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1.
Kristi Ruttle 《Psychology in the schools》1981,18(4):467-470
This paper will describe two alternative roles for the school psychologist working with programs for autistic children or programs for emotionally disturbed children. The first approach is concerned with behavior management of children either by consultation to program staff or by direct work with the child, as well as support of staff through continuous feedback of classroom behavior management techniques. The second approach encompasses all of the first approach, in addition to the psychologist serving as corrdinator for the program and thereby assuming greater responsibility for cooperation between the school and the home, as well as for ongoing program development. A major difference in these two roles of the school psychologist, compared to the traditional role, is an intense involvement with a small number of children and a high level of input into the management, structure, and techniques used in a small number of classrooms. The paper will present a model for both of the two alternative approaches for the school psychologist. The model will include: a format for ongoing behavior assessment, suggestions for the structure of teacher-psychologist feedback sessions, methods of school and home cooperation, and a proposal for a horizontal administrative structure of programs for emotionally disturbed and for autistic children. The concept that is advocated is a team of professionals (teacher and psychologist) planning for the holistic development of the child. 相似文献
2.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist. 相似文献
3.
通过文献查阅、访谈与问卷调查来编制适合我国中小学教师的工作自主问卷（Teacher Work-Autonomy Questionnaire）。结果表明：（1）我国中小学教师工作自主包括6个因素：学校运营管理自主、专业化和课程改革自主、课堂教学自主、学生成绩评估自主、课余活动开展自主以及学生行为管理自主;（2）编制出的教师工作自主问卷的信度与效度达到了心理测量学的基本要求。 相似文献
4.
记者享有采访权,但记者采访权的法律性质并不明确,因而记者在采访活动中的法律地位和权利义务关系也就不可能明确,进而成为记者采访遇阻、遭诉或采访权滥用等现象发生的重要根源。我国应当将记者采访权界定为记者专属享有的职业身份权,其属于私法上的权利,性质为相对权、请求权,其实现和保护遵循“人格权先于身份权”的私法秩序。抽象权利(新闻自由)的私法化保护应当成为我国立法的宏观思维路径。 相似文献
5.
A fragile site on the X chromosome has been implicated in developmental disabilities among both males and females who possess learning disabilities, mental retardation, attention deficit disorders, and behavior problems. For the most part, medical diagnosis has been of little value to the school psychologist or educator. The diagnosis of fragile X syndrome does possess specific educational implications, especially during the early school years. Data on the characteristics and treatment of patients that can assist the school psychologist in program planning and appropriate referral are presented. The school psychologist is in a most advantageous position to recognize children who are in need of medical consultation and chromosomal analysis. Treatment includes appropriate educational programming, trials of folic acid among prepubescent males, and medical treatment for those manifesting an attention deficit disorder. Family counseling is available for “at-risk” families and should include prenatal diagnosis. 相似文献
6.
Iasonas Lamprianou Thomas Christie 《Educational Assessment, Evaluation and Accountability》2009,21(4):329-345
Accepting that school based assessment may have the potential to bring additional reliability to the assessment outcomes of an educational system, this research uses Generalizability Theory to address the question “why school based assessment is not a universal feature of high stakes assessment systems”? Three major issues are identified: (a) there is a conflict between the psychometric model and classroom assessment practice; (b) different schools are not equally effective; and, (c) teachers’ judgments are frequently accused of being biased. The role of public examination boards is discussed in this context. 相似文献
7.
Program evaluation is part of the expanding role of the professional school psychologist. Existing strategies for program evaluation, however, are insufficient to meet the needs of school psychologists interested in evaluating school-related programs. The diversity of educational programs necessitates a more comprehensive, integrated, and flexible model. In the present paper, dimensions of program evaluation—target, purpose, and stage—relevant to school psychologists are described and defined, and then combined into a conceptual framework indicating 48 different types of program evaluation. The present model incorporates relevant aspects of existing program evaluation strategies and action research, affording practitioners a strategy for selecting and conducting program evaluations. Suggested steps for implementing the action research strategy, as well as a hypothetical example of its use, also are offered. 相似文献
8.
School psychology certification implies limited opportunities in so far as it provides for a narrow age range and functioning within a public school setting. Child psychology as a professional model should encompass school psychology training, but broaden its scope to include children of all ages from infancy to adolescence. The school system is only a part of the broader alliance of agencies and institutions servicing the needs of children. The psychologist as a behavioral scientist should not be identified with institutions, but primarily with the subject matter of his training and concern, the child. 相似文献
9.
Jan N. Hughes 《Psychology in the schools》1979,16(2):234-239
Questionnaires asking for actual and ideal perceptions of the role of the school psychologist were completed by 80 school psychologists, 37 directors of pupil personnel services, and 29 superintendents in Virginia public schools. Administrators and school psychologists are in substantial agreement regarding the amount of time the psychologist actually devotes to different job activities. Approximately 75% of the psychologist's time is spent in Meyers' Level I activities (Meyers, 1973). All groups desire a reduction in the time spent in assessment, but they differ as to what intervention levels should be increased. Psychologists see the saved time most appropriately spent in interventions at the system level. Discrepancy between actual and desired roles is discussed in terms of the impact of P.L. 94–142. The consistency of psychologists' actual and ideal perceptions correlated significantly and negatively with their job satisfaction. This relationship is discussed in terms of role conflict, and a comparison is made of actual roles with the emphasis in two professional journals. 相似文献
10.
