Journal of Educational and Psychological Consultation最新文献_第4页

In Memoriam 为纪念

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2023-06-29 DOI: 10.1080/10474412.2023.2229230

T. E. Heron, Michael B. Ruef

{"title":"In Memoriam","authors":"T. E. Heron, Michael B. Ruef","doi":"10.1080/10474412.2023.2229230","DOIUrl":"https://doi.org/10.1080/10474412.2023.2229230","url":null,"abstract":"Profesor Zygmunt Ruta urodził się 10 lipca 1932 roku we wsi Borusowa (woj. małopolskie), gdzie zapisano go do szkoły powszechnej. Po zakończeniu II wojny wyjechał na krótko do Łodzi, ale szybko powrócił i podjął naukę w I Liceum Ogólnokształcącym im. Kazimierza Brodzińskiego w Tarnowie. W roku 1951 złożył w nim egzamin maturalny. Niemal równocześnie zdał egzaminy uzupełniające (z przedmiotów pedagogicznych), które dały mu uprawnienia do nauczania w szkołach podstawowych. Jak większości osób w tamtych czasach, wręczono mu nakaz pracy. Został nauczycielem w szkole ćwiczeń TPD w Liceum Pedagogicznym w Tarnowie. Po roku powołano go do odbycia 2-letniej zasadniczej służby wojskowej, po której powrócił do przerwanej wcześniej pracy w szkole ćwiczeń. W tym czasie związany był jeszcze z Młodzieżowym Domem Kultury w Tarnowie1 . W 1955 roku rozpoczął studia zaoczne w Wyższej Szkole Pedagogicznej w Warszawie na kierunku historia, a następnie dzięki wsparciu prof. Tadeusza Słowikowskiego, uzyskał zgodę na przeniesienie do Wyższej Szkole Pedagogicznej w Krakowie. W roku 1959 uzyskał tytuł magistra historii, broniąc pracy dyplomowej pt. „Z problemów oświaty i szkolnictwa w Tarnowie do końca XVII wieku”, którą przygotował pod kierunkiem prof. Ignacego Zarębskiego. Po ukończeniu studiów Z. Ruta zatrudniony","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848485","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

The Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coaches 教学教练行为观察工具的开发与试点

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2023-06-24 DOI: 10.1080/10474412.2023.2227166

Ann C. Jolly, Kristen D. Beach, Heather H. Aiken, Steven J. Amendum

引用次数: 0

Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention 重塑自闭症学生的社交技能实践：评估和干预的响应框架

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2023-06-07 DOI: 10.1080/10474412.2023.2221671

Evan H. Dart, Keith C. Radley, Kate A. Helbig, Chelsea R. Salvatore

引用次数: 1

Restorative Schools: A Consultation Case Study for Moving from Theory to Practice 恢复性学校：从理论走向实践的咨询案例研究

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2023-03-20 DOI: 10.1080/10474412.2023.2192205

Annmary S. Abdou, J. Brady, A. Griffiths, Alec Burrola, julie vue

{"title":"Restorative Schools: A Consultation Case Study for Moving from Theory to Practice","authors":"Annmary S. Abdou, J. Brady, A. Griffiths, Alec Burrola, julie vue","doi":"10.1080/10474412.2023.2192205","DOIUrl":"https://doi.org/10.1080/10474412.2023.2192205","url":null,"abstract":"ABSTRACT The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and the Outcome Logic Model (OLM), the authors describe results from a collaborative program evaluation conducted by university researchers and external specialists implementing SWRJ in five middle schools. OLM results include operational definitions and analyses of the program’s implementation resources, activities, outputs, and outcomes, as well as findings surrounding gaps in practice and outcome monitoring. Key learnings from this case study included the importance of administrator buy-in, focused implementation teams, strong professional development systems, and the utility of systematic program mapping frameworks like OLMs. Identified challenges included leadership turnover in schools, overreliance on individual RJ specialists for implementation, and an imbalance of activities across the tiers. Implications and recommendations for organizational consultants, educational leaders, and school-based restorative justice scholars are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44564425","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

