Journal of Educational and Psychological Consultation最新文献_第10页

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms 持续性脑震荡症状学生的社会和情感支持的定性调查

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1649598

S. Davies, E. Bernstein, Corinne M. Daprano

{"title":"A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms","authors":"S. Davies, E. Bernstein, Corinne M. Daprano","doi":"10.1080/10474412.2019.1649598","DOIUrl":"https://doi.org/10.1080/10474412.2019.1649598","url":null,"abstract":"ABSTRACT Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"156 - 182"},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1649598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

A Comparison of Digital Observations of Students from Video Cameras and Aerial Drones 摄像机和无人机对学生数字观测的比较

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-03-31 DOI: 10.1080/10474412.2020.1744446

Hunter C. King, Bradley S. Bloomfield, A. Fischer, Evan H. Dart, Keith C. Radley

引用次数: 2

Consultation as a Powerful Tool in Community–University Partnerships: Introduction to the Special Issue 谘询作为社区-大学伙伴关系的有力工具:特刊简介

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-03-24 DOI: 10.1080/10474412.2020.1741380

Kristi A. Lee, Gregory E. Moy

引用次数: 0

Untangling the Grip of White Privilege in Education through Consultation and Systems Change: Introduction to the Special Issue 通过协商和制度变革解开白人特权在教育中的控制:特刊导论

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-03-19 DOI: 10.1080/10474412.2020.1744447

Ruth Schumacher-Martinez, Sherrie L. Proctor

引用次数: 12

Improving Mentoring Program Fidelity through Ecological Consultation: A Community-University Partnership 通过生态咨询提高师徒计划的保真度:社区-大学伙伴关系

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-03-11 DOI: 10.1080/10474412.2020.1737088

Gregory E. Moy, Kristi A. Lee

{"title":"Improving Mentoring Program Fidelity through Ecological Consultation: A Community-University Partnership","authors":"Gregory E. Moy, Kristi A. Lee","doi":"10.1080/10474412.2020.1737088","DOIUrl":"https://doi.org/10.1080/10474412.2020.1737088","url":null,"abstract":"ABSTRACT This article describes the process of ecological school consultation within a university’s place-based community engagement initiative. Within higher education, place-based initiatives are geographically specific partnerships between community organizations and a university. First, this article explains the collaboration between a middle school and a university-based consultant. Conceptual and practical contexts for the partnership, mentoring program, and consultation process are provided. Next, the article describes steps in the ecological consultation process, highlighting the consultant’s role in facilitating a problem-solving process and in advancing mentoring program implementation fidelity. The fidelity intervention increased mentor adherence to the program’s components (F(2, 531) = 16.861, p < .001), which were identified as being critical to the program’s potential to enact positive changes with students. Implications for school-based mentoring programs and recommendations for consultation are provided. Finally, strengths and limitations of this descriptive study and of the statistical methods (ANOVA) used to evaluate program adherence are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"128 - 146"},"PeriodicalIF":1.7,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1737088","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41832384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM) 直接行为评定-课堂管理(DBR-CM)的开发与初步效度证据

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-02-27 DOI: 10.1080/10474412.2020.1732990

Wesley A. Sims, Kathleen R King, W. Reinke, K. Herman, T. C. Riley-Tillman

{"title":"Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)","authors":"Wesley A. Sims, Kathleen R King, W. Reinke, K. Herman, T. C. Riley-Tillman","doi":"10.1080/10474412.2020.1732990","DOIUrl":"https://doi.org/10.1080/10474412.2020.1732990","url":null,"abstract":"ABSTRACT Effective classroom management is of critical importance to the success of universal, Tier I supports and services. Unfortunately, teacher-reported deficits in classroom management training are well documented. In response, use of professional development activities such as consultation, coaching, and on-going performance feedback emphasizing skill-building have proliferated. The Direct Behavior Rating-Classroom Management (DBR-CM) was developed to facilitate screening and formative data collection to drive these activities. This study presents the background, development, and preliminary psychometric evidence for the DBR-CM. Specifically, this study examined inter-rater reliability and concurrent validity in support of the DBR-CM. Findings are promising with inter-rater reliability approaching or exceeding acceptable agreement levels and significant correlations noted between DBR-CM scores and concurrently completed measures of teacher classroom management behavior and perceived self-efficacy. Implications for use and future research are discussed, including further validation and refinement of the DBR-CM and its use within indirect, consultative service delivery.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"215 - 245"},"PeriodicalIF":1.7,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1732990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48171541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Focus on Faculty: A Missing Link in Community–University Partnerships 关注教师:社区-大学合作中缺失的一环