Kreutzer et al.’s (Monographs of the Society for Research in Child Development 40(1):1–60, 1975) metamemory interview has been widely used in children’s metamemory literature, yet the psychometric properties of the measure
have yet to be reported, and the format and language of some subtests may pose problems for young children. Researchers often
combine subtests with other tests purported to measure metamemory, yet there is little empirical data regarding how these
subtests relate. It has been proposed that metamemory is comprised of distinct procedural and declarative components, but
this has not been empirically tested in young children. Therefore, the two studies reported here aimed to adapt Kreutzer et
al.’s interview to increase its developmental appropriateness, to examine the relationship between the interview subtests,
to add subtests that purport to test procedural metamemory, and then to examine the factor structure of the resulting scores
and investigate how metamemory changes with age across the elementary school years. The results suggest that the adapted versions
of the subtests are generally less contaminated by language ability, especially for the younger children. Factor analysis
indicated the presence of two declarative metamemory factors and one procedural metamemory factor. Both declarative factors
followed a similar developmental trajectory, increasing steadily from early to late elementary school age, whereas procedural
metamemory increased significantly between Grades 1 and 3 only. 相似文献
11.
Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting. 相似文献
12.
This exploratory study investigated an educational psychologist’s use of a strengths-based development tool with head teachers, in the context of influencing and supporting leaders in school organisations. Nine head teachers completed the “Realise2 Introductory Profile” online strengths assessment and then received a structured debrief by an educational psychologist, to facilitate discussion around their individual profile. Feedback was gathered from five head teachers, using semi-structured interview and a Likert-type rating scale. Interviews were analysed thematically. Head teachers reported raised self-awareness in terms of their realised strengths, learned behaviours, weaknesses and unrealised strengths. They noted an increased motivation and commitment to self reflection as a core practice and related this to subsequent changes in management practice, such as improving personal resilience, increased authenticity in their professional role and more effective delegation of management tasks. Organisational level outcomes reported by head teachers included increases in focus on strengths based practices, teacher well-being and resilience. Personal and professional development with individual head teachers is discussed as an effective use of educational psychology resources with potential benefits for the wider organisation. 相似文献
13.
高中教师主观幸福感问卷的编制 总被引：1，自引：0，他引：1
目的：编制高中教师主观幸福感问卷。方法：通过文献查阅、访谈等形式形成初始问卷,经过初测对项目进行项目分析后形成正式问卷,然后选取河南省8所高中714名教师进行调查,对正式数据进行探索性因素分析和验证性因素分析探讨其主观幸福感的结构。结果：高中教师主观幸福感主要包括3个因素,分别为生活满意、积极情感和消极情感。结论：高中教师主观幸福感问卷具有良好的信度和效度。 相似文献
14.
Henrik Skovlund 《International Journal of Inclusive Education》2013,17(4):392-410
Eight children between 7 and 11 years of age were interviewed about their understanding of their own diagnoses. The diagnoses in question were attention deficit hyperactivity disorder, autism and nonverbal learning disorder. They were from different special schools that are segregated from state schools. In addition to the interviews, a role play setting with dolls representing a school teacher, parents, peers, a school psychologist and a doctor was used as a basis for speaking about the children's understanding of the special school in relation to their diagnoses. The study revealed that the children use a simplified medical model for understanding their diagnoses and behaviour. Furthermore, they partly perceive the special school as a medical institution, as well as an educational institution. Finally, the study showed that the children consider themselves different from normal children and incapable of participating in shared learning communities such as state schools. This is of particular interest in relation to these children's future transition from special schools to public learning institutions, especially with regard to their inclusion in the latter. 相似文献
15.
Suzanne G. Margiano Kari A. Sassu Brittany A. Dale Jacqueline M. Caemmerer Melissa A. Bray Emily Peters 《Psychology in the schools》2023,60(2):441-451
Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools. 相似文献
16.
Edward M. Levinson 《Psychology in the schools》1984,21(1):112-117
This article suggests that a need exists in schools for the vocational, as well as academic, preparation of students, and that this need is especially prevalent among the handicapped. A rationale is offered for the involvement of the school psychologist in facilitating vocational/career development via the assessment process. Definition and purposes of vocational assessment as they relate to school psychological evaluations also are presented. 相似文献
17.
Edward M. Levinson 《Psychology in the schools》1987,24(3):254-264
Vocational assessment services increasingly are being provided to handicapped secondary school students as a result of recent federal legislation. This article describes the need for such services and describes a vocationally oriented psychological evaluation completed on a handicapped adolescent by a school psychologist. The relevance of traditionally derived school psychological assessment data in vocational programming, the value of expanding assessment batteries to include vocationally specific assessment techniques, and the writing of vocationally oriented psychological reports are discussed. 相似文献
18.
19.
This article discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. The private practice of the developmental optometrist would provide the applied psychologist a setting for providing community-based preventive psychology. The role of the applied psychologist in providing psychological and educational assessment, consultation services, direct psychological interventions, and coordination of services is discussed. 相似文献
20.
Alexander H. Smith 《Psychology in the schools》1978,15(3):379-386
Traditional roles of the school psychologist have not included the use of the family system for the intervention of school-related behavior problems. Because the child's symptom serves as a vital part of the family equilibrium, assessment and intervention must be considered within this context. Psychodynamic conceptualizations and Gestalt approaches to treating the family are presented. The expanding role of the school psychologist may become more potent by incorporating family treatment in cases of educationally relevant behavior problems. 相似文献