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Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers 双语高中新生的社会和情感需求:教师、学校辅导员和学校社工的视角
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2022-01-05 DOI: 10.1080/10474412.2021.2018657
Elizabeth M. Vera, Amy J. Heineke, A. Schultes, Plamena Daskalova
{"title":"Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers","authors":"Elizabeth M. Vera, Amy J. Heineke, A. Schultes, Plamena Daskalova","doi":"10.1080/10474412.2021.2018657","DOIUrl":"https://doi.org/10.1080/10474412.2021.2018657","url":null,"abstract":"ABSTRACT Understanding the needs of emergent bilingual learners (EBLs) is important for consultants working to promote inclusive, affirming school environments. Thirty-three school professionals, including teachers, counselors, and social workers (70% female, 20% persons of color, 18% bilingual) shared their perceptions of experiences of EBLs attending high schools in the United States. In this pre-consultation qualitative data collection, themes were identified from six focus groups. Analyses revealed school, family, peer, and individual influences tied to EBLs’ well-being. Participants recommended that schools institute culturally-specific structures to support EBLs, but also intervene with non-EBLs, general education teachers, and mainstream curriculum. Findings suggest that schools revise how they support the academic needs of EBLs. While English as a Second Language programs are commonplace in high school EBLs’ language development, participants recommended that such programs should not isolate students from their non-EBL counterparts. Participants also recommended increased access to advanced classes. Implications for systems-level consultation are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"416 - 453"},"PeriodicalIF":1.7,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126195","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
Working Together Toward Social Justice, Anti-racism, and Equity: One-Year Reflections on the Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International 共同迈向社会公正、反种族主义与公平:对《教育与心理咨询》与《国际学校心理学》联合承诺的一年反思
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2022-01-02 DOI: 10.1080/10474412.2021.2015645
Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay M. Fallon, Gregory E. Moy, Colleen R. O’Neal, Skyler VanMeter
{"title":"Working Together Toward Social Justice, Anti-racism, and Equity: One-Year Reflections on the Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International","authors":"Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay M. Fallon, Gregory E. Moy, Colleen R. O’Neal, Skyler VanMeter","doi":"10.1080/10474412.2021.2015645","DOIUrl":"https://doi.org/10.1080/10474412.2021.2015645","url":null,"abstract":"ABSTRACT The purpose of this statement is to reflect upon progress made during the past year in promoting anti-racism, social justice, and equity as committed to by leaders from the Journal of Educational and Psychological Consultation and School Psychology International. Action steps from 2021 are reviewed, and priorities for 2022 are identified.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"1 - 5"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509838","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: 2
Qualitative and Mixed Methods Research in Educational and Psychological Consultation: Introduction to the Special Issue 教育心理咨询中的定性与混合方法研究——特刊简介
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-12-09 DOI: 10.1080/10474412.2021.2015647
Daniel S. Newman
{"title":"Qualitative and Mixed Methods Research in Educational and Psychological Consultation: Introduction to the Special Issue","authors":"Daniel S. Newman","doi":"10.1080/10474412.2021.2015647","DOIUrl":"https://doi.org/10.1080/10474412.2021.2015647","url":null,"abstract":"ABSTRACT This article introduces the special issue focused on qualitative and mixed methods (QMM) research in educational and psychological consultation. The purposes of the special issue, to highlight the role of QMM in studying school consultation and to guide future QMM research, are considered, and each of five featured articles are briefly introduced.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"6 - 8"},"PeriodicalIF":1.7,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48045016","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: 2
Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions ECHO MTSS远程会诊模式对基于数据的学术干预个性化自我效能的影响
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-12-06 DOI: 10.1080/10474412.2021.1996243
Katya Sussman, M. Burns, E. Lembke
{"title":"Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions","authors":"Katya Sussman, M. Burns, E. Lembke","doi":"10.1080/10474412.2021.1996243","DOIUrl":"https://doi.org/10.1080/10474412.2021.1996243","url":null,"abstract":"ABSTRACT The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring, diagnostic assessment, adapting interventions, and overall DBI knowledge). Results indicated that the number of ECHO-MTSS sessions attended significantly predicted participants’ self-reported self-efficacy in all facets of implementing DBI beyond years of experience and highest degree, with large effects (adjusted r 2 = .19 to .38). Implications for practice are included.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"395 - 415"},"PeriodicalIF":1.7,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49058136","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: 2
Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation 校长对学校心理学家参与系统层面咨询的看法
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-10-29 DOI: 10.1080/10474412.2021.1996244
Leah M. Nellis, Brandon J. Wood
