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1.
This study sought to assess current and future school psychologists’ attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two‐hundred seventy‐nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay‐straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools. 相似文献
2.
Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students’ mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education‐related activities, such as individualized assessment and eligibility determination. Meanwhile, students’ mental health needs have never been greater. The current study focused specifically on school psychologists’ provision of school‐based counseling, an activity that has been shown to be effective in addressing students’ mental health needs, as well as a professional role that many practitioners have expressed a desire to expand. A national sample of school psychologists responded to an Internet survey related to various aspects of counseling service delivery, including their training to provide services, current practices, and perceptions of the importance for school psychologists to assume the responsibility of providing school‐based counseling services. 相似文献
3.
Shannon M. Suldo Allison Friedrich Jessica Michalowski 《Psychology in the schools》2010,47(4):354-373
The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
4.
The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD. 相似文献
5.
From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists’ (N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists’ assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law. 相似文献
6.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed. 相似文献
7.
The purpose of this study was to investigate school psychologists' attitudes toward lesbians and gay males. Aspects of school psychologists' knowledge, beliefs, current practices, and levels of preparedness related to issues of sexual orientation were also explored. A sample of 288 school psychologists (215 females and 73 males, mean age = 44 years) who were members of NASP participated in this study. Participants completed research packets containing a hypothetical case analogue vignette and three questionnaires querying their attitudes, beliefs, and knowledge about issues of sexual orientation. The results indicated school psychologists endorse relatively positive attitudes toward lesbians and gay males, report low‐to‐moderate levels of knowledge about lesbian and gay male issues, are willing to address lesbian and gay male issues on the job, are generally aware of how such issues impact schools, and are inadequately prepared to deal with lesbian and gay male issues. These findings are discussed in relation to their impact on the field and the implications for graduate training. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 201–210, 2004. 相似文献
8.
Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school‐wide multi‐tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior‐related areas, one quarter did not report receiving any training related to school‐wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. © 2011 Wiley Periodicals, Inc. 相似文献
9.
Rates of students engaging in nonsuicidal self-injury (NSSI) are rising and additional supports in the schools are needed (Nock, 2010, Ann Rev Clin Psychol, 6, 339–363; Stargell et al., 2017, Prof Sch Couns, 21, 37-46). School psychologists, school counselors, and school nurses are key personnel in responding to self-injurious behaviors within the school setting. The results of a practice-based research project are described, in which school psychologists, school counselors, and school nurses participated in training to increase their self-efficacy, knowledge, and response in regard to NSSI. The training provided information regarding best practice in responding to NSSI in youth (Hasking et al., 2016, Sch Psychol Int, 37(6), 644–663; Kanan et al., 2008, Sch Psychol Forum: Res Prac, 2, 67–79; Walsh & Muehlenkamp, 2013, Sch Psychol Forum: Res Prac, 7, 161–171). This exploratory study indicated that training positively impacted participants' perceived self-efficacy and knowledge with respect to responding to youth who engage in NSSI. Handouts and resources for school-based staff are included. Limitations and future directions are discussed. 相似文献
10.
Motivation and self‐regulation assessments: Professional practices and needs of school psychologists
The current study examined differences between urban and suburban school psychologists in terms of their motivation and self‐regulation assessment beliefs, practices, and professional development needs. Using a sample of 96 urban and 47 suburban school psychologists sampled from 22 school districts in a Midwestern state, we found that the two groups were not differentiated across most survey items. Of primary practical importance, however, urban and suburban practitioners encountered motivation and self‐regulation referrals on a relatively frequent basis, perceived these processes to be valuable, and were strongly interested in professional development training. Interestingly, both groups of practitioners indicated that they do not routinely evaluate these processes in youth and were unfamiliar with many commercially available and research‐oriented motivation/self‐regulation self‐report scales. These results are consistent with the premise that there is a disconnect between the types of assessments that practitioners perceive to be valuable and the extent to which they actually engage in those practices. © 2010 Wiley Periodicals, Inc. 相似文献
11.
Approximately 15% of children experience a significant illness prior to age 18 years. For many of them, school absenteeism, substandard academic performance, and social problems ensue. When disorders affect the central nervous system, some suffer global developmental delays or selective neuropsychological deficits. As health service providers, school psychologists understand both the educational process and the ways in which childhood illnesses can impact it. This article argues that school psychologists' breadth of knowledge enables consultation with teachers about health‐related classroom accommodations and communication between medical professionals and educators. Epilepsy and type 1 diabetes mellitus are two conditions associated with a risk of school problems. Using these two disorders as examples, this article outlines roles for school psychologists and provides specific guidance about how they can promote success among all students with chronic illnesses. © 2007 Wiley Periodicals, Inc. 相似文献
12.
