; Corelli, Robin L

2016-05-25

Objective. To characterize the educational background and academic rank of faculty members in US schools of pharmacy, estimate the extent to which they are employed by institutions where they received previous training, and determine whether differences in degree origin and rank exist between faculty members in established (≤1995) vs newer programs. Methods. A cross-sectional study was conducted using the American Association of Colleges of Pharmacy (AACP) faculty database and demographic information from the public domain. Results. Among 5516 faculty members, 50.3% held two or more types of degrees. Established schools had a higher median number of faculty members and a higher mean faculty rank than did newer schools. Conclusion. The difference in mean faculty rank highlights the shortage of experienced faculty members in newer schools. Future research efforts should investigate educational attainment in correlation to other faculty and school characteristics and prospectively track and report trends related to pharmacy faculty members composition.

Career transition and dental school faculty development program.

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Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

2013-11-01

Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority

Journal Article Citation Classics in School Psychology: Analysis of the Most Cited Articles in Five School Psychology Journals

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Price, Katherine W.; Floyd, Randy G.; Fagan, Thomas K.; Smithson, Kelly

2011-01-01

The purpose of this study was to identify and examine the top 100 most highly cited articles of all time as well as the 25 most highly cited articles of the last decade from within 5 school psychology journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology International," "School Psychology Quarterly," and "School…

Evolving workplace flexibility for U.S. medical school tenure-track faculty.

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Bunton, Sarah A; Corrice, April M

2011-04-01

The academic workplace has seen dramatic changes in recent decades, including growing faculty workloads, an increasingly demographically diverse faculty population, and changing expectations about workplace climate. Despite these significant changes, a typical medical faculty's career trajectory is often still quite linear and follows decades-old tenure policies. The authors describe the existence of flexible faculty policies related to tenure at U.S. medical schools to understand better the ways in which institutions are responding. Data primarily reflect responses from faculty affairs leaders at medical schools accredited by the Liaison Committee on Medical Education to a 2008 faculty personnel policies survey. These data are supplemented with results from the same survey fielded in previous years. The number of medical schools that have lengthened their probationary periods for faculty has increased over time, and, in 2008, nearly half of the institutions offered a probationary period length of eight years or more to faculty. Over three-fourths of the schools in 2008 had a tenure-clock-stopping policy available, and a third had a policy allowing faculty to work less than full-time while remaining on a tenure-eligible track. Findings suggest that many medical schools have made progress in making policy additions and modifications that acknowledge the changing academic workplace culture by adding flexibility to traditional tenure policies. Despite those efforts, significant opportunities remain for continued adoption of flexible policies so that faculty can achieve productive academic careers while balancing work, life, and family, and institutions can continue to recruit and retain high-quality faculty members. © by the Association of American Medical Colleges.

Manitoba's School Psychology, Circa 2016

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Mallin, Barry; Bednarczyk, George; Hanson, Dawn

2016-01-01

While the geographic landscape of Manitoba has changed very little since the last review of school psychology in Manitoba was published 15 years ago, the school psychology landscape here has changed considerably, and we continue to be alive, well, and flourishing. Two previous articles in the "Canadian Journal of School Psychology"…

Annotated Bibliography on the Teaching of Psychology: 1997.

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Johnson, David E.; Schroder, Simone I.

1998-01-01

Includes materials on: (1) abnormal and clinical psychology, and personality; (2) career issues; (3) cognition and learning; (4) educational technology; (5) faculty evaluation; (6) graduate education; (7) high school instruction; (8) history of psychology; (9) introductory psychology; (10) perception, and physiological and comparative psychology;…

Publication Productivity and Career Advancement by Female and Male Psychology Faculty: The Case of Italy

OpenAIRE

D'Amico, Rita; Vermigli, Patrizia; Canetto, Silvia Sara

2011-01-01

In the United States women tend to publish less than men and to be over-represented at the lower ranks of academia. This study examined the scientific productivity and career status of female and male psychology faculty in Italian universities. Psychology was selected as a discipline because for decades it has had a female majority among its doctorates. Italy was the case-study country because it has one of the highest representations of women among university faculty. This study's questions ...

Faculty Retention factors at European Business Schools. How Deans and Faculty Perceptions Differ.

NARCIS (Netherlands)

L. Moratis; P.J. van Baalen (Peter); L.H. Teunter (Linda); P.H.A.M. Verhaegen

2005-01-01

textabstractDevelopments in the management education environment present business schools with several challenges. Among these, perhaps the most important to address relates to a mission-critical resource for business schools: faculty retention. In this paper, we position and examine this problem

Internal dental school environmental factors promoting faculty survival and success.

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Masella, Richard S

2005-04-01

A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one's position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.

'Uncrunching' time: medical schools' use of social media for faculty development.

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Cahn, Peter S; Benjamin, Emelia J; Shanahan, Christopher W

2013-06-27

The difficulty of attracting attendance for in-person events is a problem common to all faculty development efforts. Social media holds the potential to disseminate information asynchronously while building a community through quick, easy-to-use formats. The authors sought to document creative uses of social media for faculty development in academic medical centers. In December 2011, the first author (P.S.C.) examined the websites of all 154 accredited medical schools in the United States and Canada for pages relevant to faculty development. The most popular social media sites and searched for accounts maintained by faculty developers in academic medicine were also visited. Several months later, in February 2012, a second investigator (C.W.S.) validated these data via an independent review. Twenty-two (22) medical schools (14.3%) employed at least one social media technology in support of faculty development. In total, 40 instances of social media tools were identified--the most popular platforms being Facebook (nine institutions), Twitter (eight institutions), and blogs (eight institutions). Four medical schools, in particular, have developed integrated strategies to engage faculty in online communities. Although relatively few medical schools have embraced social media to promote faculty development, the present range of such uses demonstrates the flexibility and affordability of the tools. The most popular tools incorporate well into faculty members' existing use of technology and require minimal additional effort. Additional research into the benefits of engaging faculty through social media may help overcome hesitation to invest in new technologies.

The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

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Cook-Sather, Alison; Schlosser, Joel Alden; Sweeney, Abigail; Peterson, Laurel M.; Cassidy, Kimberly Wright; Colón García, Ana

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…

Medical student and medical school teaching faculty perceptions of conflict of interest.

Science.gov (United States)

Andresen, Nicholas S; Olson, Tyler S; Krasowski, Matthew D

2017-07-11

Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail. The authors surveyed first year medical students and medical school teaching faculty at one academic medical center. The response rate was 98.7% (150/152) for students and 34.2% (69/202) for faculty. Students were less likely than faculty to agree that lecturers should disclose COI to any learners (4.06 vs. 4.31, p = 0.01), but more likely to agree that COI disclosure decreases the presentation of biased material (3.80 vs. 3.21, p < 0.001). Student and faculty responses for all other questions were not different. Many of these responses suggest student and faculty support for stronger COI policy at academic medical centers. Students and faculty perceptions regarding COI and COI policy are largely similar, but differ in terms of the perceived effectiveness of COI disclosure. This study also suggests that medical students and medical school teaching faculty support for stronger COI policy at academic medical centers.

Pharmaceutical science faculty publication records at research-intensive pharmacy colleges and schools.

Science.gov (United States)

Thompson, Dennis F; Nahata, Milap C

2012-11-12

To determine yearly (phase 1) and cumulative (phase 2) publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy. The publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy were searched on Web of Science. Fifty colleges and schools of pharmacy were randomly chosen for a search of 1,042 individual faculty members' publications per year from 2005 to 2009. A stratified random sample of 120 faculty members also was chosen, and cumulative publication counts were recorded and bibliometric indices calculated. The median number of publications per year was 2 (range, 0-34). Overall, 22% of faculty members had no publications in any given year, but the number was highly variable depending on the faculty members' colleges or schools of pharmacy. Bibliometric indices were higher for medicinal chemistry and pharmaceutics, with pharmacology ranking third and social and administrative sciences fourth. Higher bibliometric indices were also observed for institution status (ie, public vs private) and academic rank (discipline chairperson vs non-chairperson and professor vs junior faculty member) (ppharmaceutical science disciplines and academic ranks within research-intensive colleges and schools of pharmacy. These data may be important for benchmarking purposes.

Business schools' international networks for faculty development

OpenAIRE

Pennarola F.

2008-01-01

Business schools are facing ever increasing internationalization: students are far less homogenous than before, faculty members come from different countries, and teaching is carried out in second (or even third) languages. As a result business schools and their teachers wrestle with new challenges as these changes accelerate. Teaching and Learning at Business Schools brings together contributions from business school managers and educators involved in the International Teachers Programm...

Work Experiences of Foreign-Born Asian Women Counseling and Psychology Faculty

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Kim, Eunha; Hogge, Ingrid; Mok, Geoffrey; Nishida, Harumi

2014-01-01

Eleven foreign-born and -raised Asian women faculty in counseling and psychology programs in the United States were interviewed about their work experiences. Analysis using consensual qualitative research revealed 7 sources of stressors, 6 emotional reactions associated with stressors, 5 coping strategies, and 4 types of intrinsic rewards gained…

Challenges of Measuring a Faculty Member Activity in Medical Schools

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Mohammadi, A; Mojtahedzadeh, R; Emami Razavi, S H

2011-01-01

Background One of the features of Mission Based Management is measuring the activities of faculty members and departments and their contributions to the school's mission. As it is important to assess the school's readiness for such a system, in this study we assessed the view points of Tehran Medical School's department chairs about faculty members’ activities. Methods We used focus group technique to identify participants' view points. We divided 30 department chairs into homogenous groups o...

Work-life policies for faculty at the top ten medical schools.

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Bristol, Mirar N; Abbuhl, Stephanie; Cappola, Anne R; Sonnad, Seema S

2008-10-01

There exists a growing consensus that career flexibility is critical to recruiting and retaining talented faculty, especially women faculty. This study was designed to determine both accessibility and content of work-life policies for faculty at leading medical schools in the United States. The sample includes the top ten medical schools in the United States published by U.S. News and World Report in August 2006. We followed a standardized protocol to collect seven work-life policies at each school: maternity leave, paternity leave, adoption leave, extension of the probationary period for family responsibilities, part-time faculty appointments, job sharing, and child care. A review of information provided on school websites was followed by e-mail or phone contact if needed. A rating system of 0-3 (low to high flexibility) developed by the authors was applied to these policies. Rating reflected flexibility and existing opinions in published literature. Policies were often difficult to access. Individual scores ranged from 7 to 15 out of a possible 21 points. Extension of the probationary period received the highest cumulative score across schools, and job sharing received the lowest cumulative score. For each policy, there were important differences among schools. Work-life policies showed considerable variation across schools. Policy information is difficult to access, often requiring multiple sources. Institutions that develop flexible work-life policies that are widely promoted, implemented, monitored, and reassessed are likely at an advantage in attracting and retaining faculty while advancing institutional excellence.

Left Unsaid: The Role of Work Expectations and Psychological Contracts in Faculty Careers and Departure

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O'Meara, KerryAnn; Bennett, Jessica Chalk; Neihaus, Elizabeth

2016-01-01

Early career faculty bring many expectations to the door-steps of their new academic homes. Yet such expectations are often left unsaid. Unfortunately, what is left unsaid can be a major factor in faculty departure. This study makes a distinct contribution to the departure literature by examining the psychological contracts and work expectations…

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

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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…

Project for Establishing a Selected Dissemination of Information Service for the Faculty Members at Education and Psychology Faculty, University of Tehran

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Gholamreza Fadaei

2012-02-01

Full Text Available The project aim was to establish an SDI (Selected Dissemination of Information service for the faculty members at University of Tehran, faculty of psychology and education. The project was carried out during the 2006-2007 period. First, a three stage survey was conducted to identify the information needs which were then served using a current awareness service over the period. Findings confirmed that the SDI project significantly impacted on the faculty information seeking behavior. Furthermore, there had been evidence supporting the fact that it has also influenced the quality of instruction by facilitating the overall efficacy of information sources collected. It was the intent of researchers to expand this project at later stages to include all humanities faculties in the university and if possible at a national level.

National standards for high school psychology curricula.

Science.gov (United States)

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

A Needs Assessment of Medical School Faculty: Caring for the Caretakers.

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Pololi, Linda H.; Dennis, Kay; Winn, Gloria M.; Mitchell, Jim

2003-01-01

In administrator interviews and a survey of 395 medical school faculty (72% responded), faculty prioritized the following learning needs: sustaining vitality, life balance, meaningful work, relationships, and personal growth. Administrators ranked the following needs for faculty: time management, teamwork, and improved performance. Junior faculty…

Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance.A Review of: Wyss, P. A. (2010. Library school faculty member perceptions regarding faculty status for academic librarians. College & Research Libraries, 71(4, 375-388.

Directory of Open Access Journals (Sweden)

Kristen Young

2011-06-01

Full Text Available Objective – To survey the faculty members of American Library Association (ALA-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles.Design – Survey questionnaire.Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang.Subjects – The population consisted of 906 tenure-track or tenured faculty members.Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1 Strongly Disagree, (2 Disagree, (3 Neutral, (4 Agree, and (5 Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0% and tenured (65.0%.Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance

School Psychology and Childhood – a public school experience

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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.

Characteristics, satisfaction, and engagement of part-time faculty at U.S. medical schools.

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Pollart, Susan M; Dandar, Valerie; Brubaker, Linda; Chaudron, Linda; Morrison, Leslie A; Fox, Shannon; Mylona, Elza; Bunton, Sarah A

2015-03-01

To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace. Faculty from 14  Liaison Committee on Medical Education-accredited U.S. medical schools participated in the 2011-2012 Faculty Forward Engagement Survey. The authors calculated descriptive statistics of part-time faculty respondents and used ANOVA and t test analyses to assess significant differences between and among demographic groups. The survey yielded an overall response rate of 62% (9,600/15,490). Of the part-time faculty respondents, most had appointments in clinical departments (634/674; 94%) and were female (415/674; 62%). Just over 80% (384/474) reported a full-time equivalent of 0.5 or higher. The majority of part-time faculty respondents reported satisfaction with their department and medical school as a place to work (372/496 [75%] and 325/492 [66%]); approximately half agreed that their institution had clear expectations for part-time faculty (210/456; 46%) and provided the resources they needed (232/457; 51%). Significant differences existed between part- and full-time faculty respondents regarding perceptions of growth opportunities and compensation and benefits, with part-time faculty respondents feeling less satisfied in these areas. As institutions work to improve the satisfaction of full-time faculty, they should do the same for part-time faculty. Understanding why faculty choose part-time work is important in encouraging the recruitment and retention of the most talented faculty. The findings of this study indicate multiple opportunities to improve the satisfaction and engagement of part-time faculty.

The values expectations of high school graduates at the choice of the faculty and future occupation

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Petrović Nebojša B.

2015-01-01

Full Text Available There are many psychological references to professional orientation of pupils. However, mainly studied predictors were the role of school, peers, parents, socio-economics factors, and less the role of personality traits, goals, expectations, personal and social values. In this paper the focus is on personal goals and social values defined as specific objectives that are significant for a faculty choice, and therefore a future profession. We use two lists of goals - 18 personal and 18 social, applied to the sample of 497 high school pupils in fourth grade. The study was conducted in school settings. Preference and level of importance of the objectives of respondents have been expressed on the 5-point scale of Likert type, which allowed the statistical analysis of applied methods. The research results show significant differences in individual preferences of the goals and values, as well as the significantly connection of the goals with expectations to be fulfilled by faculty and future career choice. In addition, it was shown that the higher importance is given to personal than social values, which justified starting assumption of the authors, to examine personal and social values separately, since they were shown to have a different significance for professional orientation of young people.

Faculty research productivity and organizational structure in schools of nursing.

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Kohlenberg, E M

1992-01-01

The purpose of this study was to identify the relationship between faculty research productivity and organizational structure in schools of nursing. The need for nursing research has been widely recognized by members of the nursing profession, yet comparatively few engage in conducting research. Although contextual variables have been investigated that facilitate or inhibit nursing research, the relationship between organizational structure and nursing research productivity has not been examined. This problem was examined within the context of the Entrepreneurial Theory of Formal Organizations. A survey methodology was used for data collection. Data on individual faculty research productivity and organizational structure in the school of nursing were obtained through the use of a questionnaire. A random sample of 300 faculty teaching in 60 master's and doctoral nursing schools in the United States was used. The instruments for data collection were Wakefield-Fisher's Adapted Scholarly Productivity Index and Hall's Organizational Inventory. The data were analyzed using Pearson Product-Moment Correlation Coefficients and multiple correlation/regression techniques. The overall relationship between faculty research productivity and organizational structure in schools of nursing was not significant at the .002 level of confidence. Although statistically significant relationships were not identified, scholarly research productivity and its subscale prepublication and research activities tended to vary positively with procedural specifications in a highly bureaucratic organizational structure. Further research may focus on identification of structural variables that support highly productive nurse researchers.

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

OpenAIRE

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C.

2015-01-01

Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school.

Influences of faculty evaluating system on educational performance of medical school faculty.

Science.gov (United States)

Kim, Hong Bin; Myung, Sun Jung; Yu, Hyeong Gon; Chang, Ji Young; Shin, Chan Soo

2016-09-01

The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs). Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed. A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64). The introduction of new system significantly increased the total educational activities, especially in assistant professors. The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed.

Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

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Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery

PRINCIPAL AND TEACHER PERCEPTIONS OF SCHOOL FACULTY MEETINGS.

Science.gov (United States)

AMIDON, EDMUND; BLUMBERG, ARTHUR

THE EFFECTS OF FACULTY MEETINGS ON TEACHER MORALE WERE INVESTIGATED VIA A SIX-ITEM QUESTIONNAIRE RESPONDED TO BY 40 ELEMENTARY AND 49 SECONDARY SCHOOL TEACHERS ENROLLED IN GROUP DYNAMICS WORK AT ONE UNIVERSITY AND BY 74 ELEMENTARY AND SECONDARY SCHOOL PRINCIPALS SELECTED AT RANDOM FROM A STATE EDUCATIONAL DIRECTORY. RESPONSES WERE ON A NINE-STEP,…

The Practice of School Psychology in Quebec English Schools: Current Challenges and Opportunities

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Finn, Cindy A.

2016-01-01

In Quebec, school psychology is alive and well. This article outlines current challenges and opportunities related to the practice of psychology in Quebec English schools. Changes to the practice of psychology in Quebec over the last decade have had an impact on the delivery of psychological services in schools. Modifications of the admission…

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

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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…

Exploration of a leadership competency model for medical school faculties in Korea.

Science.gov (United States)

Lee, Yong Seok; Oh, Dong Keun; Kim, Myungun; Lee, Yoon Seong; Shin, Jwa Seop

2010-12-01

To adapt to rapid and turbulent changes in the field of medicine, education, and society, medical school faculties need appropriate leadership. To develop leadership competencies through education, coaching, and mentoring, we need a leadership competency model. The purpose of this study was to develop a new leadership competency model that is suitable for medical school faculties in Korea. To collect behavioral episodes with regard to leadership, we interviewed 54 subjects (faculties, residents, nurses) and surveyed 41 faculties with open-ended questionnaires. We classified the behavioral episodes based on Quinn and Cameron's leadership competency model and developed a Likert scale questionnaire to perform a confirmatory factor analysis. Two hundred seven medical school faculties responded to the questionnaire. The competency clusters that were identified by factor analysis were professionalism, citizenship, leadership, and membership to an organization. Accordingly, each cluster was linked with a dimension: self, society, team (that he/she is leading), and organization (to which he/she belongs). The clusters of competencies were: professional ability, ethics/morality, self-management, self-development, and passion; public interest, networking, social participation, and active service; motivating, caring, promoting teamwork, nurturing, conflict management, directing, performance management, and systems thinking; organizational orientation, collaboration, voluntary participation, and cost-benefit orientation. This competency model that fits medical school faculties in Korea can be used to design and develop selection plans, education programs, feedback tools, diagnostic evaluation tools, and career plan support programs.

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)

Influences of faculty evaluating system on educational performance of medical school faculty

Directory of Open Access Journals (Sweden)

Hong Bin Kim

2016-09-01

Full Text Available Purpose: The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs. Methods: Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed. Results: A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64. The introduction of new system significantly increased the total educational activities, especially in assistant professors. Conclusion: The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed.

National Standards for High School Psychology Curricula

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American Psychologist, 2013

2013-01-01

The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…

Why do faculty leave? Reasons for attrition of women and minority faculty from a medical school: four-year results.

Science.gov (United States)

Cropsey, Karen L; Masho, Saba W; Shiang, Rita; Sikka, Veronica; Kornstein, Susan G; Hampton, Carol L

2008-09-01

Faculty attrition, particularly among female and minority faculty, is a serious problem in academic medical settings. The reasons why faculty in academic medical settings choose to leave their employment are not well understood. Further, it is not clear if the reasons why women and minority faculty leave differ from those of other groups. One hundred sixty-six medical school faculty who left the School of Medicine (SOM) between July 1, 2001, and June 30, 2005, completed a survey about their reasons for leaving. The three most common overall reasons for leaving the institution included career/professional advancement (29.8%), low salary (25.5%), and chairman/departmental leadership issues (22.4%). The ranking of these reasons varied slightly across racial and gender groups, with women and minority faculty also citing personal reasons for leaving. Women and minority faculty were at lower academic ranks at the time they left the SOM compared with male and majority groups. Although salary differences were not present at the time of initial hire, sex was a significant predictor of lower salary at the start of the new position. Opportunity for advancement and the rate of promotion were significantly different between women and men. Job characteristics prior to leaving that were rated most poorly were protected time for teaching and research, communication across the campus, and patient parking. Harassment and discrimination were reported by a small number of those surveyed, particularly women and minority faculty. The majority of reasons for faculty attrition are amenable to change. Retaining high-quality faculty in medical settings may justify the costs of faculty development and retention efforts.

A Study of Faculty Racial Diversity in Business Schools: Perceptions of Business Deans

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Moshiri, Farrokh; Cardon, Peter Wilson

2016-01-01

For decades, business schools in the United States have attempted to increase faculty diversity. The goals and benefits of increasing faculty diversity include improved educational outcomes, social justice, and economic competitiveness. While Association to Advance Collegiate Schools of Business data shows that a gender gap still exists in…

Organizational culture in nursing schools in Turkey: faculty members' perspectives.

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Kantek, F; Baykal, U

2009-09-01

Among the benefits of examining an organization's culture are the opportunity to understand the basic mechanisms of the institutional and structural procedures, to determine the need for change and to ensure the development and satisfaction of the faculty members. To determine the perceptions of faculty members of organizational culture at nursing schools in Turkey and to examine different perceptions in relation to demographic variables. The study was conducted with 180 faculty members from seven nursing schools in state universities located in different geographical regions of Turkey that granted permission for the study. All faculty members in these schools with at least 1 year of institutional experience were included in the research. No sampling was required. A demographic information form and an organizational culture scale were used as data collection materials. The organizational culture scale contains 30 items and resolves the organizational culture in three dimensions. The minimum score obtained was 1 and the maximum was 5. The mean score for faculty members' in total scale was 3.40 (SD = 0.68), while it was 3.26 (SD = 0.77) for the management style dimension, 3.39 (SD = 0.73) for the organizational commitment/relations dimension and 3.68 (SD = 0.73) for the student-oriented dimension. There was no statistical difference between the perception of organizational culture and work experience at the institution, marital status or educational status, but there were differences in age, number of years in the profession and academic titles. It was found that strong perceptions have been established in nursing schools in regard to student-oriented practices, and that groups consisting of senior academic personnel and experienced academicians are considered to be better at perceiving the importance of the organizational culture. The administrators are recommended to promote policies to enhance the participation in decision-making processes and regularly monitor

Law Schools and Disabled Faculty: Toward a Meaningful Opportunity to Teach.

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Mikochik, Stephen L.

1991-01-01

This article briefly reviews prohibitions of the Americans with Disabilities Act concerning discrimination against people with disabilities in employment, suggests reasons why there are few law school faculty with disabilities, and notes the minimal accommodations most faculty with disabilities require. (DB)

The demographic and academic profile of Irish dental school faculty members.

LENUS (Irish Health Repository)

O'Sullivan, Eleanor M

2010-04-23

AIM: This paper reviews the demographic, academic and professional profile of Irish dental school faculty members. Faculty duties are explored. METHODS AND MATERIALS: Custom-designed questionnaires were distributed to faculty members for self-completion, adopting a \\'mixed-method\\' approach with quantitative and qualitative components. Response rate was 64.60%. RESULTS: Demographic profile reveals a male-dominated regime (64%). Males also occupy a disproportionate number of senior academic positions. The age profile mirrors international trends with 75% of staff over 40 and c.33% over 50, including 78% of professorial staff (p < 0.001). Dental school faculties are comprised of highly educated professionals with the following qualifications: 89% BDS, 43% FDS, 39% Masters, 16% Doctorates. Most (77%) have 10+ years of clinical experience, while 47% have over 20 years\\' experience. Clinical experience varied by age, rank (p < 0.001) and gender (p < 0.05). A review of contractual agreements and duties confirms the major role of part-time clinical staff in dental education, comprising the largest single group (48%) delivering the bulk of the clinical teaching. However, 54% of part-time clinical staff have less than five years teaching experience. This study also explores staff views of various faculty roles. CONCLUSIONS: This report provides a benchmark profile of Irish dental school faculty members. It reflects on the heavily skewed age groups of our current dental educators and the impending retirement of many senior academics. Educational organisations need to explore ways to make a career in dental education financially and sociologically attractive and provide adequate support for existing faculty to ensure their development during these challenging times.

Measuring School Psychology Trainee Self-Efficacy

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Lockwood, Adam B.; Mcclure, John; Sealander, Karen; Baker, Courtney N.

2017-01-01

There is an ever-increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self-efficacy. However, little research on self-efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of…

High School Psychology: A Coming of Age Story

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Keith, Kenneth D.; Hammer, Elizabeth Yost; Blair-Broeker, Charles T.; Ernst, Randal M.

2013-01-01

Although institutional recognition of high school psychology is fairly recent, psychology and psychological subject matters have a history dating to at least the 1830s. By the middle of the twentieth century, high school psychology courses existed in nearly all U.S. states, and enrollments grew throughout the second half of the century. However,…

School Psychology Research: Combining Ecological Theory and Prevention Science

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Burns, Matthew K.

2011-01-01

The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential…

Medical school faculty discontent: prevalence and predictors of intent to leave academic careers.