Advancing Preservice Consultation Training Through University-Community Partnership 通过大学与社区合作推进保护咨询培训

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2022-12-15 DOI: 10.1080/10474412.2022.2155173

Adena B. Meyers, Mark E. Swerdlik, Megan Donnelly, Kela LeShoure

{"title":"Advancing Preservice Consultation Training Through University-Community Partnership","authors":"Adena B. Meyers, Mark E. Swerdlik, Megan Donnelly, Kela LeShoure","doi":"10.1080/10474412.2022.2155173","DOIUrl":"https://doi.org/10.1080/10474412.2022.2155173","url":null,"abstract":"ABSTRACT This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students’ classroom-based activities and in turn are jointly supervised by program faculty and the center’s Special Services Manager. Through these experiences, graduate students develop competencies in client-centered, consultee-centered, and systems-level consultation, with opportunities to engage in an array of activities aligned with key updates to the 2020 NASP Professional Standards particularly in Domains Six (Services to Support Safe and Supportive Schools), Seven (Family, School, and Community Collaboration), and Eight (Equitable Practices for Diverse Student Populations). By focusing on the school environment, community collaboration, social justice, and equitable practices, these updated domains highlight the role of ecological and systemic factors in school psychology practice and training. Trainees support the center’s efforts to function as a trauma-informed organization whose members recognize and respond to trauma in a manner that promotes safety, collaboration, empowerment, and other trauma-informed practice principles. They do this by consulting with parents and teachers, contributing to staff professional development on such topics as adverse childhood experiences and caregiver stress management, and facilitating meetings with parents and teachers around issues such as trauma-informed discipline. We discuss how these activities align with the 2020 NASP domains, with particular attention to ecological and systemic perspectives.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49379358","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

NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation NASP 2020专业实践标准:校本咨询的应用和机会

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2022-12-11 DOI: 10.1080/10474412.2022.2154675

P. Fenning, Melissa M. Pearrow, N. Politikos

引用次数: 1

Development and Examination of a Trainee-Led ECHO Autism Network for Rural Healthcare Providers 农村医疗保健提供者以实习生为主导的ECHO自闭症网络的发展和检验

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2022-12-05 DOI: 10.1080/10474412.2022.2151013

Garrett Cardon, Ethan Dahl, D. M. Diaków, Alyssa A Neumann, Kalley Mallone, Haley Permar, Kandice J. Benallie, Taylor Clark, Cassity Haverkamp, Rebecca Lindsey, Sebastian Romero, W. Sherman, Canyon Hardesty, Paul Carbone, T. Gabrielsen

{"title":"Development and Examination of a Trainee-Led ECHO Autism Network for Rural Healthcare Providers","authors":"Garrett Cardon, Ethan Dahl, D. M. Diaków, Alyssa A Neumann, Kalley Mallone, Haley Permar, Kandice J. Benallie, Taylor Clark, Cassity Haverkamp, Rebecca Lindsey, Sebastian Romero, W. Sherman, Canyon Hardesty, Paul Carbone, T. Gabrielsen","doi":"10.1080/10474412.2022.2151013","DOIUrl":"https://doi.org/10.1080/10474412.2022.2151013","url":null,"abstract":"ABSTRACT Rural healthcare providers face numerous challenges in caring for autistic individuals. Some of the most common obstacles to optimal services include lack of specialized training and expertise, resources, and collaborators, as well as large physical distances between providers and those they serve, region-specific cultural factors, and others. Recent methodologies, such as Extensions for Community Healthcare Outcomes (ECHO), use videoconferencing technology to connect subject-matter experts with community providers to remediate disparities in 1) provider access to knowledge and consultation relevant to evidence-based practices (EBP) and, thereby, 2) patient access to quality care. Despite such advances, few projects have targeted rural communities in the same geographic area as network personnel. Additionally, to date, ECHO networks have been staffed with senior personnel, who have provided their experience and expertise to attendees. We, a multidisciplinary group of trainees and faculty, developed and piloted an ECHO Autism network for healthcare providers across the rural Western United States. In preparation for the launch of this network, trainees polled prospective participants regarding their disciplines and interests. Then, ECHO sessions were developed and implemented over several months. Finally, attendees provided feedback about their experiences. We report information regarding each of these phases and initial results of the post-session feedback to assist those who desire to develop a similar network in their area, and to provide preliminary examination (i.e., formative evaluation) of its benefit in view of the needs of rural providers caring for autistic individuals. We posit that our trainee-led model has unique value for cost-effectiveness and sustainability of implementation.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46040646","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