A random sample of 197 practicing school psychologists who were members of the National Association of School Psychologists (NASP) completed a survey questionnaire on experiences and perceptions with regard to school crisis preparedness, prevention, and intervention. Respondents indicated having the most direct experience with student–student physical assaults, serious illness or injury of students, unexpected students deaths, suicide attempts, and guns or other weapons at school. School psychologists reported that their schools used a wide variety of prevention and intervention strategies, most of which have been advocated in the literature. Respondents reported being most involved in the implementation of crisis prevention and intervention strategies and less involved in development and evaluation. Results and implications are discussed within the context of empirically supported practices and school psychologists' readiness to assume larger roles in crisis prevention and intervention. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 777–788, 2004. 相似文献
13.
Michelle Kilpatrick Demaray Katherine Schaefer Lauren K. Delong 《Psychology in the schools》2003,40(6):583-597
The primary purpose of this research was to survey school psychologists to investigate their training and current assessment practices for attention‐deficit/hyperactivity disorder (ADHD) in the schools. The survey consisted of 38 questions regarding participant characteristics and three main areas relevant to ADHD: (a) training, (b) caseloads/referral patterns, and (c) assessment. The respondents reported receiving adequate training in the assessment of ADHD, with doctorate‐level psychologists self‐reporting being better trained than nondoctorate psychologists. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD with rating scales, observations, and interviews the most common methods identified. Limitations of current practices will be discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 583–597, 2003. 相似文献
14.
Allison H. Friedman-Krauss C. Cybele Raver Juliana M. Neuspiel John Kinsel 《Early education and development》2014,25(5):681-702
Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers’ health. 相似文献
15.
As the second leading cause of death for adolescents, suicide is a major concern for school personnel. School psychologists' training in mental health makes them well-positioned to lead in suicide prevention efforts; however, studies have shown a lack of preparedness in crisis intervention and, more specifically, suicide risk assessment. This study surveyed practicing school psychologists (N = 92) to explore their perception of both their role and competency in suicide risk assessment. Suicide risk assessment was defined as a broad term pertaining to any measures taken in suicide prevention, intervention, or postvention. The majority of school psychologists reported having a primary role at the tertiary level (i.e., intervening with a student identified as needing help). Participants indicated lacking adequate graduate preparation; however, most participants were confident in their knowledge of suicide and suicide risk assessment and were comfortable identifying and intervening with a student who is suicidal. Implications for practice and directions for future research are discussed. 相似文献
16.
SCHOOL PSYCHOLOGISTS AS MENTAL HEALTH PROVIDERS: THE IMPACT OF STAFFING RATIOS AND MEDICAID ON SERVICE PROVISIONS 
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下载免费PDF全文 As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school‐based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health services at school; therefore, it is important to evaluate how staffing ratios, credentialing, and state Medicaid policies may influence school psychologists’ involvement in the delivery of SBMH services. A survey of 192 school psychologists found that as practitioner to student ratios increased, the availability and provision of SBMH services decreased. As state Medicaid policies have been found to influence the provision of mental health services at school, current study results demonstrate an association between state level Medicaid policies and the number of school psychologists qualified to bill for Medicaid‐reimbursable services. Implications for service delivery and policy development are discussed. 相似文献
17.
Bertina H. Combes Mei Chang Jennifer E. Austin Demarquis Hayes 《Psychology in the schools》2016,53(5):548-563
This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research. 相似文献
18.
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first‐ and second‐generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools’ promotion of multiculturalism and teachers’ attitudes about the value of diversity in predicting immigrant youth’s attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children’s perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance. 相似文献
19.
加强卫生专业学生应对恐怖活动、自然灾难和突发性公共卫生事件的训练 总被引：1，自引：0，他引：1
近年来日益增多的恐怖威胁，与始终存在的自然灾难及公共卫生突发事件所造成的危险，明确支持了把防止生物恐怖训练纳入卫生专业课程计划。作者简要分析了生物恐怖教育的需求与美国近年来针对生物恐怖等突发事件对卫生行业从业人员进行继续教育的现状，介绍了哥伦比亚大学生物恐怖教育课程建设的运作过程，提出了在校卫生专业学生所应具备的应对生物恐怖及其他突发事件的核心能力。 相似文献
20.
Evelyn Cecile Bowtell Rosalie Aroni Julie Green Susan M. Sawyer 《International Journal of Inclusive Education》2018,22(2):176-191
Schools in Australia are required to promote equitable access to education and provide support services to students with chronic health conditions (CHCs). This qualitative study was conducted to explore stakeholders’ experiences and perceptions regarding school-based support. In-depth interviews were conducted with 38 parents of upper secondary school students with cystic fibrosis, anorexia nervosa or cancer (which were illustrative of different types of severe congenital, mental health or somatic CHCs). This enabled comparison of findings to determine whether there were any patterns in perceptions and experiences that were tied to the different CHCs. Data were analysed using a modified grounded theory approach to identify themes. Even though analysis indicated that all cohorts of parents viewed informed educators as best placed to provide tailored school-based support, major cohort differences were reported in parental experiences of school-based support as well as parental diagnosis disclosure behaviour. This latter finding was associated with cohort-related perceptions of risk to their adolescent child. Barriers to school-based support were perceived as varying by condition, the advocacy experience of parents and the nature of health service supports. Taking these findings into account, modification of current policies and practices within education and health sectors may lead to more equitable educational outcomes. 相似文献