Science.gov (United States)

Lowenstein, Steven R; Fernandez, Genaro; Crane, Lori A

2007-10-14

Medical school faculty are less enthusiastic about their academic careers than ever before. In this study, we measured the prevalence and determinants of intent to leave academic medicine. A 75-question survey was administered to faculty at a School of Medicine. Questions addressed quality of life, faculty responsibilities, support for teaching, clinical work and scholarship, mentoring and participation in governance. Of 1,408 eligible faculty members, 532 (38%) participated. Among respondents, 224 (40%; CI95: 0.35, 0.44) reported that their careers were not progressing satisfactorily; 236 (42%; CI95: 0.38, 0.46) were "seriously considering leaving academic medicine in the next five years." Members of clinical departments (OR = 1.71; CI95: 1.01, 2.91) were more likely to consider leaving; members of inter-disciplinary centers were less likely (OR = 0.68; CI95: 0.47, 0.98). The predictors of "serious intent to leave" included: Difficulties balancing work and family (OR = 3.52; CI95: 2.34, 5.30); inability to comment on performance of institutional leaders (OR = 3.08; CI95: 2.07, 4.72); absence of faculty development programs (OR = 3.03; CI95: 2.00, 4.60); lack of recognition of clinical work (OR = 2.73; CI95: 1.60, 4.68) and teaching (OR = 2.47; CI95: 1.59, 3.83) in promotion evaluations; absence of "academic community" (OR = 2.67; CI95: 1.86, 3.83); and failure of chairs to evaluate academic progress regularly (OR = 2.60; CI95: 1.80, 3.74). Faculty are a medical school's key resource, but 42 percent are seriously considering leaving. Medical schools should refocus faculty retention efforts on professional development programs, regular performance feedback, balancing career and family, tangible recognition of teaching and clinical service and meaningful faculty participation in institutional governance.

Negative ageing stereotypes in students and faculty members from three health science schools.

Science.gov (United States)

León, Soraya; Correa-Beltrán, Gloria; Giacaman, Rodrigo A

2015-06-01

To explore the ageing stereotypes held by health students and faculty members in three health science schools in Chile. This cross-sectional study surveyed 284 students and faculty members from the dental, physical therapy and speech therapy schools of the University of Talca, Chile. A validated 15-question questionnaire about negative stereotypes was used (CENVE). The questions were divided into three categories: (i) health, (ii) social factors and motivation and (iii) character and personality. The scores for each category were grouped into the following categories: (i) positive, (ii) neutral and (iii) negative. Negative stereotypes were compared across genders, socio-economic status levels, classes, positions (student or faculty member) and schools. The majority of the participants held neutral stereotypes towards ageing, followed by positive perceptions. No differences were detected between the genders, schools or classes. While most of the students had neutral perceptions about ageing, the faculty's perceptions were rather positive (p = 0.0182). In addition, people of lower-middle socio-economic status held more positive stereotypes about ageing than the participants of high and middle status (p = 0.0496). Stereotypes about ageing held by health-related students and faculty members appear to be rather neutral. The stereotypes seem to be better among students with some clinical experience, students of lower socio-economic status and faculty members. © 2013 John Wiley & Sons A/S and The Gerodontology Society. Published by John Wiley & Sons Ltd.

Predictors of workplace satisfaction for U.S. medical school faculty in an era of change and challenge.

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Bunton, Sarah A; Corrice, April M; Pollart, Susan M; Novielli, Karen D; Williams, Valerie N; Morrison, Leslie A; Mylona, Elza; Fox, Shannon

2012-05-01

To examine the current state of satisfaction with the academic medicine workplace among U.S. medical school faculty and the workplace factors that have the greatest influence on global satisfaction. The authors used data from the 2009 administration of a medical school faculty job satisfaction survey and used descriptive statistics and χ analyses to assess levels of overall satisfaction within faculty subgroups. Multiple regressions used the mean scores of the 18 survey dimensions and demographic variables to predict three global satisfaction measures. The survey was completed by 9,638 full-time faculty from 23 U.S. medical schools. Respondents were mostly satisfied on global satisfaction measures including satisfaction with their department (6,506/9,128; 71.3%) and medical school (5,796/9,124; 63.5%) and whether they would again choose to work at their medical school (5,968/8,506; 70.2%). The survey dimensions predicted global satisfaction well, with the final models explaining 51% to 67% of the variance in the dependent measures. Predictors across models include organization, governance, and transparency; focus of mission; recruitment and retention effectiveness; department relationships; workplace culture; and nature of work. Despite the relatively unpredictable environmental challenges facing medical schools today, leaders have opportunities to influence and improve the workplace satisfaction of their faculty. Examples of opportunities include fostering a culture characterized by open communication and occasions for faculty input, and remaining vigilant regarding factors contributing to faculty burnout. Understanding what drives faculty satisfaction is crucial for medical schools as they continue to seek excellence in all missions and recruit and retain high-quality faculty.

Theory-Driven Evaluation in School Psychology Intervention Research: 2007-2012

Science.gov (United States)

Mercer, Sterett H.; Idler, Alyssa M.; Bartfai, Jamie M.

2014-01-01

This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, "Journal of School Psychology," "Psychology in the Schools," "School Psychology…

Internships in School Psychology: Selection and Accreditation Issues

Science.gov (United States)

Keilin, W. Gregory

2015-01-01

Doctoral students in school psychology often report unique issues and challenges when seeking a doctoral internship. The number and range of accredited internship positions available to School Psychology (SP) students in the Association of Psychology Postdoctoral and Internship Centers (APPIC) Match is quite limited, and they often obtain…

Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

Science.gov (United States)

Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

2008-10-01

To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

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)

Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties.

Science.gov (United States)

Baumann, Michèle; Ionescu, Ion; Chau, Nearkasen

2011-04-18

In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL) and to analyse its associations with academic employability skills (AES) among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses); the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses); and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses). Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3) were invited to complete an online questionnaire (in French, German, English or Romanian) covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF) questionnaire. Analyses included multiple regressions with interactions. QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg), and the QoL-psychological score in F2 (Belgium) was the lower. AES score was higher in F1 than in F3 (Romania). A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, pskills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate achievement of future professional projects.

School Psychology in the Federal Republic of Germany.

Science.gov (United States)

Mietzel, Gerd; And Others

1987-01-01

Reviews origins and evaluation of the present status of school psychology in the Federal Republic of Germany, emphasizing strict separation of school tracks. Notes that system has been evolving into more flexible organizational structure in recent years. Discusses roles and functions of school psychology, administration, training, relationships…

Coping as a mediator of the relationship between stress mindset and psychological stress response: a pilot study

OpenAIRE

Horiuchi,Satoshi; Tsuda,Akira; Aoki,Shuntaro; Yoneda,Kenichiro; Sawaguchi,Yusuke

2018-01-01

Satoshi Horiuchi,1 Akira Tsuda,2 Shuntaro Aoki,3,4 Kenichiro Yoneda,5 Yusuke Sawaguchi6 1Faculty of Social Welfare, Iwate Prefectural University, Iwate, 2Department of Psychology, Kurume University, Fukuoka, 3Research Fellow of Japan Society for the Promotion of Science, Tokyo, 4Graduate School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, 5Graduate School of Psychology, Kurume University, Fukuoka, 6Graduate School of Social Welfare, Iwate Prefectural University,...

Research Productivity in Top-Ranked Schools in Psychology and Social Work: Research Cultures Do Matter!

Science.gov (United States)

Holosko, Michael J.; Barner, John R.

2016-01-01

Objectives: We sought the answer to one major research question--Does psychology have a more defined culture of research than social work? Methods: Using "U.S. News and World Report" 2012 and 2013 rankings, we compared psychology faculty (N = 969) from their 25 top ranked programs with a controlled sample of social work faculty (N = 970)…

Tobacco Prevention Education in Schools for the Deaf: The Faculty Perspective

Science.gov (United States)

Berman, Barbara A.; Guthmann, Debra S.; Liu, Weiqing; Streja, Leanne

2011-01-01

We report results of a survey of tobacco education practices and perspectives among faculty at four Schools for the Deaf participating in the trial of a tailored tobacco prevention curriculum. Few faculty (20.4%) included tobacco use among the three most important health problems facing their students, although 88.8% considered tobacco education…

Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties

Directory of Open Access Journals (Sweden)

Ionescu Ion

2011-04-01

Full Text Available Abstract Background In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL and to analyse its associations with academic employability skills (AES among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses; the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses; and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses. Method Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3 were invited to complete an online questionnaire (in French, German, English or Romanian covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF questionnaire. Analyses included multiple regressions with interactions. Results QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg, and the QoL-psychological score in F2 (Belgium was the lower. AES score was higher in F1 than in F3 (Romania. A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, p Conclusions Psychological quality of life is associated with acquisition of skills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate

Acknowledging and Appreciating the Full Spectrum of the Human Condition: School Psychology's (Limited) Focus on Positive Psychological Functioning

Science.gov (United States)

Froh, Jeffrey J.; Huebner, E. Scott; Youssef, Al-Jameela; Conte, Vincent

2011-01-01

This study is a content analysis of a random selection of 20% (N = 1,168) of articles from "School Psychology Quarterly", "Psychology in the Schools", the "Journal of School Psychology", and "School Psychology Review". Across the four journals, 27% of the articles had a positive focus, and the percentage of articles focused on the positive has…

Faculty Prayer in Catholic Schools: A Survey of Practices and Meaning

Science.gov (United States)

Mayotte, Gail

2010-01-01

This article presents a research study that utilized a web-based survey to gather data about the communal prayer experiences of faculty members in Catholic elementary and secondary schools in the United States and the meaning that such prayer holds to its participants. Key findings show that faculty prayer experiences take place readily, though…

Counseling Health Psychology: Assessing Health Psychology Training within Counseling Psychology Doctoral Programs

Science.gov (United States)

Raque-Bogdan, Trisha L.; Torrey, Carrie L.; Lewis, Brian L.; Borges, Nicole J.

2013-01-01

Training directors of American Psychological Association-approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs' expectations and ability to…

Undergraduate Psychology Students' Knowledge and Exposure to School Psychology: Suggestions for Diversifying the Field

Science.gov (United States)

Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R.

2015-01-01

Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…

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

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Bramlett, Ron; Cates, Gary L.; Savina, Elena; Lauinger, Brittni

2010-01-01

This article reviews research in the four major school psychology journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review." The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995-2005, synthesize…

[Status of health psychology teaching in Chilean schools of medicine].

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Santander, Jaime T; Pinedo, José P; Repetto, Paula L

2012-07-01

Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

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Pascarella, Christina Bechle

2012-01-01

This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

The Racial Stress of Membership: Development of the Faculty Inventory of Racialized Experiences in Schools

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Coleman, Sherry; Stevenson, Howard C.

2013-01-01

Research on the experience of faculty of color in predominately White independent schools (PWIS) is limited. This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to…

An Overview of Psychological Research on School-Family Partnership

OpenAIRE

小倉, 正義; OGURA, Masayoshi

2007-01-01

These days, the importance of school-family partnership has much understanding. It is valuable forschool-family partnership to promote children's growth, their school progress, and their development.So school-family partnership is one of notable topics in psychological research. The purpose of thisstudy was to overview psychological research on school-family partnership and to discuss the determinantsof school-family relationship and the methods of promoting school-family partnership. In thef...

Publication Rates of Social and Administrative Sciences Pharmacy Faculty in Non-Research Intensive Pharmacy Schools.

Science.gov (United States)

Weathers, Trenna; Unni, Elizabeth

2018-04-01

Objective. To assess the level of publication rates from 2011 through 2015 by Social and Administrative Sciences (SAS) faculty at non-research intensive pharmacy schools. Methods. The Web of Science database was searched using faculty names identified from the American Association of Colleges of Pharmacy (AACP) faculty and professional staff roster. Publication rates of SAS faculty were calculated and compared using several demographic subcategories such as public/private school, part of an academic health center, schools with PhD program, funding status, etc. Results. The 208 SAS faculty members from 59 colleges contributed to 478 publications with a mean of 95.6 publications per year and 1.62 publications per institution per year. The number of publications increased 45% over the five years from 67 publications in 2011 to 122 in 2015.The average number of publications was 0.92 per year per SAS faculty compared to 0.82 publications per year per faculty from other basic pharmaceutical sciences divisions. The most commonly published research was research articles in the area of scholarship of teaching and learning. The significant predictors of publications were being part of an academic health center, having a PhD program, and higher percent of faculty members who are SAS faculty. Conclusion. Despite being affiliated with institutions with missions less targeted on research, this study showed SAS faculty members at non-research intensive institutions consistently contribute to published literature. Further studies are needed to examine reasons for the lack of publishing by almost half of the SAS faculty and ways to increase research and publication in the field of SAS.

An Analysis of Social Justice Research in School Psychology

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Graybill, Emily; Baker, Courtney N.; Cloth, Allison H.; Fisher, Sycarah; Nastasi, Bonnie K.

2018-01-01

The purpose of the current content analysis was to build upon previous empirical research both within school psychology and in other subdisciplines of psychology to refine the operationalized definition of social justice within school psychology research. Operationalizing the definition and substantiating it within the empirical literature is a…

Understanding the Development of School Psychology in Mainland China

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D'Amato, Rik Carl; van Schalkwyk, Gertina J.; Zhao, B. Yang; Hu, Juan

2013-01-01

School psychology is an important area within psychology, which has a short developmental history in Mainland China. Nonetheless, along with economic advances and social changes in Mainland China, school psychology is developing and becoming more important. Currently, people need to work harder and longer. This places many under pressure that may…

The Lived Experience of Black Nurse Faculty in Predominantly White Schools of Nursing.

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Whitfield-Harris, Lisa; Lockhart, Joan Such; Zoucha, Richard; Alexander, Rumay

2017-03-01

This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a "Lone Ranger," and surviving the workplace environment. The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies.

A Survey of Faculty Mentoring Programs in AACSB Schools of Business

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Raymond, Bruce C.; Kannan, Vijay R.

2014-01-01

The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by…

An Assessment of Business Schools' Student Retention, Accreditation, and Faculty Scholarship Challenges

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Cavico, Frank J.; Mujtaba, Bahaudin G.

2010-01-01

Business schools' curriculum, faculty and graduates have become a target for many critics as they link the ethical lapses of senior executives to major scandals that have partially led to the financial challenges that the world is facing today. Some claim that business faculty research is not practical and mainly theoretical. This paper discusses…

Lodestar of the Faculty: The Increasingly Important Role of Dean of Faculty

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Zilian, Fred

2012-01-01

In the tight budget atmosphere of recent years, schools may have chosen to do without a dean of faculty or, at best, to double- hat another middle manager with this responsibility. This is a mistake. That all private schools do not have a dedicated dean of faculty suggests a lack of emphasis on the very component of the school--the faculty--that…

Men in Academic School Psychology: A National Survey

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Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.

2012-01-01

There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

Reputation strength as a determinant of faculty employment: a test of the step-down thesis among clinical psychology doctoral programs.

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Roberts, Michael C; Ilardi, Stephen S; Johnson, Rebecca J

2006-07-01

This study tested the folkloristic belief that doctoral degree recipients who pursue academic careers typically wind up at institutions ranked lower in prestige than the institutions at which they trained (the step-down thesis). We used a database of faculty members in 150 clinical psychology doctoral programs accredited by the American Psychological Association, and compared each faculty member's training institution with the current employing institution on three distinct reputation ranking systems: The Center (University of Florida, Gainesville) for overall university reputation, the National Research Council (Washington, DC) for doctoral degree department reputation, and the news magazine, U.S. News and World Report ranking for clinical psychology training program reputation. Although support for the step-down thesis was found across all three ranking systems, a disproportionately large number of professors were also observed to move laterally in terms of their employing institution's reputation.

The experience of minority faculty who are underrepresented in medicine, at 26 representative U.S. medical schools.

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Pololi, Linda H; Evans, Arthur T; Gibbs, Brian K; Krupat, Edward; Brennan, Robert T; Civian, Janet T

2013-09-01

A diverse medical school faculty is critical to preparing physicians to provide quality care to an increasingly diverse nation. The authors sought to compare experiences of underrepresented in medicine minority (URMM) faculty with those of non-URMM faculty in a nationally representative sample of medical schools. In 2007-2009, the authors surveyed a stratified random sample of 4,578 MD and PhD full-time faculty from 26 U.S. medical schools. Multiple regression models were used to test for differences between URMM and other faculty on 12 dimensions of academic culture. Weights were used to adjust for oversampling of URMM and female faculty. The response rate was 52%, or 2,381 faculty. The analytic sample was 2,218 faculty: 512 (23%) were URMM, and 1,172 (53%) were female, mean age 49 years. Compared with non-URMM faculty, URMM faculty endorsed higher leadership aspirations but reported lower perceptions of relationships/inclusion, gave their institutions lower scores on URMM equity and institutional efforts to improve diversity, and more frequently engaged in disparities research. Twenty-two percent (115) had experienced racial/ethnic discrimination. For both values alignment and institutional change for diversity, URMM faculty at two institutions with high proportions (over 50%) of URMM faculty rated these characteristics significantly higher than their counterparts at traditional institutions. Encouragingly, for most aspects of academic medicine, the experiences of URMM and non-URMM faculty are similar, but the differences raise important concerns. The combination of higher leadership aspirations with lower feelings of inclusion and relationships might lead to discouragement with academic medicine.

The Lvov-Warsaw School: The forgotten tradition of historical psychology.

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Citlak, Amadeusz

2016-05-01

This article is an attempt to reconstruct the psychological achievements of the representatives of the Lvov-Warsaw School of historical psychology, virtually forgotten and unknown in the world's psychological literature. Kazimierz Twardowski (1866-1938), founder of the school, developed a philosophical and psychological program on the basis of (among other things) the theory of actions and products, including the research program that is now included in the thread of historical psychology. His student, Wladyslaw Witwicki (1878-1948), developed the cratism theory (the theory of power) on the basis Twardowski's assumptions, providing an alternative to Alfred Adler's theory of striving for superiority while also declaring it a few years before Adler. The consequence of Witwicki's theory and the methodological assumptions was the creation of psychobiography: the first nonpsychoanalytical psychobiography of Socrates (Witwicki, 1909, 1922) and the psychobiography of Jesus Christ (Witwicki, 1958). The school's activities weakened for political reasons, particularly the outbreak of the First World War. The members of the school dispersed after 1918, and they lost international connections with the world of science. Their significant achievements in the field of psychology remained unknown to psychologists for nearly a century. In this article, I would like to present the school's unique but unfinished program of reconstructing mental life through the psychological interpretation of cultural products (literature, arts, diaries), and its value for the practice of research in historical psychology. This program required additional development, but because of the war this never happened. Some of the school's theoretical findings and the first attempts to apply them have still significant value and show us the originality of Lvov-Warsaw School psychology. (c) 2016 APA, all rights reserved).

A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.

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Winter, Rachel I; Patel, Rakesh; Norman, Robert I

2017-08-01

Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose to suffer in silence in the face of psychological distress. The aim of this study was to explore drivers that prompted help-seeking behavior and barriers that prevented individuals prioritizing their well-being around the time of high-stakes assessment at medical school. Semi-structured interviews were conducted with fifty-seven students who failed high-stakes assessment at two UK medical schools, exploring their experience of academic difficulty and perceptions about causes. A thematic analysis of twenty transcripts that met inclusion criteria was completed to identify key factors that influenced participants' decisions around seeking help for their psychological distress, and in some cases, mental health problems. Twenty participants who specifically described a deterioration in their mental health around the time of assessment were included in this study. Barriers to seeking help in these instances included: normalization of symptoms or situation; failure to recognize a problem existed; fear of stigmatisation; overt symptoms of mental distress; and misconceptions about the true nature of the medical school, for example beliefs about a punitive response from the school if they failed. Drivers for seeking help appropriately included: building trust with someone in order to confide in them later on, and self-awareness about the need to maintain good mental health. There are various drivers and barriers for students' help seeking behaviors when experiencing psychological distress around the time of assessment, particularly self-awareness about the problem and prioritisation of well-being. Students who fail to recognize their own deteriorating mental health are at risk of academic failure and medical schools need to develop

Faculty and student perceptions of academic integrity at U.S. and Canadian dental schools.

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Andrews, Kenneth G; Smith, Linda A; Henzi, David; Demps, Elaine

2007-08-01

The issues of cheating and plagiarism in educational settings have received a large amount of attention in recent years. The purpose of this study was to assess the degree to which academic integrity issues currently exist in the dental schools throughout the United States and Canada. An online survey was developed to gather data pertaining to this topic from two key groups in dental education: faculty and students. Responses were obtained from 1,153 students and 423 faculty members. The results of the survey clearly reveal that cheating is a significant problem in dental schools and that significant differences exist between students' and faculty members' perceptions of academic integrity. The challenge for dental schools is to identify effective strategies to prevent cheating opportunities and to implement and enforce effective means of dealing with specific examples of cheating.

Investigation of social cognitive career theory for minority recruitment in school psychology.

Science.gov (United States)

Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

2016-06-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The 2012 School Psychology Futures Conference: Accomplishments and next Steps

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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…

School Psychology in Nova Scotia

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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…

A Survey of Faculty Mentoring Programs in AACSB School of Business

OpenAIRE

Raymond, B. C.; Raymond, B. C.; Kannan, Vijay R.

2014-01-01

The human resources management literature offers considerable evidence that mentoring programs can positively influence a variety of measures of both individual and organizational performance. This study examines the use and effectiveness of faculty mentoring programs at business schools in the United States. A survey of 118 schools accredited by the Association for the Advancement of Collegiate Schools of Business found that mentoring programs are the exception rather than the rule. Moreover...

Demographic Changes in School Psychology Training Programs between 1997 and 2005

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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…

School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

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Chen, Ji-Kang; Wei, Hsi-Sheng

2013-01-01

Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

Does formal mentoring for faculty members matter? A survey of clinical faculty members.

Science.gov (United States)

Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

2016-06-01

Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional

Organizational role stress among medical school faculty members in Iran: dealing with role conflict

Directory of Open Access Journals (Sweden)

Brommels Mats

2007-05-01

Full Text Available Abstract Background Little research has been conducted to investigate role stress experienced by faculty members in medical schools in developing countries. This becomes even more important when the process of reform in medical education has already taken place, such as the case of Iran. The objectives of this study were to investigate and assess the level and source of role-related stress as well as dimensions of conflict among the faculty members of Iranian medical schools. Variables like the length of academic work, academic rank, employment position, and the departments of affiliation were also taken into consideration in order to determine potentially related factors. Methods A survey was conducted at three different ranks of public medical schools. The validated Organizational Role Stress Scale was used to investigate the level of role stress and dimensions of role conflict among medical faculty members. The response rate was 66.5%. Results The findings show that role stress was experienced in high level among almost all faculty members. All three studied medical schools with different ranks are threatened with relatively the same levels of role stress. Specific differences were found among faculty members from different disciplines, and academic ranks. Also having permanent position and the length of services had significant correlation with the level of role stress. The major role- related stress and forms of conflict among faculty members were role overload, role expectation conflict, inter-role distance, resource inadequacy, role stagnation, and role isolation. Conclusion The most role-related stressors and forms of conflict among faculty members include too many tasks and everyday work load; conflicting demands from colleagues and superiors; incompatible demands from their different personal and organizational roles; inadequate resources for appropriate performance; insufficient competency to meet the demands of their role; inadequate

Characteristics of Intervention Research in School Psychology Journals: 2010-2014

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Villarreal, Victor; Castro, Maria J.; Umaña, Ileana; Sullivan, Jeremy R.

2017-01-01

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010-2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals--"School Psychology Review," "School Psychology…

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

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Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis

2015-01-01

Abstract Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school. Methods: Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Health–funded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Results: Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work–life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work–life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work–life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. Conclusion: This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work–life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles. PMID

Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work-Life Balance for Medical School Faculty?

Science.gov (United States)

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C

2015-06-01

Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work-life satisfaction for faculty in a large U.S. medical school. Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Health-funded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work-life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work-life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work-life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work-life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles.

Mindfulness in School Psychology: Applications for Intervention and Professional Practice

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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…

Follow the Leaders? An Analysis of Convergence and Innovation of Faculty Recruiting Practices in US Business Schools

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Finch, David; Deephouse, David L.; O'Reilly, Norm; Massie, Tyler; Hillenbrand, Carola

2016-01-01

The debate associated with the qualifications of business school faculty has raged since the 1959 release of the Gordon-Howell and Pierson reports, which encouraged business schools in the USA to enhance their legitimacy by increasing their faculties' doctoral qualifications and scholarly rigor. Today, the legitimacy of specific faculty…

Beyond the schools of psychology 1: a digital analysis of Psychological Review, 1894-1903.

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Green, Christopher D; Feinerer, Ingo; Burman, Jeremy T

2013-01-01

Traditionally, American psychology at the turn of the twentieth century has been framed as a competition among a number of "schools": structuralism, functionalism, behaviorism, etc. But this is only one way in which the "structure" of the discipline can be conceived. Most psychologists did not belong to a particular school, but they still worked within loose intellectual communities, and so their work was part of an implicit psychological "genre," if not a formalized "school." In this study, we began the process of discovering the underlying genres of American psychology at the turn of the twentieth century by taking the complete corpus of articles from the journal Psychological Review during the first decade of its publication and conducting a statistical analysis of the vocabularies they employed to see what clusters of articles naturally emerged. Although the traditional functionalist school was among the clusters we found, we also found distinct research traditions around the topics of color vision, spatial vision, philosophy/metatheory, and emotion. In addition, momentary clusters corresponding to important debates (e.g., the variability hypothesis) appeared during certain years, but not others. © 2013 Wiley Periodicals, Inc.

An Updated Analysis of Author Affiliation across Four School Psychology Journals: Is Practitioner Research Increasing?

Science.gov (United States)

Aspiranti, Kathleen B.; McCleary, Daniel F.; Ratliff, Stephen R.

2018-01-01

This study analyzed articles published in four school psychology journals ("Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review") between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical,…

Exploring Electronic Communication Modes Between Iraqi Faculty and Students of Pharmacy Schools Using the Technology Acceptance Model.

Science.gov (United States)

Al-Jumaili, Ali Azeez; Al-Rekabi, Mohammed D; Alsawad, Oday S; Allela, Omer Q B; Carnahan, Ryan; Saaed, Hiwa; Naqishbandi, Alaadin; Kadhim, Dheyaa J; Sorofman, Bernard

2017-06-01

Objective. To explore for the first time the extent to which Iraqi pharmacy students and faculty use Facebook and university email for academic communications, and to examine factors influencing utilization within the framework of the Technology Acceptance Model (TAM). Methods. An electronic survey was administered to convenience samples of students and faculty of six Iraqi public schools and colleges of pharmacy in 2015. Results. Responses included 489 student and 128 faculty usable surveys. Both students and faculty use Facebook more than university email for academic communications. Less than a third of the faculty used university email. Students used Facebook for academic purposes twice as much as faculty. Conclusion. Absence of university email in Iraqi schools and colleges of pharmacy makes Facebook essential for faculty-student communications. The majority (71.1% to 82%) of respondents perceived that Facebook was easy to use. Three TAM variables (intention to use, attitude toward use and perceived usefulness) had significant positive associations with actual use of both Facebook messaging and university email.