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-02-21 DOI: 10.1080/10474412.2020.1726765

J. Ng, Rebecca S. Martínez, Sylvia L. M. Martinez

{"title":"Focus on Faculty: A Missing Link in Community–University Partnerships","authors":"J. Ng, Rebecca S. Martínez, Sylvia L. M. Martinez","doi":"10.1080/10474412.2020.1726765","DOIUrl":"https://doi.org/10.1080/10474412.2020.1726765","url":null,"abstract":"ABSTRACT Inherent in the call for this special issue is the idea that Community–University Partnerships (CUPs) matter. In the phrase “community–university partnership,” it is just two entities who are forefronted and assumed to be the primary agents and beneficiaries. Conspicuously absent, however, is recognition of the essential contributions and accompanying career implications for professors who engage Community–University Partnerships (CUPs) as a substantive aspect of their scholarly activities. For many scholars in higher education, their role as consultants bridging the academy and the community is wholly undervalued, and not by the community but by the academy. In this paper, we critically review existing literature about the university professor whose work of envisioning, initiating, developing, and maintaining Community-University Partnerships (CUPs) makes them possible. In particular, we focus on faculty members at traditional research institutions whose merit within the university is determined almost exclusively by their traditional scholarly productivity (i.e., journal publications) and can be diminished by their very engagement in the community. We offer insights into how and why community circumstances and institutional expectations are consequential.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"99 - 109"},"PeriodicalIF":1.7,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1726765","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Intersection between Systems Change, Implementation Science, and Human Beings: A Call to Investigate People and Context in Future Systems-Level Consultation Research 制度变革、实施科学与人的交集:呼吁在未来的系统级咨询研究中调查人和环境

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-02-21 DOI: 10.1080/10474412.2020.1728283

J. Castillo

引用次数: 11

A Challenge to Consultation Research and Practice: Examining the “Culture” in Culturally Responsive Consultation 对咨询研究与实践的挑战:文化响应型咨询中的“文化”审视

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-02-14 DOI: 10.1080/10474412.2020.1728284

Anisa N. Goforth

引用次数: 3

State Systems Coaching: Meeting the Needs of District Systems Coaches 国家系统教练:满足地区系统教练的需求

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-01-07 DOI: 10.1080/10474412.2019.1711382

Ellie L. Young, Sara E. Moulton, Elizabeth A. Cutrer-Párraga, Cade T. Charlton, Christian V. Sabey, Devin J Healey

{"title":"State Systems Coaching: Meeting the Needs of District Systems Coaches","authors":"Ellie L. Young, Sara E. Moulton, Elizabeth A. Cutrer-Párraga, Cade T. Charlton, Christian V. Sabey, Devin J Healey","doi":"10.1080/10474412.2019.1711382","DOIUrl":"https://doi.org/10.1080/10474412.2019.1711382","url":null,"abstract":"ABSTRACT Many state education agencies provide supports for local education agencies (LEAs) that are implementing tiered frameworks or Multi-Tiered Systems of Support (MTSS). With a 61% response rate to an online survey, 35 LEA-level systems coaches identified what state-level supports were helpful in facilitating MTSS implementation. Responses highlighted the importance of state coaches knowing the LEA’s needs, which was most likely to occur when state coaches attended onsite meetings, met with district leaders, reviewed data, and actively problem solved with the LEA. Participants indicated that the monthly meetings led by the state coaches for the local implementers were difficult to attend and may not have been as helpful as hoped. The online modules which were intended to create foundational understanding, were not as beneficial as the annual conferences. Implications for practice include the importance of connecting coaching practices to the specific needs of the LEA and providing funding for professional development.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"180 - 214"},"PeriodicalIF":1.7,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1711382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1