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

The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis 基于咨询的家庭-学校参与对学生和家长结果的影响：Meta分析

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-15 DOI: 10.1080/10474412.2020.1749062

Tyler E. Smith, Shannon R. Holmes, S. Sheridan, Jennifer M. Cooper, Bradley S. Bloomfield, June L. Preast

{"title":"The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis","authors":"Tyler E. Smith, Shannon R. Holmes, S. Sheridan, Jennifer M. Cooper, Bradley S. Bloomfield, June L. Preast","doi":"10.1080/10474412.2020.1749062","DOIUrl":"https://doi.org/10.1080/10474412.2020.1749062","url":null,"abstract":"ABSTRACT Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children’s social-behavioral competence (δ = 0.34), mental health (δ = 0.37), and academic achievement (δ = 0.27). Significant effects for parent practices (δ = 0.53), parent attitudes (δ = 0.49), and relational outcomes (δ = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"278 - 306"},"PeriodicalIF":1.7,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1749062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48929933","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: 14

Culturally Responsive Consultation Among Practicing School Psychologists 实习学校心理学家的文化响应咨询

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1680293

Janise S. Parker, J. Castillo, Sujay V. Sabnis, Julie G. Daye, P. Hanson

{"title":"Culturally Responsive Consultation Among Practicing School Psychologists","authors":"Janise S. Parker, J. Castillo, Sujay V. Sabnis, Julie G. Daye, P. Hanson","doi":"10.1080/10474412.2019.1680293","DOIUrl":"https://doi.org/10.1080/10474412.2019.1680293","url":null,"abstract":"ABSTRACT School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"119 - 155"},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1680293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713342","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: 15

Qualitative Investigation of RtI Coaches Roles, Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project 支持学校参与国家级RtI实施项目的RtI教练角色、责任和经验的定性调查

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1687310

Amanda L. March, J. Castillo, Julie G. Daye, Lisa P. Bateman, C. Gelley

{"title":"Qualitative Investigation of RtI Coaches Roles, Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project","authors":"Amanda L. March, J. Castillo, Julie G. Daye, Lisa P. Bateman, C. Gelley","doi":"10.1080/10474412.2019.1687310","DOIUrl":"https://doi.org/10.1080/10474412.2019.1687310","url":null,"abstract":"ABSTRACT Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches’ perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches’ preparation, ongoing support, and current practices, as well as directions for future research.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"210 - 250"},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1687310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45624967","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

Evaluating Universal Screening with Community-Oriented Collaboration on Students’ Receipt of Social, Emotional, and Behavioral Intervention 以社区为导向的合作评估普遍筛查对学生接受社会、情感和行为干预的影响

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1654882

Kristy L. Brann, M. Maras, Mills K. Smith-Millman, J. Splett, Kayla Kilpatrick

{"title":"Evaluating Universal Screening with Community-Oriented Collaboration on Students’ Receipt of Social, Emotional, and Behavioral Intervention","authors":"Kristy L. Brann, M. Maras, Mills K. Smith-Millman, J. Splett, Kayla Kilpatrick","doi":"10.1080/10474412.2019.1654882","DOIUrl":"https://doi.org/10.1080/10474412.2019.1654882","url":null,"abstract":"ABSTRACT Tiered response models encourage a proactive approach to identification of social-emotional needs and intervention. However, schools experience barriers to adopting and implementing such models that use data to allocate interventions. The current study examines the utility of a universal social-emotional learning (SEL) screening system embedded in an empowerment evaluation framework to improve intervention receipt. Teachers at two primary elementary schools rated all students with an SEL screening system in a tiered response model. The intervention school received screening results with empowerment evaluation supports while the comparison school did not receive screening results and proceeded with intervention decision-making as usual. Intervention receipt results were analyzed with chi-square tests and descriptive comparisons. The intervention school served a greater number of students with interventions, was more likely to intervene for students with SEL need, and implemented a greater number of small-group interventions than the comparison school. Limitations and future directions are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"183 - 209"},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1654882","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363997","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: 3

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