Elements related to attrition of women faculty at the University of Pittsburgh, School of Medicine: A case study

Science.gov (United States)

Gandhi, Pooja

Recent studies have shown that the number of women faculty in academic medicine is much lesser than the number of women that are graduating from medical schools. Many academic institutes face the challenge of retaining talented faculty and this attrition from academic medicine prevents career advancement of women faculty. This case study attempts to identify some of the reasons for dissatisfaction that may be related to the attrition of women medical faculty at the University of Pittsburgh, School of Medicine. Data was collected using a job satisfaction survey, which consisted of various constructs that are part of a faculty's job and proxy measures to gather the faculty's intent to leave their current position at the University of Pittsburgh or academic medicine in general. The survey results showed that although women faculty were satisfied with their job at the University of Pittsburgh, there are some important factors that influenced their decision of potentially dropping out. The main reasons cited by the women faculty were related to funding pressures, work-life balance, mentoring of junior faculty and the amount of time spent on clinical responsibilities. The analysis of proxy measures showed that if women faculty decided to leave University of Pittsburgh, it would most probably be due to better opportunity elsewhere followed by pressure to get funding. The results of this study aim to provide the School of Medicine at the University of Pittsburgh with information related to attrition of its women faculty and provide suggestions for implications for policy to retain their women faculty.

Flexibility in faculty work-life policies at medical schools in the Big Ten conference.

Science.gov (United States)

Welch, Julie L; Wiehe, Sarah E; Palmer-Smith, Victoria; Dankoski, Mary E

2011-05-01

Women lag behind men in several key academic indicators, such as advancement, retention, and securing leadership positions. Although reasons for these disparities are multifactorial, policies that do not support work-life integration contribute to the problem. The objective of this descriptive study was to compare the faculty work-life policies among medical schools in the Big Ten conference. Each institution's website was accessed in order to assess its work-life policies in the following areas: maternity leave, paternity leave, adoption leave, extension of probationary period, part-time appointments, part-time benefits (specifically health insurance), child care options, and lactation policy. Institutions were sent requests to validate the online data and supply additional information if needed. Each institution received an overall score and subscale scores for family leave policies and part-time issues. Data were verified by the human resources office at 8 of the 10 schools. Work-life policies varied among Big Ten schools, with total scores between 9.25 and 13.5 (possible score: 0-21; higher scores indicate greater flexibility). Subscores were not consistently high or low within schools. Comparing the flexibility of faculty work-life policies in relation to other schools will help raise awareness of these issues and promote more progressive policies among less progressive schools. Ultimately, flexible policies will lead to greater equity and institutional cultures that are conducive to recruiting, retaining, and advancing diverse faculty.

Standards for the High School Psychology Course. ERIC Digest.

Science.gov (United States)

Morganett, L. Lee

The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…

Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study.

Science.gov (United States)

Dellinges, Mark A; Curtis, Donald A

2017-08-01

Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

Rogerian Psychology and "Non-Directive" Counselling in Schools.

Science.gov (United States)

Quicke, J. C.

1978-01-01

The article discusses the prevalence of the nondirective approach in the school counseling movement and analyzes its psychological rationale and practical implications, centering on the psychological concepts of Carl R. Rogers. (MF)

Understanding Immigrants, Schooling, and School Psychology: Contemporary Science and Practice

Science.gov (United States)

Frisby, Craig L.; Jimerson, Shane R.

2016-01-01

Immigration into the United States is a particularly salient topic of current contemporary educational, social, and political discussions. The school-related needs of immigrant children and youth can be well served by rigorous research and effective school psychology preservice training and preparation. This overview highlights key definitions,…

Assessment of full-time faculty preceptors by colleges and schools of pharmacy in the United States and Puerto Rico.

Science.gov (United States)

Kirschenbaum, Harold L; Zerilli, Tina

2012-10-12

To identify the manner in which colleges and schools of pharmacy in the United States and Puerto Rico assess full-time faculty preceptors. Directors of pharmacy practice (or equivalent title) were invited to complete an online, self-administered questionnaire. Seventy of the 75 respondents (93.3%) confirmed that their college or school assessed full-time pharmacy faculty members based on activities related to precepting students at a practice site. The most commonly reported assessment components were summative student evaluations (98.5%), type of professional service provided (92.3%), scholarly accomplishments (86.2%), and community service (72.3%). Approximately 42% of respondents indicated that a letter of evaluation provided by a site-based supervisor was included in their assessment process. Some colleges and schools also conducted onsite assessment of faculty members. Most colleges and schools of pharmacy assess full-time faculty-member preceptors via summative student assessments, although other strategies are used. Given the important role of preceptors in ensuring students are prepared for pharmacy practice, colleges and schools of pharmacy should review their assessment strategies for full-time faculty preceptors, keeping in mind the methodologies used by other institutions.

Enriching science, practice, and policy relevant to school psychology around the globe.

Science.gov (United States)

Jimerson, Shane R

2016-03-01

This editorial provides a brief synthesis of the past, present, and future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, and advance science, practice, and policy relevant to school psychology around the globe. Information herein highlights (a) the value of high quality and timely reviews, (b) publishing manuscripts that address a breadth of important topics relevant to school psychology, and (c) the structure and contributions of the special topic sections featured in School Psychology Quarterly. (c) 2016 APA, all rights reserved).

The new Medical College Admission Test: Implications for teaching psychology.

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Mitchell, Karen; Lewis, Richard S; Satterfield, Jason; Hong, Barry A

2016-01-01

This year's applicants to medical school took a newly revised version of the Medical College Admission Test. Unlike applicants in the past, they were asked to demonstrate their knowledge and use of concepts commonly taught in introductory psychology courses. The new Psychological, Social, and Biological Foundations of Behavior Test asked applicants to demonstrate the ways in which psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships among social stratification, access to resources, and well-being. Building from the classic biopsychosocial model, this article provides the rationale for testing psychology concepts in application to medical school. It describes the concepts and skills that the new exam tests and shows how they lay the foundation for learning in medical school about the behavioral and sociocultural determinants of health. This article discusses the implications of these changes for undergraduate psychology faculty and psychology curricula as well as their importance to the profession of psychology at large. (c) 2016 APA, all rights reserved).

Student versus Faculty Perceptions of Missing Class.

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Sleigh, Merry J.; Ritzer, Darren R.; Casey, Michael B.

2002-01-01

Examines and compares student and faculty attitudes towards students missing classes and class attendance. Surveys undergraduate students (n=231) in lower and upper level psychology courses and psychology faculty. Reports that students found more reasons acceptable for missing classes and that the amount of in-class material on the examinations…

Status of underrepresented minority and female faculty at medical schools located within Historically Black Colleges and in Puerto Rico

Directory of Open Access Journals (Sweden)

Emily M. Mader

2016-03-01

Full Text Available Background and objectives: To assess the impact of medical school location in Historically Black Colleges and Universities (HBCU and Puerto Rico (PR on the proportion of underrepresented minorities in medicine (URMM and women hired in faculty and leadership positions at academic medical institutions. Method: AAMC 2013 faculty roster data for allopathic medical schools were used to compare the racial/ethnic and gender composition of faculty and chair positions at medical schools located within HBCU and PR to that of other medical schools in the United States. Data were compared using independent sample t-tests. Results: Women were more highly represented in HBCU faculty (mean HBCU 43.5% vs. non-HBCU 36.5%, p=0.024 and chair (mean HBCU 30.1% vs. non-HBCU 15.6%, p=0.005 positions and in PR chair positions (mean PR 38.23% vs. non-PR 15.38%, p=0.016 compared with other allopathic institutions. HBCU were associated with increased African American representation in faculty (mean HBCU 59.5% vs. non-HBCU 2.6%, p=0.011 and chair (mean HBCU 73.1% vs. non-HBCU 2.2%, p≤0.001 positions. PR designation was associated with increased faculty (mean PR 75.40% vs. non-PR 3.72%, p≤0.001 and chair (mean PR 75.00% vs. non-PR 3.54%, p≤0.001 positions filled by Latinos/Hispanics. Conclusions: Women and African Americans are better represented in faculty and leadership positions at HBCU, and women and Latino/Hispanics at PR medical schools, than they are at allopathic peer institutions.

Development and Initial Examination of the School Psychology Multicultural Competence Scale

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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…

Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

Science.gov (United States)

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

Faculty workload and collegial support related to proportion of part-time faculty composition.

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Adams, D A

1995-10-01

Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether full-time nursing faculty perceptions of workload and collegial support differ with changes in the proportion of part-time faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. The results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full

Utilizing Participatory Action Research to Foster Effective Family/School Collaboration at an Urban PreK-8 Catholic School

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Shriberg, David; Schumacher, Ruth; McMahon, Kara C.; Flores, Sofia; Moy, Gregory E.; Swidzinski, Joanna; Tompkins, Nicole A.

2012-01-01

This paper describes a study focused on promoting culturally responsive collaboration practices at an urban preK-8 Catholic school. Using participatory action research (PAR) as its framework, a team of school stakeholders and university faculty and students from the psychology department partnered to create a participant-driven data collection and…

Institutional Oversight of Faculty-Industry Consulting Relationships in U.S. Medical Schools: A Delphi Study.

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Morain, Stephanie R; Joffe, Steven; Campbell, Eric G; Mello, Michelle M

2015-01-01

The conflicts of interest that may arise in relationships between academic researchers and industry continue to prompt controversy. The bulk of attention has focused on financial aspects of these relationships, but conflicts may also arise in the legal obligations that faculty acquire through consulting contracts. However, oversight of faculty members' consulting agreements is far less vigorous than for financial conflicts, creating the potential for faculty to knowingly or unwittingly contract away important rights and freedoms. Increased regulation could prevent this, but it is unclear what forms of oversight universities view as feasible and effective. In this article, we report on a Delphi study to evaluate several approaches for oversight of consulting agreements by medical schools. The panel was comprised of 11 senior administrators with responsibility for oversight of faculty consulting relationships. We found broad agreement among panelists regarding the importance of institutional oversight to protect universities' interests. There was strong support for two specific approaches: providing educational resources to faculty and submitting consulting agreements for institutional review. Notwithstanding the complexities of asserting authority to regulate private consulting agreements between faculty members and companies, medical school administrators reached consensus that several approaches to improving institutional oversight are feasible and useful. © 2015 American Society of Law, Medicine & Ethics, Inc.

Identifying Critical Cross-Cultural School Psychology Competencies.

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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…

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

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School Psychology Review, 2010

2010-01-01

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

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....

How do medical schools use measurement systems to track faculty activity and productivity in teaching?

Science.gov (United States)

Mallon, William T; Jones, Robert F

2002-02-01

The authors describe their findings from a study that (1) identified 41 medical schools or medical school departments that used metric systems to quantify faculty activity and productivity in teaching and (2) analyzed the purposes and progress of those systems. Among the reasons articulated for developing these systems, the most common was to identify a "rational" method for distributing funds to departments. More generally, institutions wanted to emphasize the importance of the school's educational mission. The schools varied in the types of information they tracked, ranging from a selective focus on medical school education to a comprehensive assessment of teaching activity and educational administration, committee work, and advising. Schools were almost evenly split between those that used a relative-value-unit method of tracking activity and those that used a contact-hour method. This study also identified six challenges that the institutions encountered with these metric systems: (1) the lack of a culture of data in management; (2) skepticism of faculty and chairs; (3) the misguided search for one perfect metric; (4) the expectation that a metric system will erase ambiguity regarding faculty teaching contributions; (5) the lack of, and difficulty with developing, measures of quality; and (6) the tendency to become overly complex. Because of the concern about the teaching mission at medical schools, the number of institutions developing educational metric systems will likely increase in the coming years. By documenting and accounting financially for teaching, medical schools can ensure that the educational mission is valued and appropriately supported.

The Psychology School Mental Health Initiative: An Innovative Approach to the Delivery of School-Based Intervention Services

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Millar, Golden M.; Lean, Debra; Sweet, Susan D.; Moraes, Sabrina C.; Nelson, Victoria

2013-01-01

Evidence suggests that schools have, by default, become the primary mental health system for students in Canada. The goal of the present study was to design, implement, and evaluate the Psychology School Mental Health Initiative (PSMHI). The PSMHI is an innovative attempt to increase the capacity of school-based psychology staff to deliver…

Ensuring the Availability and Quality of School Psychology Doctoral Internships

Science.gov (United States)

Harris, Abigail M.

2015-01-01

Currently, only a small percentage of internships accredited by the American Psychological Association (APA) are filled by school psychology interns and only a few of the available APA internship positions are in schools. Program data submitted online to APA indicate that many interns are in sites that meet the guidelines adopted by the Council of…

Beyond the schools of psychology 2: a digital analysis of psychological review, 1904-1923.

Science.gov (United States)

Green, Christopher D; Feinerer, Ingo; Burman, Jeremy T

2014-01-01

In order to better understand the broader trends and points of contention in early American psychology, it is conventional to organize the relevant material in terms of "schools" of psychology-structuralism, functionalism, etc. Although not without value, this scheme marginalizes many otherwise significant figures, and tends to exclude a large number of secondary, but interesting, individuals. In an effort to address these problems, we grouped all the articles that appeared in the second and third decades of Psychological Review into five-year blocks, and then cluster analyzed each block by the articles' verbal similarity to each other. This resulted in a number of significant intellectual "genres" of psychology that are ignored by the usual "schools" taxonomy. It also made "visible" a number of figures who are typically downplayed or ignored in conventional histories of the discipline, and it provide us with an intellectual context in which to understand their contributions. © 2014 Wiley Periodicals, Inc.

Evaluation of nursing faculty through observation.

Science.gov (United States)

Crawford, L H

1998-10-01

The purpose of this study was to assess current use and faculty perceptions of classroom observation as a method of faculty evaluation in schools of nursing. Baccalaureate schools of nursing were surveyed to determine current use of classroom observation and its worth from the perception of administrators and faculty. Although most schools used classroom observation as a method of faculty evaluation, further clarification and research is needed in the following areas: purpose of classroom observation; number of observations necessary; weight given to classroom observation in relation to other evaluation methods; and tools used.

School Psychology in New Brunswick in 2016

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Mureika, Juanita

2016-01-01

School psychology in New Brunswick experienced a surge of growth and development in the early part of the 21st century; however, dwindling numbers and recent government initiatives are presenting serious challenges to our ability to continue to provide the quality tiered services that we want to offer to the school community.

Evaluation of a Crisis-Preparedness Training Program for the Faculty of a Private Elementary School

Science.gov (United States)

Boyle, Marybeth N.

2010-01-01

The purpose of this study was to determine the effectiveness of a training program for the faculty of a private elementary school on executing the protocols, roles, and responsibilities defined in the institution's crisis-management plan. A formal training program for the faculty had not been developed, and administrators had no measure by which…

Faculty Stress at Higher Education: A Study on the Business Schools of Pakistan

OpenAIRE

Aqsa Akbar; Waheed Akhter

2011-01-01

Job stress is one of the most important concepts for the today-s corporate as well as institutional world. The current study is conducted to identify the causes of faculty stress at Higher Education in Pakistan. For the purpose, Public & Private Business Schools of Punjab is selected as representative of Pakistan. A sample of 300 faculty members (214 males, 86 females) responded to the survey. Regression analysis shows that the Workload, Student Related issues and Role Co...

Cyberbullying, school bullying, and psychological distress: a regional census of high school students.

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Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S

2012-01-01

Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.

Educational Problems of Kermanshah Medical School: View Points of Students, Graduates and Faculty Members

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soraia Siabani

2009-07-01

Full Text Available Background and purpose: In recent years although the number of students registering for medicines has decreased in Kermanshah University of Medical sciences parallel to other universities of medical sciences the quality of educational services has not improved the informal reports suggests that the competency of medical graduates is not satisfactory Since any intervention needs situation analysis this study was conducted to obtain viewpoints of three main groups of stockholders including faculty members, students and graduates on medical school problems and insufficiencies.Methods: In this qualitative study faculty members of medical schools, medical graduated of 2005-6, and medical students of different phases participated. With participation of these subjects Focus Group Discussion (FGD sessions were carried out. The goals of the projects were first explained for participants. In the end of each discussion session the discussions were careful transcribed. The sessions continued till the sessions get saturated. The transcript of discussion was thoroughly reviewed by researchers and codified. The problems were classified in 7 areas of management, planning, education goals, evaluation, ethics, teaching, and students.Results: The subjects believed that the most important problems in Kermanshah medical school include neglecting the student evaluation, no educational objectives or being inattentive to them, unwanted effects of pay for service plan, too much duties for interns (students, overload of medical duties and insufficiency in the number of faculty members, no rewarding system for teachers, inattention to needed outcomes, shortage of facilities for student in hospital and being negligent about mutual respect between students and teachers.Conclusion: some of the problems such as the effects of pay for service plan and insufficiency in the number of faculty members have solutions stemming beyond the university at Ministry of Health level

The Perceptions of Academic Women in School Psychology: A National Survey

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Akin-Little, K. Angeleque; Bray, Melissa A.; Eckert, Tanya L.; Kehle, Thomas J.

2004-01-01

There is a paucity of research examining the experiences and perceptions of women employed as school psychology academicians. The purpose of this investigation was to ascertain female school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress. Comparisons…

Examining Diversity Research Literature in School Psychology from 2004 to 2010

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Grunewald, Stephanie; Shriberg, David; Wheeler, Anitra S.; Miranda, Antoinette Halsell; O'Bryon, Elisabeth C.; Rogers, Margaret R.

2014-01-01

One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a "significant diversity focus." To date, there have been three published empirical studies (Brown, Shriberg, & Wang; Miranda & Gutte; Rogers Wiese) that have…

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

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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;…

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

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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…

A history of the founding and early development of the Journal of School Psychology.

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Fagan, Thomas K; Jack, Sabrina L

2012-12-01

Historical aspects of the founding and early development of the Journal of School Psychology are discussed. Emphases are placed on the first decade of the journal, the factors in its founding and development, persons who have served as editors and members of the editorial boards and corporate leadership, and the journal's changing formats. The publication's relationships to the Journal of School Psychology, Inc. and later to the Society for the Study of School Psychology are briefly mentioned. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Are adolescent elite athletes less psychologically distressed than controls? A cross-sectional study of 966 Norwegian adolescents

Directory of Open Access Journals (Sweden)

Rosenvinge JH

2018-06-01

Full Text Available Jan H Rosenvinge,1 Jorunn Sundgot-Borgen,2 Gunn Pettersen,3 Marianne Martinsen,4 Annett Victoria Stornæs,2 Anne Marte Pensgaard5 1Department of Psychology, Faculty of Health Sciences, UiT – The Arctic University of Norway, Tromsø, Norway; 2Department of Sports Medicine, Norwegian School of Sport Sciences, Oslo, Norway; 3Department of Health and Caring Sciences, Faculty of Health Sciences, University of Tromsø, Tromsø, Norway; 4Department of Mathematics, Natural Sciences, and Physical Education, Inland Norway University of Applied Sciences, Hamar, Norway; 5Department of Coaching and Psychology, Norwegian School of Sports Science, Oslo, Norway Introduction: Psychological distress is increasing among adolescents and clusters with other mental health problems such as eating problems. The aim of this study was to investigate the prevalence of psychological distress among young elite athletes and age-matched controls and whether prevalence figures may be attributed to perfectionism and eating problems. Methods: First-year athletes from all Norwegian elite sport high schools (n=711 and 500 ­students from randomly selected ordinary high schools were eligible for this cross-sectional study. In total, 611 athletes and 355 student controls provided self-report data about psychological distress, perfectionism, and eating problems (ie, body dissatisfaction and a drive for thinness, as well as their physical training/activity. Results: A significantly higher proportion of controls scored above the cutoff point for marked psychological distress. Physical activity above the recommended levels for this age group predicted psychological distress among the controls, while the opposite was found in the student elite athlete sample. In both samples, perfectionistic concerns, ie, concern over mistakes, predicted overall psychological distress. However, among elite athletes, perfectionistic concerns were particularly associated with clinically significant

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

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Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

2012-02-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Evaluation of School Psychological Services: A Case Illustration.

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Fairchild, Thomas N.; Seeley, Tracey J.

1996-01-01

Illustrates how school psychological services were evaluated in two elementary schools. Questionnaires were used to solicit input from students regarding individual counseling and classroom guidance activities. Rating scales were used to solicit input from parents regarding the assessment service and from building staff regarding their perception…

Integrating Neuropsychology and School Psychology: Potential and Pitfalls

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Jantz, Paul B.; Plotts, Cynthia A.

2014-01-01

The neurological basis of learning disabilities (LD), and other handicapping conditions commonly found in school-age children, makes the integration of neuropsychology and school psychology plausible. However, there has been longstanding debate over the required level of education, training, supervision, and credentialing needed for the practice…

Analysis of Author Affiliation across Four School Psychology Journals from 2000 to 2008: Where Is the Practitioner Research?

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Carroll, Erin E.; Skinner, Christopher H.; McCleary, Daniel F.; von Mizener, Briana Hautau; Bliss, Stacy L.

2009-01-01

Articles published between 2000 and 2008 in four major school psychology journals--"School Psychology Review," "Journal of School Psychology," "Psychology in the Schools," and "School Psychology Quarterly"--were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than…

Investigation and Analysis on Psychological Health Situation for Middle and Primary School Students in Xianning City

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Hong Yanping

2015-01-01

Full Text Available This paper is used to know about the psychological health situation for middle and primary school students in Xianning City and provide a certain empirical basis for meaningful development of psychological health education and psychological assistance. This paper uses the MHT scale prepared by Bucheng Zhou professor et al. to conduct a test for 1000 students in 7 middle and primary schools in Xianning City. The detection rate of psychological health problem accounts for 1.6% where the positive detection rate of study anxiety ranks first (43.2%. The psychological health situations have much difference in sex (t = -4. 624, P<0. 001, and it’s lower in male students than female ones. There is a significant difference between the psychological health situation for only and non-only children (t = -2. 519, P<0. 01.There is a significant difference on the psychological health situation for primary school, middle school and high school students (F = 11. 3, P<0. 001, and the psychological health situation of primary school students is better than that for middle school students. It can be concluded that the psychological health situation of middle and primary school students in Xianning City is fairly good, and the psychological health situation for male student, only children and primary school student is also fairly good.

Evaluating School-Based Psychological and Counselling Services in Macao Using a Qualitative Approach

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van Schalkwyk, Gertina J.; Sit, Holly H. Y.

2013-01-01

The purpose of this study was to explore the status of psychological services in schools in Macao, and the role of school counsellors providing these services. At present, school psychology is not a recognized profession within the territory and school counsellors appointed by the Direccao dos Servicos de Educacao e Juventude (DSEJ) through their…

Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

Science.gov (United States)

American Psychologist, 2013

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

The Application of Social Justice Principles to Global School Psychology Practice

Science.gov (United States)

Shriberg, David; Clinton, Amanda

2016-01-01

In as much as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition…

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…

Counseling, Psychological, and Social Services Staffing: Policies in U.S. School Districts.

Science.gov (United States)

Brener, Nancy; Demissie, Zewditu

2018-06-01

Schools are in a unique position to meet the mental and behavioral health needs of children and adolescents because approximately 95% of young people aged 7-17 years attend school. Little is known, however, about policies related to counseling, psychological, and social services staffing in school districts. This study analyzed the prevalence of such policies in public school districts in the U.S. Data from four cycles (2000, 2006, 2012, and 2016) of the School Health Policies and Practices Study, a national survey periodically conducted to assess policies and practices for ten components of school health, were analyzed in 2017. The survey collected data related to counseling, psychological, and social services among nationally representative samples of school districts using online or mailed questionnaires. Sampled districts identified respondents responsible for or most knowledgeable about the content of each questionnaire. The percentage of districts with a district-level counseling, psychological, and social services coordinator increased significantly from 62.6% in 2000 to 79.5% in 2016. In 2016, 56.3% of districts required each school to have someone to coordinate counseling, psychological, and social services at the school. Fewer districts required schools at each level to have a specified ratio of counselors to students (16.2% for elementary schools, 16.8% for middle schools, and 19.8% for high schools), and the percentage of districts with these requirements has decreased significantly since 2012. Increases in the prevalence of district-level staffing policies could help increase the quantity and quality of counseling, psychological, and social services staff in schools nationwide, which in turn could improve mental and behavioral health outcomes for students. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration

School Psychology in Greece: A System of Change.

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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…

Faculty at Work: Focus on Teaching.

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Blackburn, Robert T.; And Others

1991-01-01

A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to teaching. Faculty represented the disciplines of English, chemistry, and psychology and various institution types. Self-valuation and perception of the environment motivators significantly accounted for the explained…

Online School Psychology: Blueprint to Higher Education Conversations

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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…

The Faculties of Pharmacy Schools Should Make an Effort to Network with Community Pharmacies.

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Matsushita, Ryo

2016-01-01

By law, medical faculties are mandated to have a designated partner hospital for the purposes of student practical training. In contrast, pharmacy faculties do not have such a legal requirement for student training in a community pharmacy setting. Nevertheless, there are several public and private universities that do have community pharmacies. However, there is no national university that has established both an educational hospital and a community pharmacy. When Kanazawa University (KU) established a graduate school with a clinical pharmacy course, the faculty of KU deemed it necessary to set up an independent community pharmacy for the purpose of practical training. Thus, in 2003, the Acanthus Pharmacy was set up as the first educational community pharmacy in Japan, managed by a nonprofit organization, with the permission of the Ishikawa Pharmaceutical Association and local community pharmacists. Since that time, Acanthus has managed a clinical pharmacy practice for students from both the undergraduate and graduate schools of KU. From 2006, the undergraduate pharmacy program was changed to a 6-year program, and the Acanthus Pharmacy has continued its roles in educating undergraduate pharmaceutical students, medical students, and as a site of early exposure for KU freshmen. From our experience, it is important to have a real clinical environment available to university pharmacy faculty and students, especially in training for community pharmacy practices.

Employment, Leaving School, and Psychological Well-Being.

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Winefield, Tony

1985-01-01

The author sums up the findings of research on the psychological effects of unemployment and of a variety of work experience schemes in which unemployed people participate. The article focuses on school leavers in Australia. (CT)

Mixed Methods Research in School Psychology: A Mixed Methods Investigation of Trends in the Literature

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Powell, Heather; Mihalas, Stephanie; Onwuegbuzie, Anthony J.; Suldo, Shannon; Daley, Christine E.

2008-01-01

This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the…

A Dental School's Experience with the Death of an HIV Positive Faculty Member.

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Butters, Janice M.; And Others

1994-01-01

This article reviews issues and circumstances surrounding the death of a University of Louisville (Kentucky) dental school faculty member found to be positive for the human immunodeficiency virus. it addresses administrative aspects including public relations, patient relations, epidemiological review, and staff counseling. (MSE)

Children's Rights and School Psychology: Historical Perspective and Implications for the Profession

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Hart, Stuart N.; Hart, Brannon W.

2014-01-01

School psychology and children's rights have great potential, well beyond what has been realized, for advancing the best interests of children, their communities, and societies. A child rights approach infused into school psychology can significantly contribute to the fulfillment of this potential. To respect and illuminate these factors and…

Prevalence of Mindfulness Literature and Intervention in School Psychology Journals from 2006 to 2016

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Bender, Stacy L.; Roth, Rachel; Zielenski, Alicia; Longo, Zachary; Chermak, Ashley

2018-01-01

Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006-2016. The prevalence of mindfulness…

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

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Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.