The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process 以下法律要求的重要性:导致家长对个性化教育计划会议过程满意的因素

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2022-11-17 DOI: 10.1080/10474412.2022.2145290

Tracy Gershwin, L. McKittrick, A. Kilpatrick

{"title":"The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process","authors":"Tracy Gershwin, L. McKittrick, A. Kilpatrick","doi":"10.1080/10474412.2022.2145290","DOIUrl":"https://doi.org/10.1080/10474412.2022.2145290","url":null,"abstract":"ABSTRACT The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with disabilities about their experiences with the IEP meeting process, including suggestions for improvement. Findings revealed parental satisfaction was mostly associated with practices that fell within the legal requirements of the Individuals with Disabilities Education Act (IDEA). Key practices that lead to parent satisfaction included: (a) conveying a strengths-based perspective about the student, (b) utilizing meeting strategies, (c) working together as a team, (d) bringing outside support to the meeting, (e) learning about the IEP process ahead of time, and (f) having a supportive educator available to advocate for the student. Implications for future research and practice are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45210779","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

Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities 关于咨询的思考：运用混乱和公平的实施视角帮助学校心理学家打破差异

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2022-10-07 DOI: 10.1080/10474412.2022.2131558

Melissa A. Collier‐Meek, T. Kratochwill, Hao-Jan Luh, L. Sanetti, Annisha Susilo

{"title":"Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities","authors":"Melissa A. Collier‐Meek, T. Kratochwill, Hao-Jan Luh, L. Sanetti, Annisha Susilo","doi":"10.1080/10474412.2022.2131558","DOIUrl":"https://doi.org/10.1080/10474412.2022.2131558","url":null,"abstract":"ABSTRACT School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists’ engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science, into consultation. Equitable implementation occurs when strong equity components (e.g., trusting relationships, community-defined evidence) are integrated into the implementation process to facilitate quality delivery of programs. With this perspective and an illustrated case study, we hope to provide actionable steps for researchers and practitioners to center disrupting problematic ecologies and advancing equity as foundational in their consultation. We also reflect on opportunities, challenges, and implications for training and practice that are aligned with the NASP 2020 Practice Model.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44097558","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 Role of Sensemaking in the Organizational Consultation Process in Schools 感觉制造在学校组织协商过程中的作用

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2022-10-06 DOI: 10.1080/10474412.2022.2132254

J. Castillo, Andy Garbacz, W. R. Black, Dia Davis, Emily J. Wingate, David Furjanic

{"title":"The Role of Sensemaking in the Organizational Consultation Process in Schools","authors":"J. Castillo, Andy Garbacz, W. R. Black, Dia Davis, Emily J. Wingate, David Furjanic","doi":"10.1080/10474412.2022.2132254","DOIUrl":"https://doi.org/10.1080/10474412.2022.2132254","url":null,"abstract":"ABSTRACT Research on organizational consultation in schools demonstrates increased implementation of evidence-based practices by consultees and improved outcomes for students. Implementation science increasingly has been adopted as a framework for organizational consultants to use to promote uptake of evidence-based practices in schools. Although research that identifies processes and skills that increase implementation of system-level interventions remains important, a focus on how educators make sense of and enact the practices in their context is needed. In this article, we discuss how consultants can build upon implementation science approaches by exploring educators’ sensemaking. We draw from other disciplines to illustrate how educators make sense of new practices and their application within local socio-political contexts. Additionally, the importance of communities of learners and teaming in facilitating and evaluating sensemaking is discussed. Finally, we call for consultants to take active roles in investigating and facilitating educators’ sensemaking.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46579228","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