African American Faculty in Social Work Schools: A Citation Analysis of Scholarship

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Huggins-Hoyt, Kimberly Y.

2018-01-01

Purpose: This study assessed the research productivity of African American faculty in the top 25 ranked schools of social work cited in the 2012 U.S. News and World Report. Method: Four citation metrics ("h"-index, "g"-index, age-weighted citation rate, and per author age-weighted citation rate) were examined. Results: Scholar…

What motivates occasional faculty developers to lead faculty development workshops? A qualitative study.

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O'Sullivan, Patricia S; Irby, David M

2015-11-01

The demand for faculty development is ongoing, and many medical schools will need to expand their pool of faculty developers to include physicians and scientists whose primary expertise is not education. Insight into what motivates occasional faculty developers can guide recruitment and retention strategies. This study was designed to understand the motivations of faculty developers who occasionally (one to three times each year) lead faculty development workshops. Qualitative data were collected in March and April 2012 from interviews with faculty developers who occasionally taught workshops from 2007 to 2012 in the University of California, San Francisco, School of Medicine's faculty development program. The interviews were audiotaped and transcribed. The authors thematically analyzed the transcripts using a general inductive approach and developed codes sensitized by motivation theories. The authors interviewed 29/30 (97%) occasional faculty developers and identified five themes: mastery (desire to learn and develop professionally), relatedness (enjoyment of working with and learning from others), duty (sense of obligation to give back and be a good academic citizen), purpose (commitment to improving local teaching and ultimately patient care), and satisfaction (fun and enjoyment). Four of the themes the authors found are well addressed in motivation theory literature: mastery, relatedness, duty, and purpose. Whereas these four are motivators for occasional faculty developers, it is the fifth theme-satisfaction-that the authors feel is foundational and links the others together. Armed with this understanding, individuals leading faculty development programs can develop strategies to recruit and retain occasional faculty developers.

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

Directory of Open Access Journals (Sweden)

Rahim Badri

2014-07-01

Full Text Available Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance, basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

Children's rights and school psychology: children's right to participation.

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Lansdown, Gerison; Jimerson, Shane R; Shahroozi, Reza

2014-02-01

The Convention on the Rights of the Child detailed an international imperative to fulfilling, protecting, and respecting the rights of every child. In particular, the Convention set out a clear mandate for guaranteeing opportunities for children to be heard on all matters of concern to them. The attainment of these goals involves respecting and valuing children as active participants in the educational process. If fully implemented, the right of children to express views and have them taken seriously, throughout the school environment, would represent one of the most profound transformations in moving towards a culture of respect for children's rights, for their dignity and citizenship, and for their capacities to contribute significantly towards their own well-being. These values and principles are consistent with those of the school psychology profession, thus, school psychologists are encouraged to be at the Center of the process advocating and actualizing the Convention in schools throughout the world. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Statistical Reform in School Psychology Research: A Synthesis

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Swaminathan, Hariharan; Rogers, H. Jane

2007-01-01

Statistical reform in school psychology research is discussed in terms of research designs, measurement issues, statistical modeling and analysis procedures, interpretation and reporting of statistical results, and finally statistics education.

The Legal Content of School Psychology Journals: A Systematic Survey

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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…

Is our medical school socially accountable? The case of Faculty of Medicine, Suez Canal University.

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Hosny, Somaya; Ghaly, Mona; Boelen, Charles

2015-04-01

Faculty of Medicine, Suez Canal University (FOM/SCU) was established as community oriented school with innovative educational strategies. Social accountability represents the commitment of the medical school towards the community it serves. To assess FOM/SCU compliance to social accountability using the "Conceptualization, Production, Usability" (CPU) model. FOM/SCU's practice was reviewed against CPU model parameters. CPU consists of three domains, 11 sections and 31 parameters. Data were collected through unstructured interviews with the main stakeholders and documents review since 2005 to 2013. FOM/SCU shows general compliance to the three domains of the CPU. Very good compliance was shown to the "P" domain of the model through FOM/SCU's innovative educational system, students and faculty members. More work is needed on the "C" and "U" domains. FOM/SCU complies with many parameters of the CPU model; however, more work should be accomplished to comply with some items in the C and U domains so that FOM/SCU can be recognized as a proactive socially accountable school.

Research Productivity in Top-Ranked Schools in Psychology and Social Work: Does Having a Research Culture Matter?

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Barner, John R.; Holosko, Michael J.; Thyer, Bruce A.; King, Steve, Jr.

2015-01-01

The "h"-index for all social work and psychology tenured or tenure-track faculty in the top 25 social work programs and psychology departments as ranked by "U.S. News and World Report" in 2012 and 2013, respectively, were obtained, permitting comparison of the scholarly influence between members (N = 1,939) of the two fields.…

Scientific research in school psychology: Leading researchers weigh in on its past, present, and future.

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McIntosh, Kent; Martinez, Rebecca S; Ty, Sophie V; McClain, Maryellen B

2013-06-01

A survey of established researchers in school psychology was conducted to reflect on the state of the science of school psychology research. A total of 54 members of the Society for the Study of School Psychology shared their perceptions of (a) the most significant findings of the past 25years that have influenced research and practice in school psychology, (b) current, exciting research topics, and (c) topics that are likely to guide the future of research in school psychology. Qualitative analyses revealed 6 major categories and 17 minor categories within the major categories. Four major categories were present across each of the three time periods: (a) Data-Informed Practices and their Implementation, (b) Theory Development, (c) Changing Role and Function, and (d) Biological Bases of Behavior. Additional major categories included Advances in Research Methodology and Psychometrics (found across past and present time periods) and There is Not One Single Most Important Idea (found during only the past time period). Quotations are provided to illustrate these categories and share the respondents' ideas in their own words. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

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Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

2000-06-01

Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

The Use of Professionalism Scenarios in the Medical School Interview Process: Faculty and Interviewee Perceptions

Directory of Open Access Journals (Sweden)

James Kleshinski, MD

2008-01-01

Full Text Available Purpose: The purpose of this study was to determine the impact of professionalism scenarios on the medical school admissions process from applicant and faculty perspectives. Specifically, do completing professionalism scenarios as part of the medical school interview process have an impact on both the interviewee’s and the faculty’s perception of the process and outcome?Method: Ninety-one faculty interviewed 199 applicants from January 2007 through April 2007 at The University of Toledo College of Medicine. All applicants were asked one standard professionalism scenario in each of their two interviews. A total of six scenarios were used for the entire interviewing season in rotation every two months. A survey was administered by an admissions office staff member to both the interviewed applicants as well as faculty who conducted interviews about how these scenarios impacted their interview experience.Results: Asking applicants to respond to professionalism scenarios during the interview was described as having a positive influence on their interview experience. This was also associated with leaving an impression on the applicant about what our institution values in its students and contributed an element of personal reflection about what will be expected of them in the medical profession. Applicants more often reported that asking questions about professionalism was an important aspect of the interview than did faculty. Overall, there was an association between the interviewer’s perception of the applicant’s response and the interviewer’s assessment of professionalism.Conclusions: Professionalism scenarios can be a worthwhile tool for use in the admissions process. The interview process should encourage participation from faculty who value this as an important component in the evaluation of an applicant. Determinants of faculty perception of the role of assessing professionalism in the interview process should be investigated in future

Evolving Nature of School Psychology in Alberta: Politics and Practice

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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…

Medical school deans' perceptions of organizational climate: useful indicators for advancement of women faculty and evaluation of a leadership program's impact.

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Dannels, Sharon; McLaughlin, Jean; Gleason, Katharine A; McDade, Sharon A; Richman, Rosalyn; Morahan, Page S

2009-01-01

The authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The usable response rate was 58% (n = 83/142). Deans perceived gender equity in organizational climate as neutral, improving, or attained on most items and deficient on four. Only three family-friendly policies/benefits were available at more than 68% of medical schools; several policies specifically designed to increase gender equity were available at fewer than 14%. Women deans reported significantly more frequent use than men (P = .032) of practices used to develop faculty leadership. Deans' impressions regarding the impact of ELAM alumnae on their schools was positive (M = 5.62 out of 7), with those having more fellows reporting greater benefit (P = .01). The deans felt the ELAM program had a very positive influence on its alumnae (M = 6.27) and increased their eligibility for promotion (M = 5.7). This study provides a unique window into the perceptions of medical school deans, important policy leaders at their institutions. Their opinion adds to previous studies of organizational climate focused on faculty perceptions. Deans perceive the organizational climate for women to be improving, but they believe that certain interventions are still needed. Women deans seem more proactive in their use of practices to develop leadership. Finally, deans provide an important third-party judgment for program evaluation of the ELAM leadership intervention, reporting a positive impact on its alumnae and their schools.

Teachers' Perceptions of Disruptive Behaviour in Schools: A Psychological Perspective

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Nash, Poppy; Schlösser, Annette; Scarr, Tanya

2016-01-01

This article reports on an investigation into school teachers' perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils,…

Law School Faculty Hiring under Title VII: How a Judge Might Decide a Disparate Impact Case.

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Redlich, Norman

1991-01-01

A judicial opinion concerning law school violations of Title VII of the Civil Rights Act of 1964 in faculty hiring is presented. The case concerns a black candidate rejected for an entry-level tenure-track position. Issues cited include the law school's mission and stated reasons for not hiring the candidate. (MSE)

"Forest Grove School District v. T.A." Supreme Court Case: Implications for School Psychology Practice

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Dixon, Shauna G.; Eusebio, Eleazar C.; Turton, William J.; Wright, Peter W. D.; Hale, James B.

2011-01-01

The 2009 "Forest Grove School District v. T.A." United States Supreme Court case could have significant implications for school psychology practice. The Court ruled that the parents of a student with a disability were entitled to private school tuition reimbursement even though T.A. had not been identified with a disability or previously…

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

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Klose, Laurie McGarry; Lasser, Jon; Reardon, Robert F.

2012-01-01

This preliminary, exploratory study examines the impact of select social psychological phenomena on school-based ethical decision-making of school psychologists. Responses to vignettes and hypothetical statements reflecting several social psychological phenomena were collected from 106 practicing school psychologists. Participants were asked to…

Climate Study of the Learning Environment for Faculty, Staff, and Students at a U.S. Dental School: Foundation for Culture Change.

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Murdoch-Kinch, C A; Duff, R E; Ramaswamy, V; Ester, T V; Sponseller, S A; Seeley, J A

2017-10-01

The aim of this study was to assess the culture and climate for diversity and inclusion and the humanistic learning environment for students, faculty, and staff at the University of Michigan School of Dentistry. From July 2014 to June 2015, two committees of 16 faculty members, staff members, and students, in partnership with trained program evaluators, used a participatory program evaluation (PPE) process to conduct the assessment using key informant interviews, surveys, and focus groups. The topics addressed were humanistic environment, learning environment, diversity and inclusion, microaggressions and bullying, and activities and space. All staff members, all faculty members (both full- and part-time), and all students in all four years were invited to participate in the parallel but distinctive versions of the survey from November 10 to 25, 2014. Response rates for each group were as follows: 50% (318/642) for students, 68% (217/320) for staff, and 40% (147/366) for faculty; numbers responding to individual items varied. Among the respondents, the majority (76% faculty, 67% staff, 80% students) agreed that the environment fostered learning and personal growth and that a humanistic environment was important (97% faculty, 95% staff, 94% students). Many reported having experienced/witnessed a micro-aggression or bullying. Many also reported having "ever had" dissatisfaction with the learning environment (44% faculty, 39% staff, 68% students). The students sought better relationships with the faculty; the staff and faculty members sought opportunities for professional development and mentoring. Recommendations included cultural sensitivity training, courses for interpersonal skills, leadership and team-building efforts, addressing microaggressions and bullying, creating opportunities for collaboration, and increasing diversity of faculty, staff, and students. These recommendations were incorporated into the school's strategic plan. In this study, a utilization

Stressors and psychological symptoms in students of medicine and allied health professions in Nigeria.

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Omigbodun, Olayinka O; Odukogbe, Akin-Tunde A; Omigbodun, Akinyinka O; Yusuf, O Bidemi; Bella, Tolulope T; Olayemi, Oladopo

2006-05-01

Studies suggest that high levels of stress and psychological morbidity occur in health care profession students. This study investigates stressors and psychological morbidity in students of medicine, dentistry, physiotherapy and nursing at the University of Ibadan. The students completed a questionnaire about their socio-demographic characteristics, perceived stressors and the 12-item General Health Questionnaire. Qualitative methods were used initially to categorise stressors. Data was then analysed using univariate and logistic regression to determine odds ratios and 95% confidence intervals. Medical and dental students were more likely to cite as stressors, overcrowding, strikes, excessive school work and lack of holidays while physiotherapy and nursing students focused on noisy environments, security and transportation. Medical and dental students (1.66; SD: 2.22) had significantly higher GHQ scores than the physiotherapy and nursing students (1.22; SD: 1.87) (t = 2.3; P = 0.022). Socio-demographic factors associated with psychological morbidity after logistic regression include being in a transition year of study, reporting financial distress and not being a 'Pentecostal Christian'. Although males were more likely to perceive financial and lecturer problems as stressors and females to perceive faculty strikes and overcrowding as source of stress, gender did not have any significant effect on psychological morbidity. Stressors associated with psychological distress in the students include excessive school work, congested classrooms, strikes by faculty, lack of laboratory equipment, family problems, insecurity, financial and health problems. Several identified stressors such as financial problems, academic pressures and their consequent effect on social life have an adverse effect on the mental health of students in this environment especially for students of medicine and dentistry. While stressors outside the reach of the school authorities are difficult to

Sexual orientation and gender identity in schools: A call for more research in school psychology-No more excuses.

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Espelage, Dorothy L

2016-02-01

Research focused on sexual orientation and gender identity among youth is scarce in school psychology journals. Graybill and Proctor (2016; this issue) found that across a sample of eight school support personnel journals only .3 to 3.0% of the articles since 2000 included lesbian, gay, bisexual, transgender (LGBT)-related research. It appears that special issues are a mechanism for publishing LGBT-related scholarship. This commentary includes a call for more research in school psychology and other related disciplines that intentionally addresses experiences of LGBT youth and their families. Two articles in this special section are summarized and critiqued with clear directions for future scholarship. Researchers and practitioners are ethically responsible for engaging in social justice oriented research and that includes assessing gender identity and sexual orientation in their studies and prevention program evaluations. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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

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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…

A Study of Organizational Identification of Faculty Members in Hong Kong Business Schools

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Tsui, Po Yung; Ngo, Hang-Yue

2015-01-01

The authors examine how four organizational antecedents affect the organizational identification (OI) and in-role and extra-role performance of Hong Kong business school faculty. OI was tested to be a mediator. The survey results indicated a high level of OI, consistent with the collectivist cultural value of Chinese employees. However, OI was…

The Perceived Relevance and Efficacy of a Graduate School Journal among Graduate Faculty and Training Directors

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Doran, Jennifer M.; Antonius, Daniel; Brown, Adam D.; Kriss, Alexander; Lehr, Evangeline Y. C.; Evans, Jason; Steele, Howard

2012-01-01

A total of 35 psychology department members from 21 universities assessed the relevance and efficacy of the "New School Psychology Bulletin" ("NSPB"), a graduate student journal, to training in psychology. Overall, a small sample of psychology department members viewed "NSPB" as an effective vehicle for student training. Perceptions among faculty…

School Psychology: Learning Lessons from History and Moving Forward

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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…

Racial Microaggressions and School Psychology Students: Who Gets Targeted and How Intern Supervisors Can Facilitate Racial Justice

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Proctor, Sherrie L.; Kyle, Jennifer; Lau, Cindy; Fefer, Keren; Fischetti, Jessica

2016-01-01

The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N = 228), the study examined if level of graduate training (i.e., interns…

Comments on "Distinguishing science from pseudoscience in school psychology:" Evidence-based interventions for grandiose bragging.

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Kratochwill, Thomas R

2012-02-01

The purpose of this article is to provide some perspectives on Lilienfeld, Ammirati, and David's (2012) paper on distinguishing science from pseudoscience in school psychology. In many respects their work represents an intervention for "grandiose bragging," a problem that has occasionally occurred when various non-evidence-based or discredited interventions receive sensationalized positive endorsement for adoption in school psychology practice. In this paper, the implications of the Lilienfeld et al. work are discussed within the context of the scientist-practitioner gap, scientific thinking and evaluation of scientific thinking, and negative results research. The authors have advanced our thinking on evidence-based practices in school psychology and education. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Exploring Neuropsychology: Seeking Evidence of Added Worth to School Psychology Practice

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Sassu, Kari A.; Gelbar, Nicholas W.; Bray, Melissa A.; Kehle, Thomas J.; Patwa, Shamim

2015-01-01

Historically, school psychological assessment has included the core elements of cognitive, academic, and behavioral indices. Neuropsychological assessment has included these and the additional elements of attention, memory, language, visual-spatial, motor, sensory, and executive functioning (American Psychological Association, 2006). With the…

The Effect of School Culture on Faculty Self-Efficacy in Distance Education in Taiwan

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Lin, Yu-Tsu

2010-01-01

This project examined higher education distance education, school culture, and teacher self-efficacy in Taiwan by using the modified existing instruments associated with Bandura's triadic reciprocal social cognition theory. Faculty were surveyed who are working on or interested in distance education in national universities and private…

Department Colleagues and Individual Faculty Publication Productivity.

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Braxton, John M.

1983-01-01

A survey of male Ph.D.s in chemistry and psychology at selective liberal arts colleges showed the publication rate of department colleagues to be positively related to current publication productivity of the focal faculty member. Colleagues influenced research activity of faculty with low prior research levels, but not higher prior levels.…

AACSB Standards and Accounting Faculty's Intellectual Contributions

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Lee, B. Brian; Quddus, Munir

2008-01-01

The authors performed a content analysis of intellectual contribution portfolios of accounting faculty at various business schools that Association to Advance Collegiate Schools of Business International recently accredited. The results showed a significant divergence in faculty research (e.g., areas, topics) and their teaching assignments. This…

Contingent self-worth moderates the relationship between school stressors and psychological stress responses.

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Ishizu, Kenichiro

2017-04-01

This study examined the moderating role of contingent self-worth on the relationships between school stressors and psychological stress responses among Japanese adolescents. A total of 371 Japanese junior high school students (184 boys and 187 girls, M age  = 12.79 years, SD = 0.71) completed the Japanese version of the Self-Worth Contingency Questionnaire and a mental health checklist at two points separated by a two-month interval. Hierarchical multiple regression analyses were then used to determine whether contingent self-worth moderated the relationship between school stressors and psychological stress responses. The results indicated that, when psychological stress responses were controlled for at Time 1, contingent self-worth did not predict the psychological stress responses at Time 2. However, a two-way interaction between contingent self-worth and stressors was found to significantly influence psychological stress responses, thus indicating that stressors had a stronger impact on psychological stress responses among those with high contingent self-worth compared to those with low contingent self-worth. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Academic Leaderships Views of School Psychology and Black Students: The Case of Historically Black Colleges and Universities

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Beeks, Amirah; Graves, Scott L., Jr.

2017-01-01

The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology…

Childhood psychological problems in school settings in rural Southern Africa.

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Melissa A Cortina

Full Text Available BACKGROUND: Many children can be exposed to multiple adversities in low and middle-income countries (LMICs placing them at potential risk of psychological problems. However, there is a paucity of research using large representative cohorts examining the psychological adjustment of children in school settings in these countries. Children's psychological adjustment has been shown to affect educational progress which is critical for their future. This study, based in a rural, socio-economically disadvantaged area of South Africa, aimed to examine the prevalence of children's psychological problems as well as possible risk and protective factors. METHODS: Rates of psychological problems in 10-12 year olds were examined using teacher- and child-report questionnaires. Data on children from 10 rural primary schools, selected by stratified random sampling, were linked to individual and household data from the Agincourt health and socio-demographic surveillance system collected from households over 15 years. RESULTS: A total of 1,025 children were assessed. Teachers identified high levels of behavioural and emotional problems (41%. Children reported lower, but substantial rates of anxiety/depression (14%, and significant post-traumatic stress symptoms (24%; almost a quarter felt unsafe in school. Risk factors included being a second-generation former refugee and being from a large household. Protective factors highlight the importance of maternal factors, such as being more educated and in a stable partnership. CONCLUSION: The high levels of psychological problems identified by teachers are a serious public health concern, as they are likely to impact negatively on children's education, particularly given the large class sizes and limited resources in rural LMIC settings. Despite the high levels of risk, a proportion of children were managing well and research to understand resilience could inform interventions.

Recurrent Respiratory Infections and Psychological Problems in Junior School Children

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Kelmanson, Igor A.

2015-01-01

Background: Recurrent respiratory infections (RRI) are among most common diseases in school-aged children. Little is known about possible associations between RRI and children psychological well-being. Aim: To study possible associations between RRI in junior school pupils and their emotional/behavioural characteristics. Methods: The RRI group…

Treatment Acceptability of Interventions Published in Six School Psychology Journals

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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…

Faculty Teaching Climate: Scale Construction and Initial Validation

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Knorek, John Kenneth

2012-01-01

The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and…

Moscow and St. Petersburgpsychological schools: from opposition to friendship

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Victor M. Allakhverdov

2016-09-01

Full Text Available The paper is an attempt to summarize the interaction of the two largest schools of psychology in Russia: the psychological schools of Moscow and St. Petersburg. The paper is a sketch dedicated to the 50th anniversary of the psychological faculties of Moscow and St. Petersburg, and should not be appreciated as a historical treatise. Tense ties between the psychological schools, that originate in the distant past, have gone through different historical stages. Slavophilevs Westernizer traditions affected the initial difference in these schoolsemerging into the opposition: either the human being is studied entirety with his/her vast subjective experience, but losing the reliability of our statements (peculiarity of Moscow school, or we study the human being accurately using objective methods, but losing the integrity of our ideas (peculiarity of St.-Petersburg school. Both psychological schools, having gone through the ups and downs, have retained their identity and their emphasis on research. Moscow scholars in their studies are aimed to larger issues and still rely on large-scale Vygotsky-Leontiev approach. Scholars of St.-Petersburgtouch upon more specific issues using empirical methods, but still continue with nostalgia and hope making plans about creating a common concept of human individual according to Ananiev. Nowadays between the two schools there is no opposition, but only one mutual love.

Race, Disadvantage and Faculty Experiences in Academic Medicine

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Cooper, Lisa A.; Carr, Phyllis

2010-01-01

ABSTRACT Background Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. Objective The study’s purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. Design The authors conducted a qualitative interview study in 2006–2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Participants Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. Approach We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Results Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership’s role in diversity goals; and financial hardship. Conclusions Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science

Race, disadvantage and faculty experiences in academic medicine.

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Pololi, Linda; Cooper, Lisa A; Carr, Phyllis

2010-12-01

Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. The study's purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. The authors conducted a qualitative interview study in 2006-2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership's role in diversity goals; and financial hardship. Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care.

Gender Differences in Business Faculty's Research Motivation

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Chen, Yining; Zhao, Qin

2013-01-01

The authors use expectancy theory to evaluate gender differences in key factors that motivate faculty to conduct research. Using faculty survey data collected from 320 faculty members at 10 business schools, they found that faculty members, both men and women, who displayed higher motivation were more productive in research. Among them, pretenured…

Developments in clinical neuropsychology: implications for school psychological services.

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Cleary, Michael J; Scott, Albert J

2011-01-01

According to the 2000 Report of the Surgeon General's Conference on Children's Mental Health, a significant percentage of children and adolescents have emotional or behavioral problems serious enough to merit a mental health diagnosis. The No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004 reemphasized the schools' importance in supporting cognitive and behavioral development in students, particularly those identified with learning problems. In this article, we examine the growing specialty of clinical neuropsychology and provide suggestions for integrating this field into school-based psychological services. This article provides a review of the neuropsychological bases for many childhood learning disorders and addresses how school psychologists can work with clinical neuropsychologists to better address the needs of exceptional children through neuropsychological testing. There is substantial neurological evidence for attention-deficit hyperactivity disorder as well as disorders of reading, language, and mathematics. Close collaborative partnerships between clinical neuropsychologists and school psychologists will help develop assessment protocols that are likely to result in more effective intervention services for students with neuropsychological conditions. Schools are being asked to support the physical, cognitive, and emotional development in students, particularly those identified with chronic physical and mental health challenges. Dissatisfaction with minimal screenings, the growing awareness of the neurology of learning disorders, and the passage of the Individuals With Disabilities Education Improvement Act of 2004 obliges all school-based mental health providers to consider how to fully integrate the tools of clinical neuropsychology into school-based psychological services. © 2011, American School Health Association.

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

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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…

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.

The Home-School Psychological Contract: Implications for Parental Involvement in Middle Schooling.

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Renihan, Patrick J.; Renihan, Frederick J.

1995-01-01

Contends that social change has created a need for parents and teachers to develop strategies to improve communication, mutual understanding, and effective ways to nurture and educate young adolescents. Addresses the psychological contract between school and home, strategies and stances, and considerations and strategies for strengthening the…

Bringing Psychological Science to the Forefront of Educational Policy: Collaborative Efforts of the American Psychological Association's Coalition for Psychology in the Schools and Education

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Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer

2008-01-01

The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…

Promoting Diversity through Program Websites: A Multicultural Content Analysis of School Psychology Program Websites

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Smith, Leann V.; Blake, Jamilia J.; Graves, Scott L.; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

2016-01-01

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to…

Facilitating Cross-Cultural Management Education through Global Faculty Exchanges

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Clinebell, Sharon K.; Kvedaraviciene, Ieva

2013-01-01

According to the AACSB International (Association to Advance Collegiate Schools of Business) (AACSB International, 2011), the next big transformational wave to hit business schools is globalization. Globalizing the faculty is one strategy for enhancing the globalization of business schools and using global faculty exchanges is one method to…

Familiarity and Sex Based Stereotypes on Instant Impressions of Male and Female Faculty

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Nadler, Joel T.; Berry, Seth A.; Stockdale, Margaret S.

2013-01-01

To address the stranger-to-stranger critique of stereotyping research, psychology students (n = 139) and law students (n = 58) rated photographs of familiar or unfamiliar male or female professors on competence. Results from Study 1 indicated that familiar male psychology faculty were rated as more competent than were familiar female faculty,…

Racial/Ethnic Minority Undergraduate Psychology Majors' Perceptions about School Psychology: Implications for Minority Recruitment

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Bocanegra, Joel O.; Newell, Markeda L.; Gubi, Aaron A.

2016-01-01

Racial and ethnic minorities are underrepresented within school psychology. Increased racial/ethnic diversity within university training programs has been shown to reduce prejudices and anxiety within students while increasing empathy for other racial/ethnic groups. The reduction of prejudices and anxiety and increased empathy for racial/ethnic…

Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

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Kidd, Terry; Davis, Trina; Larke, Patricia

2016-01-01

Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

Home-school Relations--An Exploration from the Perspective of Social Psychology.

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Pang, I-wah

2000-01-01

Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

Adolescents' psychological health and experiences with unwanted sexual behavior at school

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Timmerman, G

2004-01-01

This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated

Is there an emotional cost of completing high school? Ecological factors and psychological distress among LGBT homeless youth.

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Bidell, Markus P

2014-01-01

This study explored the nexus of home and school climate on the psychological distress of lesbian, gay, bisexual, and transgender (LGBT) homeless youth, as well as their experiences during high school. Of the LGBT homeless youth (N = 89) surveyed, 39.3% reported not completing high school. Most participants did not seek support from school staff nor did they report attending a school with a Gay-Straight Alliance. Significantly higher levels of psychological distress were found among high school graduates and those reporting LGBT harassment at home; however, harassment experienced at school was not statistically related to psychological distress. Findings are discussed.

Gratitude and Adolescents' Subjective Well-Being in School: The Multiple Mediating Roles of Basic Psychological Needs Satisfaction at School.

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Tian, Lili; Pi, Luyang; Huebner, E S; Du, Minmin

2016-01-01

Based on the relation between gratitude and general subjective well-being (SWB), and Basic Psychological Needs Theory (Ryan and Deci, 2000), the present study's aim was to use structural equation modeling to test the multiple mediational roles of the satisfaction of three basic psychological needs at school in accounting for the association between gratitude and SWB in school (school satisfaction, school affect) in adolescents. A total of 881 Chinese adolescents (427 males; Mean age = 12.97) completed a multi-measure questionnaire that tapped the targeted variables. Findings revealed that gratitude related significantly, positively to adolescents' SWB in school. Moreover, a multiple-mediators analysis suggested that relatedness and competence needs satisfaction at school mediated the relation between gratitude and SWB in school. Lastly, a multiple-mediators analysis also indicated that autonomy needs satisfaction mediated the relation between relatedness and competence needs and SWB in school. Limitations and practical applications of the study were discussed.

Gratitude and Adolescents’ Subjective Well-Being in School: The Multiple Mediating Roles of Basic Psychological Needs Satisfaction at School

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Tian, Lili; Pi, Luyang; Huebner, E. S.; Du, Minmin

2016-01-01

Based on the relation between gratitude and general subjective well-being (SWB), and Basic Psychological Needs Theory (Ryan and Deci, 2000), the present study’s aim was to use structural equation modeling to test the multiple mediational roles of the satisfaction of three basic psychological needs at school in accounting for the association between gratitude and SWB in school (school satisfaction, school affect) in adolescents. A total of 881 Chinese adolescents (427 males; Mean age = 12.97) completed a multi-measure questionnaire that tapped the targeted variables. Findings revealed that gratitude related significantly, positively to adolescents’ SWB in school. Moreover, a multiple-mediators analysis suggested that relatedness and competence needs satisfaction at school mediated the relation between gratitude and SWB in school. Lastly, a multiple-mediators analysis also indicated that autonomy needs satisfaction mediated the relation between relatedness and competence needs and SWB in school. Limitations and practical applications of the study were discussed. PMID:27708601

The Legal Quality of Articles Published in School Psychology Journals: An Initial Report Card

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Zirkel, Perry A.

2014-01-01

As a follow-up to a companion study (Zaheer & Zirkel, in press) that focused on the legal content in school psychology, this analysis examined legal quality. The companion study found that only 35 of the more than 7,000 articles in five leading journals of school psychology for the period 1970-2013 met rather relaxed standards for being law…

Long working hours and psychological distress among school teachers in Japan.

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Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

2015-01-01

Long working hours have the possibility to influence human health. In Japan, it is well known that teachers have long working hours, and the number of leaves of absence due to mental disorders among public school teachers increased from 2,687 in 2002 to 4,960 in 2012. The aim of this study was to investigate the association between long working hours and psychological distress among school teachers. This cross-sectional study was conducted from mid-July to September in 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics, including working hours, and responses to the General Health Questionnaire-28 were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and psychological distress by gender. Of the 1,245 teachers contacted, 558 (44.8%) responded. After excluding responses with missing data, the final sample included 522 teachers (337 males and 185 females). Psychological distress was identified in 47.8% of males and 57.8% of females. Our results showed a significantly increased risk only in males working >60 hours per week (adjusted OR=4.71 [95% CI 2.04-11.56]) compared with those working ≤40 hours per week. There were no significant associations between long working hours and psychological distress for females. There is a significant association between long working hours and psychological distress in male teachers. However, the causal relationship remains unclear. Further studies such as cohort studies with large sample sizes are needed.

Scholarly productivity for nursing clinical track faculty.

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Tschannen, Dana; Anderson, Christine; Strobbe, Stephen; Bay, Esther; Bigelow, April; Dahlem, Chin Hwa Gina Y; Gosselin, Ann K; Pollard, Jennifer; Seng, Julia S

2014-01-01

Recent years have yielded substantial advancement by clinical track faculty in cohort expansion and collective contributions to the discipline of nursing. As a result, standards for progression and promotion for clinical faculty need to be more fully developed, articulated, and disseminated. Our school formed a task force to examine benchmarks for the progression and promotion of clinical faculty across schools of nursing, with the goal of guiding faculty, reviewers, and decision makers about what constitutes excellence in scholarly productivity. Results from analyses of curriculum vitae of clinical professors or associate professors at six universities with high research activity revealed a variety of productivity among clinical track members, which included notable diversity in the types of scholarly products. Findings from this project help quantify types of scholarship for clinical faculty at the time of promotion. This work provides a springboard for greater understanding of the contributions of clinical track faculty to nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.

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

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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…

FORMATION OF SCHOOL MANAGERS: THEORETICAL-PRACTICAL CONTRIBUTIONS OF HISTORICAL-CULTURAL PSYCHOLOGY

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Larissa Figueiredo Salmen Seixlack Bulhões

2017-12-01

Full Text Available This work reports the experience of training school managers based on the theoretical assumptions of historical-cultural psychology. The intervention took place as one of the actions of the Project Education Without Borders (PESF - a partnership between the Municipal Secretary of Education and the psychology department of a state University of São Paulo in assisting schools that have low IDEB (Basic Education Development Index. Study meetings were held monthly with the managers of the six participating schools and with representatives of the pedagogical department of the Municipal Secretary of Education. The themes of the meetings were established based on the demand of the group, which chose as study goals: 1. understanding the production of motives and interests for the students' learning and 2. understanding how the study activity is formed and developed as a main activity at school age. As a strategy of theoretical-practical articulation, the proposition of study tasks on the themes discussed in each meeting was adopted. As a reference, the concept of study task of Davydov and Markova (1987 was used. The results point out that the application of the theoretical assumptions of historical-cultural psychology to the concrete demands of the organization of teaching in the daily school life makes it possible to overcome the traditional dichotomy between theory and practice in teacher education and promotes the construction of new guidelines for pedagogical practice.

Experimental Research in School Psychology Internationally: An Assessment of Journal Publications and Implications for Internationalization

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Begeny, John C.; Levy, Rebecca A.; Hida, Rahma; Norwalk, Kate

2018-01-01

Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and…

Organizational climate and family life: how these factors affect the status of women faculty at one medical school.

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Shollen, S Lynn; Bland, Carole J; Finstad, Deborah A; Taylor, Anne L

2009-01-01

To compare men and women faculty's family situations and perceptions of organizational climate. In 2005, the authors sent an electronic survey to full-time faculty at the University of Minnesota Medical School to assess their perceptions of professional relationships, mentoring, obstacles to satisfaction, policies, circumstances that contribute to departure, gender equality, family situations, and work life. Of 615 faculty, 354 (57%) responded. Women and men were equally productive and worked similar total hours. Women were less likely to have partners/spouses, were more likely to have partners/spouses who were employed, and devoted more time to household tasks. Compared with men, women reported more experience with obstacles to career success and satisfaction and with circumstances that contribute to departure. More women than men perceived that they were expected to represent the perspective of their gender, that they were constantly under scrutiny by colleagues, that they worked harder than colleagues worked in order to be perceived as legitimate, and that there were "unwritten rules" and bias against women. Few faculty reported overt discrimination; however, more women than men perceived gender discrimination in promotion, salary, space/resources, access to administrative staff, and graduate student/fellow assignment. Work-life and family-life factors served as obstacles to satisfaction and retention of the women faculty studied. Many of these factors reflect challenges attributable to subtle gender bias and the intersection of work and family life. The authors provide examples showing that medical schools can implement policy changes that support faculty who must balance work and family responsibilities. Identification and elimination of gender bias in areas such as promotion, salary, and resource allocation is essential.

Clinical Reasoning in School Psychology: From Assessment to Intervention

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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…

Faculty self-reported experience with racial and ethnic discrimination in academic medicine.

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Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

2004-03-01

Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. A 177-item self-administered mailed survey of U.S. medical school faculty. Twenty-four randomly selected medical schools in the contiguous United States. A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. Frequency of self-reported experiences of racial/ethnic bias and discrimination. The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% non-underrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P discrimination achieved academic productivity similar to that of other faculty.

Research funding expectations as a function of faculty teaching/administrative workload.

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Surratt, Christopher K; Kamal, Khalid M; Wildfong, Peter L D

2011-06-01

Persistent faculty shortages at US pharmacy schools make faculty recruitment and retention a perennial priority. The literature indicates that a key retention issue is whether the faculty member's scholarship is compromised because of a heavy teaching or service workload. Assess US pharmacy faculty perceptions concerning their views of appropriate expectations of research grant support given their teaching/administrative workloads. Data and opinions were collected using a multiple-choice, cross-sectional survey instrument (SurveyMonkey®; Menlo Park, CA), e-mailed to 1047 faculty members, randomly selected from all Accreditation Council of Pharmacy Education (ACPE)-accredited US pharmacy schools. Statistical analyses were performed using SPSS® (Chicago, IL) for Windows, Version 17.0. Of the researcher respondents, a majority felt that the amount of teaching expected was too much to be a competitive researcher. Teaching commitment was found more likely to increase than decrease after achieving tenure. Reported new faculty start-up funding was well below that typically found at nonpharmacy research schools. This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group, and to help pharmacy schools improve in faculty recruitment and retention. The survey findings may assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which in turn may help attract more pharmaceutical scientists to academic pharmacy positions. Copyright © 2011 Elsevier Inc. All rights reserved.

Investigation of Social Cognitive Career Theory for Minority Recruitment in School Psychology

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Bocanegra, Joel O.; Gubi, Aaron A.; Cappaert, Kevin J.

2016-01-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less…

Physical Activity and Psychological Correlates during an After-School Running Club

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Kahan, David; McKenzie, Thomas L.

2018-01-01

Background: After-school programs (ASPs) have the potential to contribute to moderate-to-vigorous physical activity (MVPA), but there is limited empirical evidence to guide their development and implementation. Purpose: This study assessed the replication of an elementary school running program and identified psychological correlates of children's…

Barriers to Implementing Treatment Integrity Procedures in School Psychology Research: Survey of Treatment Outcome Researchers

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Sanetti, Lisa M. Hagermoser; DiGennaro Reed, Florence D.

2012-01-01

Treatment integrity data are essential to drawing valid conclusions in treatment outcome studies. Such data, however, are not always included in peer-reviewed research articles in school psychology or related fields. To gain a better understanding of why treatment integrity data are lacking in the school psychology research, we surveyed the…

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

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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…

School Psychology Research and Practice in East Asia: Perspectives on the Past, Present, and Future Directions of the Field

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Brown, Jacqueline A.; Watanabe, Yayoi; Lee, Dong Hun; McIntosh, Kent

2016-01-01

To engage in a comparison of school psychology research and practice in eastern and western countries, the current study sought to identify key themes that have influenced the field of school psychology in East Asian countries. Forty-six leading school psychology professionals in Japan, Hong Kong, South Korea, Thailand, and Taiwan provided their…

Psychological and School Functioning of Latino Siblings of Children with Intellectual Disability

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Lobato, Debra; Kao, Barbara; Plante, Wendy; Seifer, Ronald; Grullon, Edicta; Cheas, Lydia; Canino, Glorisa

2011-01-01

Background: Siblings of children with disabilities are at risk for internalizing psychological disorders; however, little is known about how culture influences this effect. This study examined the psychological and school functioning of Latino siblings of children with intellectual disability (ID). Methods: Participants were 100 Latino (L) and…

Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

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Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

2014-07-01

The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

Perceptions of University Mission Statement and Person-Environment Fit by Osteopathic Medical School Faculty and Staff

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Poppre, Beth Anne Edwards

2017-01-01

Understanding how university medical school faculty and staff perceive the institution's mission statement, in conjunction with their person-environment fit, can provide administration with useful insight into: employee's match to the institution's mission statement, employee level of organizational commitment, and reasons for retention. This…

Institutions Offering Graduate Training in School Psychology: 1973-1974

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Bardon, Jack I.; Wenger, Ralph D.

1974-01-01

This compilation of graduate programs in school psychology from 180 institutions in U.S. and Canada includes: (1) names and address of institution; (2) responsible administrative unit; (3) degree(s) conferred; (4) type and quantity of financial assistance; and (5) program emphasis. (HMV)

Adolescents' Psychological Health and Experiences with Unwanted Sexual Behavior at School

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Timmerman, Greetje

2004-01-01

This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated included psychosomatic problems and self-esteem. It…

Psychological wellbeing and self-esteem in students across the transition between secondary school and university: A longitudinal study

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Malinauskas Romualdas

2017-01-01

Full Text Available This longitudinal study investigated the psychological wellbeing and self-esteem of students during the transition between secondary school and university. The sample comprised 197 students (82 male; 115 female. The mean age of the students at the start of the study was 18.54 years (SD = 0.78. Students completed measures of psychological wellbeing (Ryff Psychological Wellbeing Scale and self-esteem (Rosenberg Self-esteem Scale during their final year of secondary school and again at the start of their university studies. Repeated measures (RM multivariate analysis of variance (MANOVA was used to investigate how transition status and gender affected aspects of psychological wellbeing and self-esteem. Multivariate analysis showed main effect of the transition from school to university on psychological wellbeing and self-esteem. Univariate analysis indicated that psychological wellbeing was higher at the start of university studies than during the final year of secondary school, but failed to confirm the effect of the transition on self-esteem. Gender by transition status interactions for two psychological wellbeing dimensions (autonomy and purpose in life were found.

Toward a Framework for Translational Research in School Psychology

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Edwards, Oliver W.

2017-01-01

This article addresses a translational research framework for school psychology. Translational research uses outcomes of basic and applied science to enhance the overall well-being of persons. This transdisciplinary framework connects disciplines and uses their resources, capacities, systems, and procedures to advance prevention, intervention, and…

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

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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.…

What can an intern of psychology do at school? Discussing the practice and professional education

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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.

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

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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.

An Investigation of Mentoring and Socialization among Law Faculty

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Haynes, Ray K.; Petrosko, Joseph M.

2009-01-01

This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis…

The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

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Geijsel, Femke P.; Sleegers, Peter J. C.; Stoel, Reinoud D.; Kruger, Meta L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

Sport Psychology Teaching Approaches for High School Coaches and Their Student-Athletes

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Gilbert, Jenelle N.

2017-01-01

Coaches lacking a formal background in sport psychology may shy away from teaching these skills in favor of teaching physical skills with which they are more familiar. Other coaches may assume that athletes will learn sport psychology skills as a byproduct of their coaching pedagogy. Regardless, high school coaches are responsible for teaching…

Survey of career satisfaction, lifestyle, and stress levels among pharmacy school faculty.

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Lindfelt, Tristan A; Ip, Eric J; Barnett, Mitchell J

2015-09-15

U.S. pharmacy school faculty were surveyed to assess their career satisfaction, lifestyle, and stress levels. A 48-item survey, administered through Qualtrics (Provo, UT), was sent to current members of the American Association of Colleges of Pharmacy and included questions regarding respondents' academic institution and appointment status; lifestyle traits; career satisfaction; work-life balance; neurologic and psychiatric diagnoses; use of illicit drugs, alcohol, and tobacco; and stress levels. of the 4787 faculty invited to participate in the survey, 811 usable surveys were collected (16.9% response rate). Nearly all respondents (95.0%) reported working 40 or more hours per week. The majority had an average daily one-way commute of less than 30 minutes (64.2%), slept 5.5-7.5 hours per night (74.8%), and exercised for no more than 120 minutes per week (61.8%). A majority of respondents (63.7%) reported being very or extremely satisfied with their current position in academia. Only 36.9% reported being very or extremely satisfied with their work-life balance. Mean perceived stress scores were near those found in the general adult population. Although most respondents reported seeing a primary care provider and dentist annually, other findings regarding preventive health measures were not as encouraging. A survey of pharmacy faculty in the United States revealed high levels of job satisfaction among respondents, but lower levels of satisfaction with work-life balance and comparable levels of stress to the general population were found. Administrators and stakeholders should explore options to improve lifestyle factors to decrease potential burnout among faculty. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.

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van der Hoeven, Dharini; van der Hoeven, Ransome; Zhu, Liang; Busaidy, Kamal; Quock, Ryan L

2018-04-01

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about

Senior Law Faculty Attitudes toward Retirement.

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Day, David S.; And Others

1991-01-01

This article examines the retirement plans and personal characteristics of 273 senior law school faculty, focusing on health status, income, job satisfaction, and preferred age of retirement. The study suggests that early retirement incentives and a "senior faculty" alternative to full retirement are positive institutional options. (DB)

Linking medical faculty stress/burnout to willingness to implement medical school curriculum change: a preliminary investigation.

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Arvandi, Zeinab; Emami, Amirhossein; Zarghi, Nazila; Alavinia, Seyed Mohammad; Shirazi, Mandana; Parikh, Sagar V

2016-02-01

Balancing administrative demands from the medical school while providing patient support and seeking academic advancement can cause personal hardship that ranges from high stress to clinically recognizable conditions such as burnout. Regarding the importance of clinical faculties' burnout and its effects on different aspects of their professional career, this study was conducted and aimed to evaluate the relationship between willingness to change teaching approaches as characterized by a modified stage-of-change model and measures of stress and burnout. This descriptive analytic study was conducted on 143 clinical faculty members of Tehran University of Medical Sciences in Iran. Participants were asked to complete three questionnaires: a modified stages of change questionnaire the Maslach Burnout Inventory and the General Health Questionnaire. Data were analysed by SPSS: 16 using non-parametric statistical tests such as multiple regression and ICC (intra-class coefficient) and Spearman correlation coefficient test. A significant relationship was found between faculty members' readiness to change teaching approaches and the subscales of occupational burnout. Specifically, participants with low occupational burnout were more likely to be in the action stage, while those with high burnout were in the attitude or intention stage, which could be understood as not being ready to implement change. There was no significant correlation between general health scores and stage of change. We found it feasible to measure stages of change as well as stress/burnout in academic doctors. Occupational burnout directly reduces the readiness to change. To have successful academic reform in medical schools, it therefore would be beneficial to assess and manage occupational burnout among clinical faculty members. © 2015 John Wiley & Sons, Ltd.

Body image and psychological well-being in adolescents: the relationship between gender and school type.

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Delfabbro, Paul H; Winefield, Anthony H; Anderson, Sarah; Hammarström, Anne; Winefield, Helen

2011-01-01

Adolescents (N=1281; M age = 15.2 years, SD = 0.51 years) from a state-wide sample of schools provided information about their psychological well-being, family functioning, extraversion, and perceived physical attractiveness and weight, using a questionnaire completed at school. Consistent with previous research, girls were significantly more likely than boys to be dissatisfied with their weight and physical appearance, and these factors explained significantly more variation in self-esteem than in life satisfaction or other measures of psychological well-being. The strong relationship between body dissatisfaction and self-esteem for adolescent girls was not moderated by school type (single sex or educational). However, girls who were dissatisfied but psychologically well adjusted tended to be more extraverted, have more close friends and receive greater family support.

Pediatric Psychology: Applications to the Schools Needs of Children with Health Disorders.

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Perry, Joseph D.; Flanagan, William K.

1986-01-01

A review of pediatric psychology considers interventions by school personnel to promote the school adjustment of children with serious medical illness. Psychosocial and educational impacts of cancer, spina bifida, enuresis, and encopresis are discussed; and suggestions for managing children with chronic health disorders, serious illness, and…

A Modified Content Analysis of Existing School Psychology Reports

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Mallin, Barry; Schellenberg, Miriam E.; Smith, Christiane

2012-01-01

Discrepancies between our university's training program's report-writing guidelines and common practice in Manitoba could not be resolved by reference to the literature. To inform the discussion, we collected a sample of local real world school psychology reports and undertook a modified content analysis to operationally define and measure…

Understanding the Development of School Psychology Services in the Republic of Taiwan

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Wang, Yuanyuan; D'Amato, Rik Carl

2013-01-01

School psychology is one of the most important fields within applied psychology, which is closely related to education and as a developing specialty it is important to be considered. Taiwan is an important Western ally and is highly developed in many ways. Taiwan is influenced by both Western and Eastern cultures, and this has inevitably impacted…

Personality and Graduate Academic Performance among Counselor Education and School Psychology Students

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Ding, Yi; Laux, John; Salyers, Kathleen; Kozelka, Susan

2017-01-01

General personality was assessed of 104 graduate students in school counseling, mental health counseling, and school psychology programs in the United States using the Big Five model of personality domains. The students in three programs reported similarities and differences in their preference and performance in domain knowledge, with more…

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

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Kaas, Felicia M.

2017-01-01

The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology…

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

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Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

Academic PHD School at Faculty of Agriculture in Tirana, Albania.

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Bijo, B; Hoda, A; Thamaj, F

2010-01-01

Agricultural University of Tirana (AUT) is one of 12 public Universities in Albania. There are five Faculties within AUT. The study courses in AUT except of Faculty of Veterinary Medicine, are organized in three levels. Courses of the first level offer the fundamental knowledge. The students at the end of this cycle own 180 credits and obtain a first level diploma. In the second level study courses, the students get deeper theoretical and practical knowledge and modules are spread across 120 credits. At the end of this level the students obtain a second level diploma, according to the study course. In FVM, the study courses are organized as integrated program of second level that is spread across 300 credits. The students, who have finished the first level course, may go further in "Master of First level" for a professional training, where they do obtain 60 credits. The program of third cycle includes the courses of "Master of Second level" and the programs of PhD. The course of "Master of second level" is offered to the students who have achieved a Diploma of Second Level, and the students get deeper knowledge of scientific and professional character and do obtain at least 60 credits. PhD programs have totally an academic character. The principal aspect is the research and independent scientific activity. This program can be followed by the students who have a diploma of second level, or a diploma of "Master of Second level". The PhD program is organized in four years. The first year, consists of theoretical knowledge of the students. The second year is mainly research. The third year is research, data manipulation, publications, oral presentations and the last year is compilation of PhD thesis, its presentation and defense. Here is presented newly established doctoral school at Faculty of Agriculture and Environment.

Recruitment and retention of Native American graduate students in school psychology.

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Goforth, Anisa N; Brown, Jacqueline A; Machek, Greg R; Swaney, Gyda

2016-09-01

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Psychological Challenges Affecting Primary School Going Orphans In Wanganui Community Zimbabwe.

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Mbwirire John

2017-04-01

Full Text Available This study sought to identify psychological challenges affecting primary school orphans in Wanganui Community in Zimbabwe. The study employed a mixed method approach combining questionnaires with teachers and care givers interview sessions with orphans and in-depth interviews with community socialdevelopment worker. The study finds that lack of love lack of attention and withdrawal were the main signs and symptoms of psychological challenge in the community. The study revealed that the term and symptoms of psychological challenges were understood differently between African context and Western context. The study recommended that action must be taken as soon as possible once the signs and symptoms which include lack of love lack of attention to rectify the psychological challenges faced by the community.

Advancing science, practice, and policy relevant to school psychology.

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Jimerson, Shane R

2013-03-01

The purpose of this editorial to inform both readers and potential authors, the editor provides a few details relevant to the School Psychology Quarterly (SPQ) including: the mission, contemporary context, the new emphases of SPQ, the editorial board, and advice for authors. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Canadian Innovation: A Brief History of Canada's First Online School Psychology Graduate Program

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Drefs, Michelle A.; Schroeder, Meadow; Hiebert, Bryan; Panayotidis, E. Lisa; Winters, Katherine; Kerr, Jamie

2015-01-01

This article presents a brief historical review and survey of the current landscape of online graduate psychology programs within the Canadian context. Specific focus is given to outlining the establishment and evolution of the first Canadian online professional specialization program in school psychology. The article argues that given the virtual…

Predictors of early faculty attrition at one Academic Medical Center.

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Bucklin, Brenda A; Valley, Morgan; Welch, Cheryl; Tran, Zung Vu; Lowenstein, Steven R

2014-02-10

Faculty turnover threatens the research, teaching and clinical missions of medical schools. We measured early attrition among newly-hired medical school faculty and identified personal and institutional factors associated with early attrition. This retrospective cohort study identified faculty hired during the 2005-2006 academic year at one school. Three-year attrition rates were measured. A 40-question electronic survey measured demographics, career satisfaction, faculty responsibilities, institutional/departmental support, and reasons for resignation. Odds ratios (ORs) and 95 percent confidence intervals (95% CI) identified variables associated with early attrition. Of 139 faculty, 34% (95% CI = 26-42%) resigned within three years of hire. Attrition was associated with: perceived failure of the Department Chair to foster a climate of teaching, research, and service (OR = 6.03; 95% CI: 1.84, 19.69), inclusiveness, respect, and open communication (OR = 3.21; 95% CI: 1.04, 9.98). Lack of professional development of the faculty member (OR = 3.84; 95% CI: 1.25, 11.81); institutional recognition and support for excellence in teaching (OR = 2.96; 95% CI: 0.78, 11.19) and clinical care (OR = 3.87; 95% CI: 1.04, 14.41); and >50% of professional time devoted to patient care (OR = 3.93; 95% CI: 1.29, 11.93) predicted attrition. Gender, race, ethnicity, academic degree, department type and tenure status did not predict early attrition. Of still-active faculty, an additional 27 (48.2%, 95% CI: 35.8, 61.0) reported considering resignation within the 5 years. In this pilot study, one-third of new faculty resigned within 3 years of hire. Greater awareness of predictors of early attrition may help schools identify threats to faculty career satisfaction and retention.

Community-based dental education and the importance of faculty development.

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McAndrew, Maureen

2010-09-01

Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

Exploring Job Satisfaction of Nursing Faculty: Theoretical Approaches.

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Wang, Yingchen; Liesveld, Judy

2015-01-01

The Future of Nursing report identified the shortage of nursing faculty as 1 of the barriers to nursing education. In light of this, it is becoming increasingly important to understand the work-life of nursing faculty. The current research focused on job satisfaction of nursing faculty from 4 theoretical perspectives: human capital theory, which emphasizes the expected monetary and nonmonetary returns for any career choices; structural theory, which emphasizes the impact of institutional features on job satisfaction; positive extrinsic environment by self-determination theory, which asserts that a positive extrinsic environment promotes competency and effective outcomes at work; and psychological theory, which emphasizes the proposed relationship between job performance and satisfaction. In addition to the measures for human capital theory, institutional variables (from structural theory and self-determination theory), and productivity measures (from psychological theory), the authors also selected sets of variables for personal characteristics to investigate their effects on job satisfaction. The results indicated that variables related to human capital theory, especially salary, contributed the most to job satisfaction, followed by those related to institutional variables. Personal variables and productivity variables as a whole contributed as well. The only other variable with marginal significance was faculty's perception of institutional support for teaching. Published by Elsevier Inc.

Business Students' Ethical Evaluations of Faculty Misconduct

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Valentine, Sean; Kidwell, Roland E.

2008-01-01

Purpose: This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were…

[A contribution to the needs assessment of faculty development measures in medical schools].

Science.gov (United States)

Raupach, Tobias; Spering, Christopher; Bäumler, Christine; Burckhardt, Gerhard; Trümper, Lorenz; Pukrop, Tobias

2009-11-15

In addition to patient care and research activity, physicians working in medical school hospitals serve as teachers in undergraduate medical education. However, teaching qualifications of German university hospital physicians have not been studied in great detail. In January 2009, medical students as well as physicians involved in medical teaching at Göttingen Medical School, Germany, were invited to complete an online survey addressing their views on clinical teachers' educational skills. In addition, physicians' motivation to engage in pedagogical training was assessed. During a 12-day period, 359 students and 126 physicians involved in undergraduate medical education completed the survey. The latter did not feel well prepared for their teaching activities. At the same time, they expressed the willingness to improve their teaching skills. Students felt that, across all instructional methods, teachers would benefit from teacher training programs. In order to improve undergraduate education for future physicians, politicians and local representatives alike must set the scene for the implementation of faculty development measures in German medical schools.

The role of cultural diversity climate in recruitment, promotion, and retention of faculty in academic medicine.

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Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-07-01

Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. Qualitative study using focus groups and semi-structured interviews. Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity

Faculty Preparedness in Geriatric Optometry Education.

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Mancil, Gary L.; And Others

1995-01-01

A survey of chief academic officers and faculty (n=27) in 16 schools of optometry found that, since 1986, there has been a 75% increase in institutions requiring coursework in geriatric optometry and an 83% increase in those offering continuing professional education in this field. However, 67% of faculty report no formal training. Three faculty…

Perception of tobacco use prevention and cessation among faculty members in Latin American and Caribbean dental schools.

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Tamí-Maury, Irene; Aigner, Carrie J; Hong, Judy; Strom, Sara; Chambers, Mark S; Gritz, Ellen R

2014-12-01

Rates of tobacco use are increasing in the regions of Latin America and the Caribbean (LAC). Unfortunately, tobacco cessation education is not a standard component of the dental curriculum in LAC dental schools. The objective of this study was to identify the perceptions of LAC dental faculty members regarding the tobacco use prevention and cessation (TUPAC) competencies that should be addressed in the dental curricula. Dental deans and faculty completed a web-based questionnaire in Spanish, Portuguese, French, or English. The questionnaire contained 32 competencies grouped into the five A's (Ask, Advise, Assess, Assist, and Arrange) of tobacco cessation and six supplementary questions for identifying barriers to providing TUPAC education to dental students. Respondents indicated the degree to which they believed each competency should be incorporated into the dental curricula using a five-point Likert scale ("1" = strongly disagree to "5" = strongly agree). Responses were obtained from 390 faculty members (66 % South America, 18 % Mexico/Central America, 16 % the Caribbean). Of the respondents, 2, 12, and 83 % reported that smoking was allowed in clinical environments, other indoor environments, and outdoor environments of their dental schools, respectively. Mean importance ratings for each of the competencies were as follows: Ask (4.71), Advise (4.54), Assess (4.41), Assist (4.07), and Arrange (4.01). Overall, LAC dental educators agree that TUPAC training should be incorporated into the dental curricula. Assist and Arrange competencies were rated lower, relative to other competencies. Tobacco use among dental educators and high rates of on-campus smoking could potentially pose barriers to promoting cessation interventions in the LAC dental schools.

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"

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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…

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

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Proctor, Sherrie L.; Simpson, Chamane M.; Levin, Jacqueline; Hackimer, Laura

2014-01-01

Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school…

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

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Brown, Jacqueline A.; Jimerson, Shane R.

2015-01-01

Although the field of school psychology continues to develop rapidly, few recent studies have examined how it is directly affected by a country's economy and education. This study examined the effect of gross domestic product, public spending on education, and public support for education on the ratio of school psychologists to students, level of…

Self-directed learning: Status of final-year students and perceptions of selected faculty leadership in a Nigerian medical school – a mixed analysis study

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T E Nottidge

2017-03-01

Full Text Available Background. Self-directed learning (SDL is the essential mechanism of lifelong learning, which, in turn, is required for medical professionals to maintain competency because of advancing technology and constantly evolving disease care and contexts. Yet, most Nigerian medical schools do not actively promote SDL skills for medical students. Objective. To evaluate the status of SDL behaviour among final-year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. Methods. A mixed research method was used, with a survey consisting of a validated Likert-based self-rating scale for SDL (SRSSDL to assess students’ SDL behaviour. Focus group discussions with selected faculty leaders were thematically analysed to assess their perceptions of SDL. Results. The medical students reported moderate SDL behaviour, contrary to faculty, who considered their students’ SDL behaviour to be low. Faculty leadership further defined SDL as the self-motivated student demonstrating initiative in learning under the guidance of teachers, who use interactive forums for teaching. Furthermore, teachers and students should partner towards the goal of ensuring that student learning takes place. Teachers expressed concerns about SDL methods in medical schools owing to the fear that this will require medical students to teach themselves medicine without expert guidance from teachers. Conclusion. This study suggests that final-year students have a low to moderate level of SDL behaviour. The index faculty are willing to develop teacherguided self-motivated learning for their students, rather than strict SDL. Faculty should be concerned about this behaviour and should encourage SDL in such a way that students realise its benefits to become lifelong learners. Further study of the perceptions about self-regulated learning are recommended.

Burnout in Female Faculty Members.

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Cassidy-Vu, Lisa; Beck, Keli; Moore, Justin B

2017-04-01

Despite approximately equal numbers of male and female medical school graduates, women are entering academic medicine at a lower rate than their male colleagues. Of those who do assume a faculty position, female faculty members report higher levels of burnout, often attributable to gender-specific difficulties in clinical expectations and maintenance of work-life balance. Many of these struggles are attributable to issues that are amenable to supportive policies, but these policies are inconsistent in their availability and practice. This commentary presents evidence for inconsistencies in the day-to-day experience of female faculty members, and proposes solutions for the mitigation of the challenges experienced more often by female faculty members with the goal of diversifying and strengthening academic medicine.

Psychological Impact of Cyber-Bullying: Implications for School Counsellors

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Nordahl, Jennifer; Beran, Tanya; Dittrick, Crystal J.

2013-01-01

Cyber-bullying is a significant problem for children today. This study provides evidence of the psychological impact of cyber-bullying among victimized children ages 10 to 17 years (M = 12.48, SD = 1.79) from 23 urban schools in a western province of Canada (N = 239). Students who were cyber-bullied reported high levels of anxious,…

Financial conflicts of interest and the ethical obligations of medical school faculty and the profession.

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Austad, Kirsten; Brendel, David H; Brendel, Rebecca W

2010-01-01

Despite their potential benefits, relationships linking medical school faculty and the pharmaceutical and device industries may also challenge the professional value of primacy of patient welfare, a point highlighted in a recent Institute of Medicine report. Academic medical centers and professors have the added professional obligation to ensure the unbiased, evidence-based education of future doctors. This essay argues that faculty financial conflicts of interest may threaten this obligation by propagating the bias introduced by these relationships to students. This could occur directly through the process of curriculum determination and delivery, and also indirectly through the "hidden curriculum," which deserves particular attention, as its lessons may conflict with those professed in the formal curriculum. The essay concludes with guiding principles to consider when developing a conflict of interest policy at academic medical centers.

Hip-Hop High School: A Study of the Attitudes, Beliefs and Perceptions of Suburban High School Faculty towards Representation of the Hip-Hop Culture

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Rowland, Ronald K.

2011-01-01

Research historically has demonstrated that a generational disconnect between the popular cultures from which students and teachers define normative behavior can impact classroom management and student learning. The purpose of this study was to examine attitudes, beliefs and perceptions of high school faculty toward the hip-hop culture and its…

Effect of Growth Mindset on School Engagement and Psychological Well-Being of Chinese Primary and Middle School Students: The Mediating Role of Resilience

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Guang Zeng

2016-11-01

Full Text Available The objective of positive education is not only to improve students’ well-being but also their academic performance. As an important concept in positive education, growth mindset refers to core assumptions about the malleability of a person’s intellectual abilities. The present study investigates the relation of growth mindsets to psychological well-being and school engagement. The study also explores the mediating function of resilience in this relation. We recruited a total of 1260 (658 males and 602 females Chinese students from five diversified primary and middle schools. Results from the structural equation model (SEM show that the development of high levels of growth mindsets in students predicts higher psychological well-being and school engagement through the enhancement of resilience. The current study contributes to our understanding towards the potential mechanisms of how positive education (e.g. altering the mindset of students can impact psychological well-being and school engagement.

Work-life policies for Canadian medical faculty.

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Gropper, Aaron; Gartke, Kathleen; MacLaren, Monika

2010-09-01

This study aims to catalogue and examine the following work-life flexibility policies at all 17 Canadian medical schools: maternity leave, paternity leave, adoption leave, extension of the probationary period for family responsibilities, part-time faculty appointments, job sharing, and child care. The seven work-life policies of Canadian medical schools were researched using a consistent and systematic method. This method involved an initial web search for policy information, followed by e-mail and telephone contact. The flexibility of the policies was scored 0 (least flexible) to 3 (most flexible). The majority of policies were easily accessible online. Work-life policies were scored out of 3, and average policy scores ranged from 0.47 for job sharing to 2.47 for part-time/work reduction. Across schools, total scores ranged from 7 to 16 out of 21. Variation in scores was noted for parenting leave and child care, whereas minimal variation was noted for other policies. Canadian medical schools are committed to helping medical faculty achieve work-life balance, but improvements can be made in the policies offered at all schools. Improving the quality of work flexibility policies will enhance working conditions and job satisfaction for faculty. This could potentially reduce Canada's loss of talented young academicians.

[Relationship between cyberbullying and the suicide related psychological behavior among middle and high school students in Anhui Province].

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Wang, Gengfu; Fang, Yu; Jiang, Liu; Zhou, Guiyang; Yuan, Shanshan; Wang, Xiuxiu; Su, Puyu

2015-11-01

To examine the prevalence rate of cyberbullying in middle and high school students in Anhui Province and explore the relationship between cyberbullying and suicide related psychological behavior. A total of 5726 middle and high school students from the 7th to the 12th grades in three regular middle schools and three regular high schools recruited from three cities in the Anhui Province (Tongling, Chuzhou, and Fuyang). Tongling, Chuzhou, and Fuyang are in the south, middle and north of Anhui, respectively. Each city was selected one regular middle school and one regular high school, and 8 classes were selected form each grade from each school. A stratified cluster random sampling method was used to randomly select 5726 participants among the six schools. Self-reports on cyberbullying and suicide related psychological behavior were collected. Among these 5726 adolescents, 46.8% of them involved in cyberbullying. Among them, 3.2% were bullies, 23.8% were victims, and 19.8% were both. Prevalence rates of suicide idea, suicide plan, suicide preparation, suicide implementation were 19.3%, 6.9%, 4.7% and 1.8%, respectively. Cyberbullying involvement, as victims, bullies or bully-victims, increased the risk of four kinds of suicide related psychological behavior (suicide idea, suicide plan, suicide preparation, suicide implementation) (P Cyberbullying has become a common occurrence in middle and high school students. Additionally, cyberbullying is closely related to suicide related psychological behavior among middle and high school students.

Generating Gratitude in the Workplace to Improve Faculty Job Satisfaction.

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Stegen, Amy; Wankier, Jamie

2018-06-01

The current nursing shortage affects all settings. In an effort to promote retention of nursing faculty, an "attitude of gratitude" was cultivated to improve job satisfaction and increase collaboration in one school of nursing. This was a quantitative study using a convenience sample of faculty at one school of nursing. A presurvey of faculty on perceived gratitude levels and job satisfaction was administered prior to the start of the school year. Multiple gratitude interventions were implemented throughout the year and a postsurvey was administered to measure the effectiveness of interventions. The findings of this study show an improvement of 17.9% in overall job satisfaction, which is consistent with other studies on the topic. Collaboration was not affected by gratitude interventions. Implementing gratitude is a cost-effective and easy way to improve job satisfaction to increase faculty retention rates. [J Nurs Educ. 2018;57(6):375-378.]. Copyright 2018, SLACK Incorporated.

Development Contexts, Psychological Distress, Social Self- Esteem and School Violence from a Gender Perspective in Mexican Adolescents

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María Elena Villarreal-González

2011-07-01

Full Text Available The aim of this study was to analyze the relationships between three development contexts -family, school and community-, and school violence, examining psychological distress and social selfesteem from a gender perspective in Mexican adolescents. To test these relationships, 1,285 Mexican students between 12 and 18 years of age in secondary (n = 634 and high school (n = 651 were recruited. To analyze these relationships, Structural Equation Modeling With EQS was used. Results showed that familial context is directly related to school violence, and that school and community context is indirectly related to school violence through social self-esteem and psychological distress. Finally, results and their possible implications regarding gender are discussed.

School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives

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Feng, Feng-I

2016-01-01

This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…

The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction

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Lili Tian

2018-04-01

Full Text Available Grounded in Basic Psychological Need Theory, we examined the direct effects of the satisfaction of three basic psychological needs at school (i.e., satisfaction of autonomy needs at school, satisfaction of relatedness needs at school, and satisfaction of competence needs at school on prosocial behavior and antisocial behavior as well as the mediation effects of school satisfaction on the relations between the satisfaction of three basic psychological needs at school and prosocial behavior as well as antisocial behavior. We employed a sample of 801 Chinese children (429 males; Mage = 9.47 in a three-wave longitudinal study, with each wave occurring 6 months apart. Direct and indirect effects were estimated by Structural Equation Modeling. Results indicated that: (1 Satisfaction of relatedness needs at school and competence needs at school, but not satisfaction of autonomy needs at school, displayed direct effects on prosocial behavior. Also, satisfaction of relatedness needs at school, but not satisfaction of autonomy needs at school or competence needs at school, displayed direct effects on antisocial behavior. (2 Both satisfaction of relatedness needs at school and competence needs at school displayed indirect effects on prosocial behavior and antisocial behavior via school satisfaction as a mediator. However, satisfaction of autonomy needs at school failed to have indirect effects on prosocial behavior or antisocial behavior via school satisfaction. These findings suggest differential predictors of children’s prosocial and antisocial behavior, supporting the separability of the two constructs. The findings also suggest developmental differences in need satisfaction, with the satisfaction of autonomy needs playing a relatively less important role in school-age children. We also discussed limitations and practical applications of the study.

Research quality and psychological theory in publications on school shooters with multiple victims - A systematic review of the literature

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Pål Grøndahl

2016-12-01

Full Text Available School shooting homicide events generate considerable attention. A substantial number of research reports have tried to explain the phenomenon. However, the outcome of these studies has produced a conflicting picture of the issue. Our systematic review explored the quality of research in publications on school shooters. Research quality was assessed concerning description of design, method and interpretation of results according to PRISMA and CRD criteria. We investigated evidence of the impact of psychological theories on how research was designed and interpreted. A total of 10 papers met the criteria for inclusion in the review. With a few exceptions, the research quality was low. Only three studies contained a separate methods section. Two out of ten studies reported from an interview with a school shooter. Secondary sources such as school, hospital and/or psychological evaluations were used in four studies, while the rest had only applied tertiary data sources. There was a void of psychological theoretical analysis to inform the creation of relevant research designs. No study discussed psychological theories to inform inference from empirical data to conclusion. Higher quality of research and enhanced focus on theoretical understanding of psychological factors in school shooting are called upon.

Not Dean School: Leadership Development for Faculty Where They Are

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Wilks, Karrin E.; Shults, Christopher; Berg, James J.

2018-01-01

Leadership development for faculty often is designed as training for administration, but faculty demonstrate leadership in the classroom, in their departments, college-wide, and beyond. To fully realize and leverage this leadership potential, colleges must design opportunities for faculty to hone their knowledge and skills as active participants…

A collaboration among health sciences schools to enhance faculty development in teaching.

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Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

2014-06-17

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools

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Geijsel, F.P.; Sleegers, P.J.C.; Stoel, R.D.; Krüger, M.L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their

Faculty Tort Liability for Libelous Student Publications

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Stevens, George E.

1976-01-01

Examines recent court cases to determine whether a school administrator or faculty advisor may be legally responsible for defamation in a student publication. Concludes that the legal position of faculty members is unclear and recommends application of the U.S. Supreme Court's guidelines in Gertz v. Robert Welch, Inc. (JG)

The Effects of Aging on Faculty Productivity. ASHE 1985 Annual Meeting Paper.

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Kallio, Ruth E.; Ging, Terry J.

The relationship between productivity and aging in the context of the college faculty roles of teaching, research, and service is considered, based on a literature review on worker and faculty productivity and on theories of aging (i.e., biological, physiological, psychological, and sociological perspectives). It is concluded that faculty…

Enhancing the Educational Subject: Cognitive Capitalism, Positive Psychology and Well-Being Training in Schools

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Reveley, James

2013-01-01

Positive psychology is influencing educational policy and practice in Britain and North America. This article reveals how this psychological discourse and its offshoot school-based training programs, which stress happiness, self-improvement and well-being, align with an emergent socio-economic formation: cognitive capitalism. Three key points are…

Writing for publication: faculty development initiative using social learning theory.

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Sanderson, Bonnie K; Carter, Matt; Schuessler, Jenny B

2012-01-01

Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

Predictors of job satisfaction among Academic Faculty: Do instructional and clinical faculty differ?

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Chung, Kevin C.; Song, Jae W.; Kim, H. Myra; Woolliscroft, James O.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Gyetko, Margaret R.

2010-01-01

Objectives To identify and compare predictors of job satisfaction between the instructional and clinical faculty tracks. Method A 61-item faculty job satisfaction survey was distributed to 1,898 academic faculty at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organization, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between the two tracks, and predictors of job satisfaction were identified using linear regression models. Results The response rates for the instructional and clinical tracks were 43.1% and 41.3%, respectively. Clinical faculty reported being less satisfied with how they are mentored, and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between faculty tracks. Surprisingly, clinical faculty with mentors were significantly less satisfied with how they were being mentored, with career advancement and overall job satisfaction, compared to instructional faculty mentees. Additionally, senior-level clinical faculty were significantly less satisfied with their opportunities to mentor junior faculty compared to senior-level instructional faculty. Significant predictors of job satisfaction for both tracks included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. Unique to the clinical track, compensation and career advancement variables also emerged as significant predictors. Conclusion Greater effort must be placed in the continued attention to faculty well-being both at the institutional level and at the level of departmental leadership. Success in enhancing job satisfaction is more likely if directed by locally designed assessments involving department chairs, specifically in fostering more effective mentoring relationships focused on making available career advancement activities such as

FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

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Abdul-Raheem, Jalelah

2016-01-01

There is a need for minority faculty in higher education due to the increase in minority high school graduates and higher education enrollees. Faculty members who are tenured have the ability to advocate for cultural equality in their institutions and serve as mentors for students. Minority faculty whose tenured process is hindered by inequality may also be unable to become a proper mentor for minority students. The purpose of this paper is to identify why faculty diversity will lead to increased student success and comfort, minority mentors, minority research, and equity advocacy, and representation from all minority groups.

Faculty perceptions of gender discrimination and sexual harassment in academic medicine.

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Carr, P L; Ash, A S; Friedman, R H; Szalacha, L; Barnett, R C; Palepu, A; Moskowitz, M M

2000-06-06

Gender-based discrimination and sexual harassment are common in medical practice and may be even more prevalent in academic medicine. To examine the prevalence of gender-based discrimination and sexual harassment among medical school faculty and the associations of gender-based discrimination with number of publications, career satisfaction, and perceptions of career advancement. A self-administered mailed questionnaire of U.S. medical school faculty that covered a broad range of topics relating to academic life. 24 randomly selected medical schools in the contiguous United States. A random sample of 3332 full-time faculty, stratified by specialty, graduation cohort, and sex. Prevalence of self-reported experiences of discrimination and harassment, number of peer-reviewed publications, career satisfaction, and perception of career advancement. Female faculty were more than 2.5 times more likely than male faculty to perceive gender-based discrimination in the academic environment (P productivity but lower career satisfaction scores than did other women (Padvancement (72% compared with 47%). Publications, career satisfaction, and professional confidence were not affected by sexual harassment, and self-assessed career advancement was only marginally lower for female faculty who had experienced sexual harassment (P = 0.06). Despite substantial increases in the number of female faculty, reports of gender-based discrimination and sexual harassment remain common.

Attitudes of Australian and Turkish veterinary faculty toward animal welfare.

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Izmirli, Serdar; Phillips, Clive J C

2012-01-01

The attitudes of veterinary faculty toward animal welfare were surveyed in four Australian and three Turkish veterinary schools. The former were considered to be typical of modern Western schools, with a faculty of more than 40% women and a primary focus on companion animals, whereas the latter were considered to represent more traditional veterinary teaching establishments, with a faculty of 88% men and a primary focus on livestock. A total of 116 faculty responded to the survey (42 Australian and 74 Turkish faculty members), for response rates of 30% and 33%, respectively. This survey included demographic questions as well as questions about attitudes toward animal-welfare issues. Women were more concerned than men about animal-welfare issues, especially the use of animals in experiments, zoos, entertainment, and sports and for food and clothing. Total scores demonstrated different concerns among Turkish and Australian faculty. The study demonstrates that the veterinary faculty of these two countries have different concerns for animal welfare, concerns that should be acknowledged in considering the welfare attitudes that students may adopt.

Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.

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Thomas, Patricia A; Diener-West, Marie; Canto, Marcia I; Martin, Don R; Post, Wendy S; Streiff, Michael B

2004-03-01

Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

Implementation and evaluation of the Johns Hopkins University School of Medicine leadership program for women faculty.

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Levine, Rachel B; González-Fernández, Marlís; Bodurtha, Joann; Skarupski, Kimberly A; Fivush, Barbara

2015-05-01

Women continue to be underrepresented in top leadership roles in academic medicine. Leadership training programs for women are designed to enhance women's leadership skills and confidence and increase overall leadership diversity. The authors present a description and evaluation of a longitudinal, cohort-based, experiential leadership program for women faculty at the Johns Hopkins University School of Medicine. We compared pre- and post-program self-assessed ratings of 11 leadership skills and specific negotiation behaviors from 3 cohorts of leadership program participants (n=134) from 2010 to 2013. Women reported significant improvements in skills across 11 domains with the exceptions of 2 domains, Public Speaking and Working in Teams, both of which received high scores in the pre-program assessment. The greatest improvement in rankings occurred within the domain of negotiation skills. Although women reported an increase in their negotiation skills, we were not able to demonstrate an increase in the number of times that women negotiated for salary, space, or promotion following participation in the program. The Johns Hopkins School of Medicine Leadership Program for Women Faculty has demonstrable value for the professional development of participants and addresses institutional strategies to enhance leadership diversity and the advancement of women.

Physiological and Psychological Effects on High School Students of Viewing Real and Artificial Pansies

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Miho Igarashi

2015-02-01

Full Text Available The relaxation effects of gardening have attracted attention; however, very few studies have researched its physiological effects on humans. This study aimed to clarify the physiological and psychological effects on high school students of viewing real and artificial pansies. Forty high school students (male: 19, female: 21 at Chiba Prefectural Kashiwanoha Senior High School, Japan, participated in this experiment. The subjects were presented with a visual stimulation of fresh yellow pansies (Viola x wittrockiana “Nature Clear Lemon” in a planter for 3 min. Artificial yellow pansies in a planter were used as the control. Heart rate variability was used as a physiological measurement and the modified semantic differential method was used for subjective evaluation. Compared with artificial pansies, visual stimulation with real flowers resulted in a significant decrease in the ratio of low- to high-frequency heart rate variability component, which reflects sympathetic nerve activity. In contrast, high frequency, which reflects parasympathetic nerve activity, showed no significant difference. With regard to the psychological indices, viewing real flowers resulted in “comfortable”, “relaxed”, and “natural” feelings. The findings indicate that visual stimulation with real pansies induced physiological and psychological relaxation effects in high school students.

Adolescents' psychological well-being and self-esteem in the context of relationships at school

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Sarkova, Maria; Bacikova-Sleskova, Maria; Geckova, Andrea Madarasova; Katreniakova, Zuzana; van den Heuvel, Wim; van Dijk, Jitse P.

2014-01-01

Background: The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment. Purpose: The aim

Valuing the Institution: An Expanded List of Factors Influencing Faculty Adoption of Online Education

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Parthasarathy, Madhavan; Smith, Marlene A.

2009-01-01

We find that faculty consider their self-interests, those of their students, and the value to their institution when deciding whether to adopt online education. Our sample of business school faculty at a public urban university suggests that faculty who perceive online education as contributing to a desirable image for the business school, and…

Rasch Analysis: A Primer for School Psychology Researchers and Practitioners

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Boone, William J.; Noltemeyer, Amity

2017-01-01

In order to progress as a field, school psychology research must be informed by effective measurement techniques. One approach to address the need for careful measurement is Rasch analysis. This technique can (a) facilitate the development of instruments that provide useful data, (b) provide data that can be used confidently for both descriptive…

Computer Self-Efficacy of University Faculty in Lebanon

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Saleh, Hanadi Kassem

2008-01-01

Faculty use of technology is a critical issue in higher education; administrators and students are expecting faculty instruction to incorporate technology in classroom and distance education. Competition is demanding technologically proficient graduates for schools and colleges. Research indicates that computer self-efficacy (CSE) may be one…

Quality assurance study of caries risk assessment performance by clinical faculty members in a school of dentistry.

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Rechmann, Peter; Featherstone, John D B

2014-09-01

The goal of this quality assurance study was to explore the decision making of clinical faculty members at the University of California, San Francisco School of Dentistry predoctoral dental clinic in terms of caries risk level assignment using the caries risk assessment (CRA) as part of the Caries Management by Risk Assessment (CAMBRA) concept. This research was done in part to determine if additional training and calibration were needed for these faculty members. The study tested the reliability and reproducibility of the caries risk levels assigned by different clinical teachers who completed CRA forms for simulated patients. In the first step, five clinical teachers assigned caries risk levels for thirteen simulated patients. Six months later, the same five plus an additional nine faculty members assigned caries risk levels to the same thirteen simulated and nine additional cases. While the intra-examiner reliability with weighted kappa strength of agreement was very high, the inter-examiner agreements with a gold standard were on average only moderate. In total, 20 percent of the presented high caries risk cases were underestimated at caries levels too low, even when obvious caries disease indicators were present. This study suggests that more consistent training and calibration of clinical faculty members as well as students are needed.

Motivations, Costs and Results of AOL: Perceptions of Accounting and Economics Faculty

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Eschenfelder, Mark J.; Bryan, Lois D.; Lee, Tanya M.

2014-01-01

The emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on improving student learning through Assurance of Learning (AOL) makes faculty involvement in the process at AACSB accredited schools important. This study examines the attitudes of accounting and economics faculty at AACSB accredited institutions toward the AOL…

Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

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Cullen, Deborah; Shieh, Carol; McLennon, Susan M; Pike, Caitlin; Hartman, Taylor; Shah, Hena

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

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

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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…

Effective Collection Developers: Librarians or Faculty?

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Vidor, David L.; Futas, Elizabeth

1988-01-01

A study at the Emory University School of Business Administration library compared the effectiveness of faculty members and librarians as book selectors. Effectiveness was measured by comparing selected titles with the Baker list published by the Harvard Business School and with business periodical reviews, and by examining circulation records.…

Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF Joint Task Force on Faculty Workforce.

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Desselle, Shane P; Peirce, Gretchen L; Crabtree, Brian L; Acosta, Daniel; Early, Johnnie L; Kishi, Donald T; Nobles-Knight, Dolores; Webster, Andrew A

2011-05-10

Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

Stress among School-Going Adolescents in Relation to Psychological Hardiness

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Singh, Raminder

2016-01-01

The present study was designed to investigate the stress among school-going adolescents in relation to psychological hardiness and also to study the gender and locale-wise differences in various dimensions and components of stress. The study was conducted over a sample of 200 (100 rural and 100 urban) adolescents studying in 10+1 and 10+2 classes…

Women Designing a Faculty Career: The Role of Self-Reliance

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Haley, Karen

2013-01-01

Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…

Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion versus Cultural Pluralism

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Schachner, Maja K.; Noack, Peter; Van de Vijver, Fons J. R.; Eckstein, Katharina

2016-01-01

The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural…

Knowledge and attitudes of pain management among nursing faculty.

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Voshall, Barbara; Dunn, Karen S; Shelestak, Debra

2013-12-01

A descriptive correlational design was used in this study to examine nursing faculty knowledge and attitudes in pain management. Relationships between age, education level, pain management preparation, length of time practicing as a nurse, length of time teaching nursing, time teaching pain management in the classroom, taught pain guidelines in the classroom, and additional continuing education about pain management were explored. Ninety-six nursing faculty participated from 16 schools of nursing in one Midwestern U.S. region. Findings identified that most of the nursing faculty recalled being taught about pain management in their basic education, but less than one-half felt adequately prepared. Most respondents said that they taught pain management, yet fewer than one-half identified that they used specific pain management guidelines. Faculty demonstrated adequate knowledge of pain assessment, spiritual/cultural issues, and pathophysiology. Areas of weakness were found in medications, interventions, and addiction. Faculty that reported teaching pain management in the classroom and reported more continuing education missed fewer items. Older nursing faculty reported more years of practice, more years of teaching, and more continuing education in pain management than younger faculty. Younger nursing faculty remembered being taught pain management in nursing school and felt more adequately prepared than older nursing faculty. Faculty that reported practicing for longer periods of time felt less prepared in pain management than faculty who practiced for shorter periods of time. More continuing education in pain management may be needed for older nurses to meet the recommendations of the Institute of Medicines' report on relieving pain in the U.S. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

The Practice-oriented Model of «School Psychology» Master's Program

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Andruschenko T.Y.,

2015-12-01

Full Text Available We presented the experience in the development and testing the module “Psychological diagnosis of students” of the “School psychology” master program in “Psychological and pedagogical education” training direction. We discussed contemporary contexts of design educational modules that are defined by ideas of cultural-historical approach of the scientific school of L.S. Vygotsky, educational theories and activities of developing education by D.B. Elkonin, V.V. Davydov, collectively distributed educational activity of V.V. Rubtsov. We analyzed the issue of professional competence training in educational psychologists at higher education. We presented the connection between the content of masters training and the requirements of the Professional standard “Teacher-psychologist (the psychologist in education”. Within the context of the network of educational organizations we paid special attention to the content and organization of distributed practice as the basic condition of master’s professional competences formation and their readiness for the implementation of the working activities.

What Can Happen When Business and Language Faculty Cooperate across an Ocean?

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Bryant, Michael; Karney, Dennis; Vigier, Mary

2010-01-01

Management schools are expected to educate future professionals with the necessary skills to operate successfully in a global business environment. In this paper, the authors analyze and reflect on an experiment in interdisciplinary cooperation undertaken by business faculty at a US university and language faculty at a French School of Management.…

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

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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…

Struggles for Order and Control of School Behaviour: A Sketch for a Social Psychology

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Funnell, Robert

2009-01-01

Behaviour management is acknowledged as a leading psychological method to reduce classroom conflict by applying "rational choice" techniques. But it falls short in schools where poor academic results are reproduced, as is illustrated in an analysis of misbehaviour in an Australian rural school. It is argued that explanations of behaviour…

Maternal Parenting and Social, School, and Psychological Adjustment of Migrant Children in Urban China

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Zhao, Siman; Chen, Xinyin; Wang, Li

2015-01-01

This study examined the relations of maternal warmth, behavioral control, and encouragement of sociability to social, school, and psychological adjustment in migrant children in China. The participants were 284 rural-to-urban migrant children (M age = 11 years, 149 boys) in migrant children's schools and their mothers. Data on parenting were…

The Elaboration Likelihood Model: Implications for the Practice of School Psychology.

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Petty, Richard E.; Heesacker, Martin; Hughes, Jan N.

1997-01-01

Reviews a contemporary theory of attitude change, the Elaboration Likelihood Model (ELM) of persuasion, and addresses its relevance to school psychology. Claims that a key postulate of ELM is that attitude change results from thoughtful (central route) or nonthoughtful (peripheral route) processes. Illustrations of ELM's utility for school…

The study of personal familial and psychological characteristics and drug abuse among in bed patients with suicide intention in Shohadaye Ashayer in 1383

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mitra Safa

2007-09-01

Full Text Available Safa M1, Mohmoudi GhA2, Soultani far M3, Saki M4, Farhadi A5 1. Assistant professor, Department of psychology, Faculty of medicine, Lorestan University of medical sciences 2. Assistant professor, Department of forensic medicine, Faculty of medicine, Lorestan University of medical sciences 3. General practitioner 4. Instructor, Department of nursing, Faculty of nursing and midwifery, LorestanUniversity of medical sciences 5. Instructor, Department of psychology and health, Faculty of medicine, LorestanUniversity of medical sciences Abstract Background: Suicide is one of the social problem which brings about death of active characters in the society and it is considered as a remarkable problem for health. Suicide is the number 9 factor of death in America. Nearly 85 cases of suicide happen per day within 20 minutes each. Drug abuse is of psychiatric urgency and it is regarded as an important variable related to suicide. Materials and methods: All clients who committed suicide and were hospitalized in Shohadaye Ashayer hospital were included in this study ( from July 83 to January 83 . Results: The results showed that there is a significant relationship between drug abuse and chronic organic disease among patients with suicide intention . Among 67 suicide cases, 55.2% were male and 44.8% were female. The highest frequency (55.2% covered the age group (19–26 .Most of the cases were unmarried. 47.8% were unemployed . 79.1 % were city residents and 21.9 % were living in the country. 53.7% of the participants had elementary school and junior high school education . Conclusion: The study was to determine the frequency of personal, familial psychological characteristics and drug abuse among clients with suicide. The results emphasize on the preventive effect of the level of education in this Province. The results also showed that the more the number of people in the family, the more suicide cases in the family. Further more among married ones, cases

Strategies and Attributes of Highly Productive Scholars and Contributors to the School Psychology Literature: Recommendations for Increasing Scholarly Productivity

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Martinez, Rebecca S.; Floyd, Randy G.; Erichsen, Luke W.

2011-01-01

In all academic fields, there are scholars who contribute to the research literature at exceptionally high levels. The goal of the current study was to discover what school psychology researchers with remarkably high levels of journal publication do to be so productive. In Study 1, 94 highly productive school psychology scholars were identified…

Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

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Hum, Lauren; Park, Sang E

2016-04-01

Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design

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Toth, Kate E.; McKey, Colleen A.

2010-01-01

The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study…

Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

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Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice

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Fairchild, Amanda J.; McQuillin, Samuel D.

2010-01-01

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are pr...

Adolescents' Psychological Well-Being and Self-Esteem in the Context of Relationships at School

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Sarkova, Maria; Bacikova-Sleskova, Maria; Madarasova Geckova, Andrea; Katreniakova, Zuzana; van den Heuvel, Wim; van Dijk, Jitse P.

2014-01-01

Background: The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment. Purpose: The aim of the study is to explore whether there is a…

Anti-racist pedagogy: challenges faced by faculty of color in predominantly white schools of nursing.

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Hassouneh, Dena

2006-07-01

Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.

School Psychology: How Universal Are Ethical Principles Approved by International Associations?

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Pettifor, Jean L.

2004-01-01

Globalization is a dominant issue in all aspects of business and professional activities in the 21st Century. The International School Psychology Association and the International Test Commission have adopted ethics and competency guidelines to raise the standards of practice for their members. Other international organizations are doing likewise.…

Promoting Psychological Well-Being in an Urban School Using the Participatory Culture-Specific Intervention Model

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Bell, Patrick B.; Summerville, Meredith A.; Nastasi, Bonnie K.; Patterson, Julie; Earnshaw, Elizabeth

2015-01-01

School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing…

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

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Curtis, Michael J.; Batsche, George M.

1991-01-01

Notes that graduate training programs face challenges, as well as opportunities, in fulfillment of their responsibilities to prepare school psychologists for entry into professional practice. Examines nature and origins of potential changes facing school psychology and discusses adequacy of current training programs. Discusses future implications…

Navigating Social Networking and Social Media in School Psychology: Ethical and Professional Considerations in Training Programs

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Pham, Andy V.

2014-01-01

Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user-generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however,…

The Needs Assessment in order to develop the Service of Psychological Lab and Counseling Center, Department of Educational Psychology and Guidance, the Faculty of Education, Mahasarakham University

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Chaiporn Pongpisanrat

2017-03-01

Full Text Available The purpose of this study was to explore the needs assessment in order to develop the service of Psychological Lab and Counseling Center, Department of Educational Psychology and Guidance, the Faculty of Education, Mahasarakham University. This study aimed to compare the realistic service and the desirable service, as well as, to explore the directions to improve the service of Psychological Lab and Counseling Center among the service recipients based on their gender, age range, and field of studies. A total sample of 150 participants were service recipients; college students, lecturers, staff during the first semester academic year 2014 until the first semester academic year 2015. The instruments used included: the Questionnaire on needs assessment of the development of Psychological Lab and Counseling Center, and a focus group discussion. Frequency distribution, percentage, means, standard deviation, and variance were used to analyze the data. The needs assessment results showed as follows: 1 Overall the realistic basis of Psychological Lab and Counseling Center service was in an “above level of needs” while “the highest level of needs” was found in the desirable qualification. After having divided into categories, the result yielded an “above level” on the realistic basis of the counselor characteristics, task planning, and facility arrangement. For the desired qualification, the results showed that the needs on the counselors’ characteristics, task planning, and facility arrangement were identified as at a highest level of needs. 2 No differences were found on the realistic basis needs of the clients, the services provided, gender, and age range of the clients although they responded differently to the questionnaire. The clients who responded to the questionnaire from different field of studies showed the different needs of services provided in the realistic basis significantly at the level of .05 in which the General Sciences

Recruitment of Journalism Faculty: Do Schools Travel the Ethical High Road?

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Sneed, Don; And Others

A study examined the perceptions of journalism educators regarding ethical conduct in the faculty recruitment process of journalism faculty. Data were gathered by means of a mail survey to a national sample of journalism faculty. Questionnaires were mailed to 490 journalism and mass communication educators with 407 responding. Every third name was…

Psychological Types of Female Primary School Teachers in Anglican State-Maintained Schools in England and Wales: Implications for Continuing Professional Development

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Francis, Leslie J.; Lankshear, David W.; Robbins, Mandy

2011-01-01

A sample of 221 female primary school teachers in Anglican state-maintained schools in England and Wales completed the Francis Psychological Type Scales (FPTS). The data demonstrated clear preferences for Extraversion (E) over Introversion (I), for Sensing (S) over Intuition (N), for Feeling (F) over Thinking (T) and for Judging (J) over…

Physics Faculty Perceptions of Research-based Assessment

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Sayre, Eleanor

2016-03-01

When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs, but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members' roles in their departments and institutions influence their perceived wants and needs around assessment. Supported by NSF DUE-1256354, DUE-1256354, DUE-1347821, DUE-1347728.

Researching Pupil Well-Being in UK Secondary Schools: Community Psychology and the Politics of Research

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Duckett, Paul; Sixsmith, Judith; Kagan, Carolyn

2008-01-01

This study explores the relationships between a school, its staff and its pupils and the impact of these relationships on school pupils' well-being. The authors adopted a community psychological perspective and applied critical, social constructionist epistemologies and participatory, multi-method research tools. The article discusses the…

A review of a scientific work A SCHOOL TO MATCH ANY CHILD A MANUAL FOR WORKING WITH PUPILS WITH DEVELOPMENTAL DIFICULTIES IN REGULAR SCHOOLS

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Sofija АRNAUDOVA

2005-12-01

Full Text Available The presented text is a review of the scientific work A school to match any child, a manual to work with children of regular schools with physical disabilities. The author and the editor of this work is Sulejman Hrnjica, in cooperation with Vera Rajovikj, Tatjana Cholin, Ksenija Krtikj and Dijana Dopunovikj. The manual is a part of the project Inclusion of students with physical disabilities in regular primary education, which was approved and financed by the Ministry of education and sport of the Republic of Serbia, and published by the Institute of Psychology at the Faculty of Philosophy in Belgrade, with the assistance of the foundation "Save the Children" from Great Britain, the office in Belgrade, 2004. This work can hardly be found in bookshops through the country, but it can be found in the library of the Faculty of Philosophy, and certainly at the Book Fair, held every year in Skopje.

Rethinking the early history of post-Vygotskian psychology: the case of the Kharkov school.

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Yasnitsky, Anton; Ferrari, Michel

2008-05-01

Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotskian psychology, still remain largely unknown; this represents a significant gap in understanding the history of Vygotskian psychology as an empirical study of consciousness. This paper provides a systematic overview of the research agenda of the Kharkov group between 1931 and 1941 and provides new insights into the early development of Vygotskian psychology.

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

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Flanagan, Rosemary; Miller, Jeffrey A.; Jacob, Susan

2005-01-01

The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists…

The Effect of Sports on the Psychological Well-Being Levels of High School Students

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Gül, Özgür; Çaglayan, Hakan Salim; Akandere, Mehibe

2017-01-01

The aim of this study is to examine the effect of sports education on psychological well-being levels of high school students in terms of individual, environmental and self-determination. This study group consists of totally 187 high school students, in other words 97 students (n[subscript male] = 48, n[subscript female] = 49) receive education in…

Faculty buy-in to teach alcohol and drug use screening.

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Puskar, Kathy; Mitchell, Ann M; Kane, Irene; Hagle, Holly; Talcott, Kimberly S

2014-09-01

Educating nursing faculty about the use of an evidence-based practice to screen and intervene earlier along the continuum of alcohol and other drug use, misuse, and dependence is essential in today's health care arena. Misuse of alcohol and other drugs is a significant problem for both individual health and societal economic welfare. The purpose of this article is to describe nursing faculty buy-in for the implementation of an evidence-based addiction training program at a university-based school of nursing. Derived from an academic-community partnership, the training program results suggest implications for continuing education and curriculum innovation in schools of nursing and clinical practice. The training content presented can be used in continuing education for nursing faculty across all types of nursing school programs and professional nursing staff employed in multiple settings. The training program was funded by the Health Resources and Services Administration.

ANALYSIS OF PSYCHOLOGIC HEALTH STATE AND INFLUENCING FACTORS IN COLLEGE AND SECONDARY SCHOOL STUDENTS IN SHAANXI PROVINCE

Institute of Scientific and Technical Information of China (English)

无

2000-01-01

Objective The psychologic health level of college and secondaryschool students and the relevant fac- tors were investigated to scientific basis and guidance for school mental health work. Methods Standard 1251 cases were drawn from 1% of students in colleges and middle schools of Shaanxi province. Taking 14 psychic health level indexes in SCL-90 as dependent variable and 109 indexes of psychic health back ground as in-dependent variable, multi-factor analyses have been made. Results 22.6 % of students had relatively serious psychological problems. The score of SCL-90 in females was a little bit higher than that in males. The scores of students at both universities and se- nior middle schools were higher than that in junior middle schools students. The score of SCL-90 of students who came from the countryside was higher than that of city students. The score of the whole students was higher than that of the normal. The students with psychic problems showed obsession, interpersonal sensitivity, depression, anxiety, paranoia and hostility. Factor-analysis showed that influencing factors included history of positive individual risking behavior, physical conditions,grade,address, family influences, menses and sexual prombles, bad relation with others, poor self-assessment. Conclusion The psychologic health level of the students investigated is lower than that of the whole society. The factors, which hamper psychic health of students, are biological ,psychological and social in nature.

FORMATION OF PHYSICAL EDUCATIONAL STUDY AND PROFESIONAL SCHOOL IN SLOVENIA, NOWADAY FACULTY OF SPORT

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Tomaž Pavlin

2013-07-01

Full Text Available Physical Education (PE as new profesion based on physical activity entered in Slovenian and south slavic millieu in the second half of 19 th century. The roots are in gymnastic societies and paralelly in school system. In austrian part of Habsburg Empire in 1869 new school's law was adopted. It proclaimed 2 obligatory hours of PE. With institunalization of PE soon arrised the problem of profesional PE staff and opened the question of profesional physical educational courses or even study for PE trainers and teachers. The problem was firstly solving or by gymnastic courses or later with establishment of special high schools for physical education. In Slovenia important steps in solving the PE profesional problem were done after the second world war by organising new PE study. Despite stereotypes of nonacademism or nonscientism PE gained political and social suport and in the fithtieth of 20. Century Institut for PE was established. Institut was the begginer of High School for Physical Culture, established in 1960. The purpose of new School was to educate and prepare profesionals of PE for the needs of school system and civil-society. On the other side, the establishmet meant also the start of new science – kinesiology. In the paper we will on the basis of sources focused on cruical steps in the process of the educational institutionalization of PE and formation of Faculty of Sport, which in 2010 celebrated its 50 th anniversary.

Rock climbing and acute emotion regulation in patients with major depressive disorder in the context of a psychological inpatient treatment: a controlled pilot trial

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Kleinstäuber M

2017-08-01

Full Text Available Maria Kleinstäuber,1,2 Merle Reuter,3 Norbert Doll,4 Andreas J Fallgatter4 1Division of Clinical Psychology and Psychotherapy, Faculty of Psychology, Philipps University, Marburg, Germany; 2Department of Psychological Medicine, School of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; 3Department of Educational Psychology, Faculty of Psychology, Eberhard Karls University, Tübingen, Germany, 4Department of General Psychiatry and Psychotherapy, University Hospital for Psychiatry and Psychotherapy, Eberhard Karls University, Tübingen, Germany Background: Major depressive disorder is characterized by deficits in emotion regulation. This study examined associations between rock climbing and acute emotion regulating effects in patients with major depression. Patients and methods: In a nonrandomized, controlled study, 40 major depressive disorder inpatients were assigned to either a climbing session (n=20 or a relaxation session (n=20. Positive and negative affect, depressiveness, and coping emotions were assessed immediately before and after the session. Results: Mixed analyses of variance and covariance revealed significant time × group interaction effects for all assessed outcomes (p≤0.012: positive affect and coping emotions significantly increased and negative affect and depressiveness significantly decreased after the climbing session (1.04≤ Cohen’s d ≤1.30, in contrast to a relaxation session (0.16≤ Cohen’s d ≤0.36. Conclusion: The results show that rock climbing is associated with acute emotion regulatory effects. These findings have to be replicated with a randomized design, and future research should pay attention to possible mechanisms of rock climbing in regard to emotion regulation. Keywords: physical activity, controlled trial, relaxation, inpatient treatment

Relationships between Teacher Organizational Commitment, Psychological Hardiness and Some Demographic Variables in Turkish Primary Schools

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Sezgin, Ferudun

2009-01-01

Purpose: The purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools. Design/methodology/approach: A total of 405 randomly selected teachers working at primary schools in Ankara…

A case study of school support and the psychological, emotional and behavioural consequences of HIV and AIDS on adolescents.

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Asikhia, Olubusayo Aduke; Mohangi, Kesh

2015-01-01

Various studies have reported a huge increase in the numbers of orphaned adolescents in Sub-Saharan Africa and its effects on their psychological, emotional and behavioural development. Yet, their needs are seldom recognised or adequately addressed in policy and programmes.This article uses a qualitative study to report the experiences of 11 orphaned adolescents (5 boys and 6 girls aged between 15 and 18 years) affected by HIV and AIDS in a secondary school (in Atteridgeville, Pretoria, South Africa) and the school support provided by them. The primary data-generation strategies were informal interviews and the Beck Youth Inventories-II (BYI-II) (adopted to measure the participants' level of emotional, behavioural and psychological problems). All interview transcriptions with the participants were thematically analysed. BYI-II data were subjected to T scores (in percentages) to know the participant's psychological, behavioural and emotional problems in order to compare it with their perceptions on the degree of support provided by the school. Result shows that participants have a high prevalence of psychological, behavioural and emotional problems and that the school support provided to them (teachers' support, the general school environment and the degree of discrimination, labelling and bullying that exists in the school) was not sufficient. The participants, however, reported a high level of support from the principal. In conclusion, we have suggested the urgent need for teachers to acquire and possess basic knowledge and skills in caring and paying attention to learners affected by HIV and AIDS and for government agencies and NGOs working with HIV-and AIDS-affected children, to focus on proposals that address the psychological, behavioural and emotional problems in such affected adolescents.

Influence of work-family-school role conflicts and social support on psychological wellbeing among registered nurses pursuing advanced degree.

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Xu, Lijuan; Song, Rhayun

2016-08-01

The purpose of the study was to determine how work-family-school role conflict and social support influence psychological well-being among registered nurses pursuing an advanced degree. A cross-sectional, correlational study design was used. Convenience sampling was used to recruit 320 registered nurses pursuing an advanced nursing degree at 13 hospitals in Korea, from June to October 2011. Data were analyzed using structural equation modeling with the AMOS program. Confirmatory factor analyses were conducted to evaluate the measurement model prior to the testing of study hypotheses before and after controlling for extraneous variables. The fit parameters of the modified model (χ(2)/df=2.01, GFI=0.91, AGFI=0.89, CFI=0.92, SRMR=0.068, and RMSEA=0.065) indicated its suitability as the research model. This model explained 45% of the variance in work-related psychological well-being and 52% of the variance in general psychological well-being. Both social support and work-family-school role conflict exerted significant effects on work-related psychological well-being and general psychological well-being. The findings of the present study imply that work-family-school role conflict influences the psychological well-being of registered nurses pursuing an advanced degree. It is necessary for nursing administrators to develop strategies to help registered nurses to manage their multiple roles and improve both their work-related psychological well-being and their general psychological well-being. Copyright © 2015 Elsevier Inc. All rights reserved.

Pain-related psychological correlates of pediatric acute post-surgical pain

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Pagé MG

2012-11-01

Full Text Available M Gabrielle Pagé,1 Jennifer Stinson,2,3 Fiona Campbell,2,4 Lisa Isaac,2,4 Joel Katz1,4,51Department of Psychology, Faculty of Health, York University, 2Department of Anesthesia and Pain Medicine, Hospital for Sick Children, 3Lawrence S Bloomberg Faculty of Nursing, University of Toronto, 4Department of Anesthesia, Faculty of Medicine, University of Toronto, 5Department of Psychology, Hospital for Sick Children, Toronto, ON, CanadaBackground: Post-surgical pain is prevalent in children, yet is significantly understudied. The goals of this study were to examine gender differences in pain outcomes and pain-related psychological constructs postoperatively and to identify pain-related psychological correlates of acute post-surgical pain (APSP and predictors of functional disability 2 weeks after hospital discharge.Methods: Eighty-three children aged 8–18 (mean 13.8 ± 2.4 years who underwent major orthopedic or general surgery completed pain and pain-related psychological measures 48–72 hours and 2 weeks after surgery.Results: Girls reported higher levels of acute postoperative anxiety and pain unpleasantness compared with boys. In addition, pain anxiety was significantly associated with APSP intensity and functional disability 2 weeks after discharge, whereas pain catastrophizing was associated with APSP unpleasantness.Conclusion: These results highlight the important role played by pain-related psychological factors in the experience of pediatric APSP by children and adolescents.Keywords: acute post-surgical pain, children, adolescents, pain anxiety, pain catastrophizing

The Translation of Basic Behavioral Research to School Psychology: A Citation Analysis

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Reed, Derek D.

2008-01-01

In recent years, school psychology has become increasingly grounded in data-based decision making and intervention design, based upon behavior analytic principles. This paradigm shift has occurred in part by recent federal legislation, as well as through advances in experimental research replicating laboratory based studies. Translating basic…

Cross-Cultural Faculty Values.

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Keim, Marybelle C.

1992-01-01

Compares the terminal values of 24 visiting scholars from the People's Republic of China based at a midwestern community college with resident faculty values. The Chinese scholars ranked freedom, equality, and self-respect highest, whereas U.S. schools gave highest rankings to salvation, family security, and self-respect. Contrasts findings with a…

Factors that Motivate Business Faculty to Conduct Research: An Expectancy Theory Analysis

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Chen, Yining; Gupta, Ashok; Hoshower, Leon

2006-01-01

In this study, the authors used expectancy theory to examine key factors that motivate business faculty to conduct research. The survey results, from 320 faculty members at 10 business schools, showed that faculty members who assign higher importance ratings to both the extrinsic and the intrinsic rewards of research exhibit higher research…

Teacher training for medical faculty and residents.

OpenAIRE

Craig, J L

1988-01-01

Since 1984 the University of British Columbia's School of Medicine has offered teaching improvement project systems (TIPS) workshops on effective teaching techniques; two workshops a year are given for medical faculty members and two a year for residents. The faculty members who conduct the workshops have received training on how to present them. The most powerful learning experience offered by TIPS is the opportunity for participants to present 10-minute teaching segments that are videotaped...

A High School Depression and Suicide Prevention Program: A Collaboration between Health Education and Psychological Services.

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Moilanen, Donna L.; Bradbury, Susan

2002-01-01

Examined a collaboration between health education and psychological services in generating a high school depression and suicide prevention program. The five-component program raised awareness of teen depression and suicide, increased communication about these issues within the school and community, and provided information about available…

Evaluating Faculty Clinical Excellence in the Academic Health Sciences Center.

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Carey, Robert M.; And Others

1993-01-01

Evaluation of the clinical competence of medical faculty in teaching hospitals is discussed. Different approaches to clinical assessment and theoretical and practical problems in assessing clinical faculty's performance are discussed. A University of Virginia medical school system for evaluation that combines objective and subjective assessment is…

A Comparison of Faculty and Student Perceptions of Cyberbullying

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Molluzzo, John C.; Lawler, James P.

2014-01-01

Cyberbullying is a concern for any college or university. Digital harassment incidents continue to be featured frequently in the news. The authors of this study compare the perceptions of faculty and students on cyberbullying at an urban university. From the findings of surveys distributed to faculty and students in all schools of the university,…

Student Perceptions of Faculty Credibility Based on Email Addresses

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Livermore, Jeffrey A.; Scafe, Marla G.; Wiechowski, Linda S.

2010-01-01

The purpose of this study was to evaluate students' perceptions of faculty credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a faculty member's selection of an email address does…

Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program: The Young Faculty Leadership Initiative.

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Pate, Adam; Smith, Jennifer; Caldwell, David; Horace, Alexis; Zagar, Michelle

2018-03-01

To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members. Copyright © 2017 Elsevier Inc. All rights reserved.

Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals

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Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna

2012-01-01

Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…

Publishing about Autism Spectrum Disorder in Six School Psychology Journals: 2002-2012

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Mckenney, Elizabeth L. W.; Dorencz, Julie; Bristol, Ryan M.; Hall, Lacey P.

2015-01-01

Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students' needs has been disparate, with…

Social Justice Training in School Psychology: Applying Principles of Organizational Consultation to Facilitate Change in Graduate Programs

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Grapin, Sally L.

2017-01-01

Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement…

Evaluating mediation and moderation effects in school psychology: a presentation of methods and review of current practice.

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Fairchild, Amanda J; McQuillin, Samuel D

2010-02-01

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are presented, and different effect size measures for the models are provided. Extensions of the basic moderator and mediator models are also described.

The Association between Bullying and Psychological Health among Senior High School Students in Ghana, West Africa

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Owusu, Andrew; Hart, Peter; Oliver, Brittney; Kang, Minsoo

2011-01-01

Background: School-based bullying, a global challenge, negatively impacts the health and development of both victims and perpetrators. This study examined the relationship between bullying victimization and selected psychological variables among senior high school (SHS) students in Ghana, West Africa. Methods: This study utilized data from the…

Screening for psychological distress among High School Graduates ...

African Journals Online (AJOL)

... for Enrollment at Alexandria Faculty of Medicine: Academic year 2016/2017. ... for three negative emotional symptoms namely depression, anxiety and stress. ... its adverse effects on academic performance and advancement at the faculty.

Developing a Quality Improvement Process to Optimize Faculty Success

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Merillat, Linda; Scheibmeir, Monica

2016-01-01

As part of a major shift to embed quality improvement processes within a School of Nursing at a medium-sized Midwestern university, a faculty enrichment program using a Plan-Do-Act-Study design was implemented. A central focus for the program was the development and maintenance of an online faculty resource center identified as "My Faculty…

Communication Skills of Dentist Faculty Members of Islamic Azad University Based on a Student Survey and its Relation with Faculties Evaluation by Students

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saeideh Abzan

2009-11-01

Full Text Available Background and purpose: Given the fact that identifying the problems of faculty members improvement are important, we investigated the communication skills of faculty members and examined if here isany association between good communication skill and the scores faculty members get from students evaluation in dental school of Islamic Azad University in Tehran.Methods: In this cross-sectional study, the students filled a questionnaire which assessed the communication skill (verbal and non verbal of faculty members based on a Likert’s type scale ranging from very good, to good, moderate, and poor at two weeks after the beginning of the course.The verbal communication skill were assessed based on 7 factors and the non verbal communication skill were evaluated based on 11 items .These items were extracted from standard communication text for content validity and the reliability was examined through a pilot test-retest procedure withr=0.85. Two weeks before the end of the same semester the students completed the faculties’ evaluation form which included 16 items. The validity and reliability of the faculty evaluation have previouslyestablished.The students selected one choice out of a range of very good, good, moderate, poor for each of the above items. The data were examined for correlation of communication skill with faculty evaluation by students by chi-square test.Results: In this study 1278 students assessed 154 faculty members in 234 class or clinics by completing 9107 questionnaire for communication skill and 9107 from for evaluation of faculty members. Of all participants 55.4% evaluated communication skills of faculty members as good, 31.8% as moderate and 12.8% as poor. Faculties were evaluated as good by 54%, of students, as moderate by 32.8% and as poor by 14.2%. Faculties with higher communication skill scores tend to have higher evaluationscores (p<0.001 Conclusions: It seems that the communication skill of faculty members of Islamic

Impact of Physical, Psychological, and Sexual Violence on Social Adjustment of School Children in India

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Deb, Sibnath; Walsh, Kerryann

2012-01-01

This study sought to understand the pervasiveness and impact of physical, psychological, and sexual violence on the social adjustment of Grade 8 and 9 school children in the state of Tripura, India. The study participants, 160 boys and 160 girls, were randomly selected from classes in eight English and Bengali medium schools in Agartala city,…

Review of dissertation «School-Wide Positive Behavior Support for Individuals with Severe and Profound Disabilities» by Brittany A. Judge

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Florova N.B.

2015-12-01

Full Text Available The review presents a study provided to t the Faculty of psychology and Department of Graduate College of the University of Nebraska (United States by the Supervisory Commission draft Ed. S. Field Project. The Commission examined this study to assess the conformity of the rules of procedures for the award of a master's degree in the field of school psychology. Publication may be of interest to readers because of the unrelenting relevance of psycho-pedagogical problems of safety and effectiveness of educational environment for students with developmental and behavioral limitations, as well as the need to expand the arsenal of tools and school preventive intervention strategies in alternative schools. The publication helps to estimate the difficulty of psycho-pedagogical work and educational process in relation to children with severe personality disorderss

The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist

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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.

A Discipline-Based Professional Development Faculty: A Case for Multiple-Site Collaborative Reform in the Disciplines.

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Hudson-Ross, Sally

1998-01-01

Describes a partnership among English-education faculty members and secondary English teachers, arguing that a multisite, discipline-based professional-development faculty provides an alternative for secondary-level Professional Development School principles-in-action. The paper discusses reform, departmentalization of high school and college…

Anchoring a Mentoring Network in a New Faculty Development Program

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Beane-Katner, Linda

2014-01-01

Intentional mentoring of the next generation of faculty is critical if they are to be successful teacher-scholars. The traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and…

Faculty and Career Advising: Challenges, Opportunities, and Outcome Assessment

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Vespia, Kristin M.; Freis, Stephanie D.; Arrowood, Rebecca M.

2018-01-01

Psychology prioritizes students' professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to…

Psychological disturbance in atopic eczema: the extent of the problem in school-aged children.

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Absolon, C M; Cottrell, D; Eldridge, S M; Glover, M T

1997-08-01

Although psychological factors are widely considered to be important in atopic eczema, there have been few controlled studies to assess the extent of disturbance in affected children and the problems experienced by their parents. This study was designed to find out the degree of psychological difficulty experienced by children with atopic eczema, whether their mothers show higher levels of mental distress than a comparison group, and whether the families of children with atopic eczema have less social support than the comparison group. We investigated 30 school-aged children with atopic eczema for psychological problems using the Rutter parent scale and compared them with 30 children with relatively minor skin lesions such as viral warts. Mental distress in mothers was assessed using the General Health Questionnaire. The Family Support Scale was used to get a measure of the social support experienced by the families. We found twice the rate of psychological disturbance in children in the eczema group compared with the control group. This difference was statistically significant for children with moderately severe eczema and severe eczema, but not for children with very mild eczema. Levels of mental distress were no greater in mothers of children with eczema than in parents of the control group and there was no difference in the degree of social support experienced by their families. These findings indicate that school-aged children with moderate and severe atopic eczema are at high risk of developing psychological difficulties, which may have implications for their academic and social development.

Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.

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Shollen, S Lynn; Bland, Carole J; Center, Bruce A; Finstad, Deborah A; Taylor, Anne L

2014-09-01

To examine relationships among having formal and informal mentors, mentoring behaviors, and satisfaction and productivity for academic medicine faculty. In 2005, the authors surveyed full-time faculty at the University of Minnesota Medical School to assess their perceptions of variables associated with job satisfaction and productivity. This analysis focused on perceptions of mentoring as related to satisfaction with current position and productivity (articles published in peer-reviewed journals [article production] and role as a primary investigator [PI] or a co-PI on a grant/contract). Of 615 faculty, 354 (58%) responded. Satisfied faculty were not necessarily productive, and vice versa. Outcomes differed somewhat for mentor types: Informal mentoring was more important for satisfaction, and formal mentoring was more important for productivity. Regardless of mentor type, the 14 mentoring behaviors examined related more to satisfaction than productivity. Only one behavior-serves as a role model-was significantly, positively related to article production. Although participants reported that formal and informal mentors performed the same mentoring behaviors, mentees were more satisfied or productive when some behaviors were performed by formal mentors. The results emphasize the importance of having both formal and informal mentors who perform mentoring behaviors associated with satisfaction and productivity. The results provide a preliminary indication that mentor types and specific mentoring behaviors may have different effects on satisfaction and productivity. Despite the differences found for some behaviors, it seems that it is more essential that mentoring behaviors be performed by any mentor than by a specific type of mentor.

Psychological and Pedagogical Foundations of Multimedia Technologies Application for School Use

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Larisa A. Shkutina

2013-01-01

Full Text Available The article deals with the topical problem of psychological and pedagogical basis development for the use of new information technologies at university and at school. Features of the use of multimedia technologies were studied, basing on the analysis of scientific works. Multimedia technologies have a number of advantages and possibilities to influence psychological environment of students and the internal processes of educational information processing by the human brain. The advisability of the use of multimedia technologies, enabling to apply all kinds of information, affecting the sensor channels, and summing up in a single image is proved. High didactic possibilities of multimedia technologies, contributing to the performance of cognitive, creative, informational, social, adaptive and other needs of students are revealed.

The Evaluation of Music Faculty in Higher Education: Current Practices

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Parkes, Kelly A.

2015-01-01

The purpose of this research was to ascertain the methods used to evaluate music faculty and whether achievement measures, or student progress, impact the evaluations made about teacher effectiveness for music faculty in the higher education context. The author surveyed Chairs of Departments or Directors of Schools of Music (n = 412) listed as…

[Levels of emotional intelligence and types of attachment among third year students of the Faculty of Health Science and the Faculty of Medicine--a comparative analysis].

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Tyszkiewicz-Bandur, Monika

2013-01-01

For the purposes of this research attachment theory was incorporated into the concept of emotional intelligence. The methodological starting point of this study was the assumption that the level of emotional intelligence and social competence is related to a steady feature, namely the type of attachment. Standardized questionnaires available in the Laboratory of Psychological Tests of the Polish Psychological Association were chosen to measure the level of emotional intelligence. However, the type of attachment was studied by Bartholomew's Self Description Test in my own translation. The study involved two groups of students, who were compared: 147 people from the Faculty of Health Sciences/Faculty of Nursing (nursing, midwifery, health promotion, cosmetology, emergency medicine, dietetics), and 181 people from the Faculty of Medicine (medicine), students in their second and third years of studies. A total of 328 people, aged 19-24, were tested. On the basis of the results it was stated that students of the Faculty of Health Sciences/Faculty of Nursing, as compared to students of the Faculty of Medicine, received significantly higher scores on the scale of the social competence scale, which investigated the efficiency of their behaviour in intimate situations. Moreover, statistical analysis proved that students of the Faculty of Health Sciences showed significantly higher scores than those studying at the Faculty of Medicine in the following fields: KKS-I subscale assessing social competencies in--conditioning effective behaviour in intimate situations, emotional intelligence measured with the INTE questionnaire,--awareness of their own emotional states and understanding their causes (DINEMO-I),--ability to recognize emotions in other people and understanding the reasons for the reactions expressed by them (DINEMO-Others)--emotional intelligence measured with the DINEMO questionnaire (DINEMO-general score). Women from both faculties showed higher social competence

Servant Leadership: Faculty and Student Perceptions among Council for Christian Colleges and Universities (CCCU) Nursing Programs

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Coffman, Tammie J.

2017-01-01

Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…

Administrative Pressure to Practice Unethically and Burnout within the Profession of School Psychology

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Boccio, Dana E.; Weisz, Gaston; Lefkowitz, Rebecca

2016-01-01

This investigation involved the surveying of school psychology practitioners (N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one-third…

School Psychology in China (PRC), Hong Kong and Taiwan: A Cross-Regional Perspective

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Ding, Yi; Kuo, Yi-Lung; Van Dyke, Don C.

2008-01-01

Although China (People's Republic of China [PRC]), Hong Kong and Taiwan have many similarities in language, culture, values, Confucian traditions, family systems and other social-environmental variables, school psychological services in the three regions are distinctly different in both history and practice. Few studies in the psychology…

Increasing Research Productivity and Professional Development in Psychology With a Writing Retreat.

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Stanley, Ian H; Hom, Melanie A; Chu, Carol; Joiner, Thomas E

2017-09-01

Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice

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Fairchild, Amanda J.; McQuillin, Samuel D.

2017-01-01

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are presented, and different effect size measures for the models are provided. Extensions of the basic moderator and mediator models are also described. PMID:20006988

Psychological distress and its correlates among dental students: a survey of 17 Colombian dental schools.

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Divaris, Kimon; Mafla, Ana Cristina; Villa-Torres, Laura; Sánchez-Molina, Marisol; Gallego-Gómez, Clara Liliana; Vélez-Jaramillo, Luis Fernando; Tamayo-Cardona, Julián Andrés; Pérez-Cepeda, David; Vergara-Mercado, Martha Ligia; Simancas-Pallares, Miguel Ángel; Polychronopoulou, Argy

2013-06-26

Links between the demanding nature of studies in the health sciences, students' personality traits and psychological distress have been well-established. While considerable amount of work has been done in medicine, evidence from the dental education arena is sparse and data from Latin America are lacking. The authors conducted a large-scale investigation of psychological distress among dental students in Colombia and sought to determine its curriculum and student-level correlates. The Spanish version of the Derogatis' Symptoms Checklist Revised (SCL-90-R) was administered to all students officially registered and attending classes or clinics in 17 dental schools in 4 geographic districts of Colombia between January and April 2012. Additional information was collected on participants' socio-demographic information and first career choice, as well as school's characteristics such as class size. The Global Severity Index (GSI) score, a measure of overall psychological distress, served as the primary analytical endpoint. Analyses relied on multilevel mixed-effects linear and log-binomial regression, accounting for study design and sample characteristics. A total of 5700 dental students completed the survey, a response rate of 67%. Pronounced gradients were noted in the association between socio-economic status and psychological distress, with students in higher strata reporting fewer problems. After adjustment for all important covariates, there was an evident pattern of increasing psychological distress corresponding to the transition from the didactic, to the preclinical and clinical phases of training, with few differences between male and female students. Independent of other factors, reliance on own funds for education and having dentistry as the first career choice were associated with lower psychological distress. Levels of psychological distress correlated with students' socio-economic and study-level characteristics. Above and beyond the influence of person

Promoting Writing among Psychology Students and Faculty: An Interview with Dana S. Dunn

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Goddard, Perilou

2002-01-01

Perilou Goddard is a professor of psychology at Northern Kentucky University (NKU), where she teaches introductory and abnormal psychology as well as courses in writing in psychology and drug policy. She was chosen as NKU's outstanding professor in 1999. Dana S. Dunn is a professor of psychology and former chair of the Department of Psychology at…

Family environment and adolescent psychological well-being, school adjustment, and problem behavior: a pioneer study in a Chinese context.

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Shek, D T

1997-03-01

Chinese secondary school students (N = 365) responded to instruments measuring their family environment, psychological well-being, school adjustment, and problem behavior. Measures of the family environment include perceived paternal and maternal parenting styles, family functioning, and conflict with father and mother. Results from bivariate and canonical correlation analyses showed that in general, adolescents' perceptions of parenting styles, family functioning, and parent-adolescent conflict were significantly related to scores on measures of psychological well-being (general psychiatric morbidity, life satisfaction, purpose in life, hopelessness, and self-esteem), school adjustment (perceived academic performance and school conduct), and problem behavior (smoking and psychotropic drug abuse). The findings suggest that family factors play an important role in influencing the psychosocial adjustment, particularly the positive mental health, of Chinese adolescents.

School Culture: Reflections on Speaking from a sociocultural view of educational psychology

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Eduardo Guzmán Utreras

2015-11-01

Full Text Available The following article discusses the relative importance of school culture as the main element of educational intervention to be considered by the educational psychology, understood in this context as a discipline plays in formal educational settings. From a sociocultural school look, culture and intervention, it seeks to synthesize some basic elements that must be taken into account in developing the practice of psychologists in these areas, giving rise to complex, embedded interventions in a context education and in relation to all participating actors and members of the institutions, thus creating the potential to develop shared changes and transformations between those who build this school culture. The following sections granted emphasize three specific points and tensions highlight and work as proposed: 1 The problem of school culture and the inclusion of educational psychologist; 2 School culture as an object of interest from a sociocultural look; and their interaction with the curriculum; and 3 a description of some basic guidelines for intervention counselors from the school culture, from the perspective of an educational psychologist focused on a cultural paradigm.

The mediating role of psychological empowerment on job satisfaction and organizational commitment for school health nurses: a cross-sectional questionnaire survey.

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Chang, Li-Chun; Shih, Chia-Hui; Lin, Shu-Man

2010-04-01

The importance of the professional role of school health nurses in promoting children's health in their school environment is widely recognized. However, studies of their working experience have revealed feelings of disempowerment that appear to be related to insufficient support from school managers. In these unsupportive working environments, it seems possible that psychological empowerment may play a mediating role to strengthen employees' satisfaction and commitment to their employing organization. The aim of this study is to test an exploratory model of empowerment in a Taiwanese sample of school health nurses by examining the mediating role of psychological empowerment in the relationship between external factors and work-related attitudes, specifically job satisfaction and organizational commitment. A cross-sectional survey with self-reported questionnaires. Probability proportional sampling was used to generate a randomly selected sample of 500 school health nurses in elementary and junior high schools in Taiwan. A total of 330 valid questionnaires were returned, yielding a response rate of 66%. The exploratory model including all hypothesized variables provided an adequate fit (chi(2)=29.24; df=17; p=.052; adjusted goodness-of-fit index [AGFI]=.96; goodness-of-fit index [GFI]=.98; root-mean-square error of approximation [RMSEA]=.05) for the data and indicated that psychological empowerment did not fully mediate the relationship between organizational empowerment and job satisfaction because of the strong direct effects of organizational empowerment on job satisfaction. The influence of empowerment on organizational commitment was mediated through job satisfaction. Psychological empowerment did not mediate the relationship between external factors and work attitudes, and job satisfaction emerged as an important factor. If school leaders can improve the job satisfaction of school health nurses, this will help them achieve greater commitment and loyalty of

Teaching style beliefs among U.S. and Israeli faculty.

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Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

School Psychology as a Relational Enterprise: The Role and Process of Qualitative Methodology

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Newman, Daniel S.; Clare, Mary M.

2016-01-01

The purpose of this article is to explore the application of qualitative research to establishing a more complete understanding of relational processes inherent in school psychology practice. We identify the building blocks of rigorous qualitative research design through a conceptual overview of qualitative paradigms, methodologies, methods (i.e.,…

Collateral Opportunity for Increased Faculty Collaboration and Development through a Mentored Critical Thinking and Writing Exercise in a Dental School Curriculum

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Hoover, Terry E.; Lyon, Lucinda J.

2011-01-01

This essay examines the collateral benefits to faculty from a guided learning literature review project for students. We describe a 3-year continuum of project creation and refinement designed to foster critical thinking and writing for second year dental students at the University of the Pacific Arthur A. Dugoni School of Dentistry. We discuss…

Quality of life during orthopaedic training and academic practice. Part 1: orthopaedic surgery residents and faculty.

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Sargent, M Catherine; Sotile, Wayne; Sotile, Mary O; Rubash, Harry; Barrack, Robert L

2009-10-01

A pilot study of two academic training programs revealed concerning levels of resident burnout and psychological dysfunction. The purpose of the present study was to determine the quality of life of orthopaedic residents and faculty on a national scale and to identify risk factors for decompensation. Three hundred and eighty-four orthopaedic residents and 264 full-time orthopaedic faculty members completed a voluntary, anonymous survey consisting of three validated instruments (the Maslach Burnout Inventory, the General Health Questionnaire-12, and the Revised Dyadic Adjustment Scale) and question sets assessing demographic information, relationship issues, stress reactions/management, and work/life balance. High levels of burnout were seen in 56% of the residents and 28% of the faculty members. Burnout risk was greatest among second-postgraduate-year residents and residents in training programs with six or more residents per postgraduate year. Sixteen percent of residents and 19% of faculty members reported symptoms of psychological distress. Sleep deprivation was common among the residents and correlated positively with every distress measure. Faculty reported greater levels of stress but greater satisfaction with work and work/life balance. A number of factors, such as making time for hobbies and limiting alcohol use, correlated with decreased dysfunction for both residents and faculty. Despite reporting high levels of job satisfaction, orthopaedic residents and faculty are at risk for burnout and distress. Identification of protective factors and risk factors may provide guidance to improve the quality of life of academic orthopaedic surgeons in training and beyond.

Screening for psychological distress among High School Graduates ...

African Journals Online (AJOL)

Iman Hassan Diab

2017-03-14

Mar 14, 2017 ... the faculty. Stress management courses should be considered for all medical students. ... could be attributed to stressful and demanding work schedule at the faculty ..... American Academy of Pediatrics. Mental Health and ... Black. Dog Institute (http://www.iwsml.org.au/images/mental_health/Frequently_.

Student narratives of faculty incivility.

Science.gov (United States)

Lasiter, Sue; Marchiondo, Lisa; Marchiondo, Kathleen

2012-01-01

Academic incivility remains a problem on college campuses. Nursing research has refocused from student impropriety to aberrant faculty behaviors. Our original study using the Nursing Education Environment Survey showed that 133 of 152 student participants experienced uncivil treatment. Latent, inductive content analysis was undertaken to analyze narratives about their "worst experience" of negative faculty behavior. Four categories were identified: "In front of someone," "Talked to others about me," "Made me feel stupid," and "I felt belittled." Incivility had a profound effect on students and is problematic because it increases already significant academic pressure; it interferes with learning and safe clinical performance; it is contrary to caring, a central nursing concept; and it decreases program satisfaction and retention. Few nursing schools have civility policies for faculty behavior. Formal procedures that promote professional interaction should be crafted and implemented. Equally important is creating ways for nursing students to document incivility without fear of retaliation. Copyright © 2012 Elsevier Inc. All rights reserved.

Prevalence of psychological symptoms in Saudi Secondary School girls in Abha, Saudi Arabia

International Nuclear Information System (INIS)

AlGelban, Khalid S.

2009-01-01

Adolescence is characterized by rapid physiological, social and cognititive changes. Aim of the present work is to study mental health of Saudi adolescent secondary school girls in Abha city, Aseer region, Saudi Arabia. A cross-sectional study was conducted in 10 secondary schools for girls using the Arabic version of the symptom-revised checklist 90 (SCL 90-R), a mental health questionnaire that was administered to the girls by fourth-year female medical students. The most prevalent mental symptoms in the 545 female students were phobic anxiety (16.4%), psycchoticism (14.8%), anxiety (14.3%), and somatization (14.2%). The prevalence of depression, paranoid ideation and interpersonal sensitivity amounted to 13.9%, 13.8% and 13.8%, respectively. The least prevalent mental symptoms were hostility (12.8%) and obsessive-compulsive behavior (12.3%). Overall, psychological symptoms (in terms of a positive global severity index) were found in 16.3% of the girls. In a multivariate logistic regression analysis, no significant relationship was found with sociodemographic factors. Psychological symptoms and disorders are prevalent in secondary school girls and health professionals need to be able to recognize, manage and follow-up mental health problems in young people. Further research is needed to explore the magnitude of the problem at the national level. (author)

Psychological stress in undergraduate dental students: baseline results from seven European dental schools.

Science.gov (United States)

Humphris, Gerry; Blinkhorn, Andy; Freeman, Ruth; Gorter, Ronald; Hoad-Reddick, Gillian; Murtomaa, Heikki; O'Sullivan, Robin; Splieth, Christian

2002-02-01

To determine the degree of psychological distress, the experience of emotional exhaustion, and the extent of stress associated with course work in dental students and to compare these measurements among seven European dental schools. Multi-centred survey. Dental Schools at Amsterdam, Belfast, Cork, Greifswald, Helsinki, Liverpool and Manchester. 333 undergraduate first-year dental students. General Health Questionnaire (GHQ12), Maslach Burnout Inventory (MBI), Dental Environment Stress Questionnaire (DES), demographic variables. Questionnaire administered to all students attending first year course. Completed questionnaires sent to central office for processing. Seventy-nine percent of the sampled students responded. Over a third of the students (36%) reported significant psychological distress (morbidity) at the recommended cut-off point (>3 on GHQ). These scores were similar to those reported for medical undergraduates. Twenty-two percent recorded comparatively high scores on emotional exhaustion. A wide variation in these 2 measurements was found across schools (p'sStress levels indicated by the DES were less variable (p>0.5). Some evidence showed that contact with patients and the level of support afforded by living at home may be protective. Higher than expected levels of emotional exhaustion were found in a large sample of first-year undergraduate dental students in Europe.

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…

Psychological distress and its correlates in secondary school students in Pavia, Italy.

Science.gov (United States)

Marinoni, A; Degrate, A; Villani, S; Gerzeli, S

1997-10-01

Adolescence is a time of social as well as biological transition; nevertheless, there are very few epidemiological studies in this field in Italy. Therefore, we felt it would be useful to conduct a cross-sectional study on a sample of 1346 adolescents aged 14-19 years attending high schools in the Health Authority Area of Pavia (northern Italy) through a multi-dimensional approach, taking into consideration physical and psychological health, life habits, family environment and social life of teen-agers. We used a structured self-administered questionnaire consisting of 264 question items to achieve the study aim, which was to find the variables (among personal data, scholastic, family, relational characteristics and habits) correlated with psychological distress. The results showed that in this sample psychological distress (evaluated by GHQ-30) was significatively (p parent (from a region different from that of residence), little love for parents and poor parental psycho-physical health status, staying at home on the weekend, smoking and using psychoactive medicines.

Building Blocks of Psychology: on Remaking the Unkept Promises of Early Schools.