{"title":"Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation","authors":"Leah M. Nellis, Brandon J. Wood","doi":"10.1080/10474412.2021.1996244","DOIUrl":"https://doi.org/10.1080/10474412.2021.1996244","url":null,"abstract":"ABSTRACT Systems level consultation is an important component of school change processes and a role in which school psychologists are called to serve. This article explores factors that contribute to school psychologists’ involvement in systems level consultation in their schools. Data from a survey conducted with a national sample of school principals (N = 646) are reported with a focus on principals’ perceptions and practices that contribute to the context in which school change occurs and the degree and nature to which school psychologists are engaged. Findings indicate school principals would like school psychologists involved in systems-level activities, generally perceive them to have the needed knowledge and skills, and see their own role as one that influences such engagement. Factors that predict the number of systems level consultation opportunities principals provide their school psychologists and the amount of time that principals perceive school psychologists spending in systems level consultation were investigated. Implications for practice are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"375 - 394"},"PeriodicalIF":1.7,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47342184","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
Infant and Early Childhood Mental Health Consultation in the Context of a Statewide Expulsion Prevention Initiative 在全州预防驱逐倡议背景下的婴儿和幼儿心理健康咨询
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-10-09 DOI: 10.1080/10474412.2021.1983440
Nicola A Conners Edge, Angela Kyzer, Annie E. Davis, Kimberly Whitman
{"title":"Infant and Early Childhood Mental Health Consultation in the Context of a Statewide Expulsion Prevention Initiative","authors":"Nicola A Conners Edge, Angela Kyzer, Annie E. Davis, Kimberly Whitman","doi":"10.1080/10474412.2021.1983440","DOIUrl":"https://doi.org/10.1080/10474412.2021.1983440","url":null,"abstract":"ABSTRACT This paper focuses on outcomes for Infant and Early Childhood Mental Health Consultation (IECMHC) provided to early education teachers as part of a tiered statewide expulsion prevention initiative. In a sample of 360 children (83.3% male, 66.6% White, 88.1% with clinically elevated externalizing behavior at baseline) at risk for expulsion, outcomes from consultation are described, including expulsion outcomes and changes in child behavior. Multiple regression was used to explore the role of teacher engagement in the IECMHC process on child-level behavioral outcomes. Of the referred children receiving IECMHC, 3.9% were expelled. From pre- to posttest, teachers reported significant reductions in behavior concerns (both frequency and the perception of the behaviors as “problematic”) and expulsion risk (based on teacher perception of child behavior). Teacher engagement in the IECMHC process was a robust predictor of change in child outcomes, with greater engagement associated with improvements in child behavior problems and prosocial skills.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"315 - 336"},"PeriodicalIF":1.7,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151499","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
Training Future School and Clinical Psychology Leaders in Consultation for Early Childhood Education Settings 在幼儿教育咨询中培养未来的学校和临床心理学领导者
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-10-03 DOI: 10.1080/10474412.2021.1977138
D. LaForett, Marissa A. Bivona, Julia Mendez Smith, Amanda P. Williford
{"title":"Training Future School and Clinical Psychology Leaders in Consultation for Early Childhood Education Settings","authors":"D. LaForett, Marissa A. Bivona, Julia Mendez Smith, Amanda P. Williford","doi":"10.1080/10474412.2021.1977138","DOIUrl":"https://doi.org/10.1080/10474412.2021.1977138","url":null,"abstract":"ABSTRACT This paper describes how training school and clinical psychology graduate students in early childhood mental health consultation (ECMHC) has the potential to fill gaps in the ECMHC workforce, enhance the capacity of early care and education (ECE) providers to effectively support the mental health needs of children and families, and help ECE programs provide equitable services to children and families. We first present the need for explicit ECMHC training in school and clinical psychology doctoral programs, and how didactic coursework and practica could align with national competencies for high-quality ECMHC. We then illustrate how graduate programs might aspire to greater impact by 1) shifting to promotion and prevention, systems- and organizational-based practice orientations, and equity and cultural competence principles; and 2) leveraging ECE programming to infuse ECMHC practice. We conclude with a call to action for graduate programs to address this need for mental health professionals with specialized ECMHC competencies.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"337 - 358"},"PeriodicalIF":1.7,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367751","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
Acknowledgments 致谢
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-10-02 DOI: 10.1080/10474412.2021.1970314
Daniel S. Newman
{"title":"Acknowledgments","authors":"Daniel S. Newman","doi":"10.1080/10474412.2021.1970314","DOIUrl":"https://doi.org/10.1080/10474412.2021.1970314","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"498 - 499"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707818","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
Promoting Family Centered Support Assessment and Intervention 促进以家庭为中心的支持评估与干预
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-08-30 DOI: 10.1080/10474412.2021.1963266
S. A. Garbacz, K. Moore, A. Mauricio, E. Stormshak
{"title":"Promoting Family Centered Support Assessment and Intervention","authors":"S. A. Garbacz, K. Moore, A. Mauricio, E. Stormshak","doi":"10.1080/10474412.2021.1963266","DOIUrl":"https://doi.org/10.1080/10474412.2021.1963266","url":null,"abstract":"ABSTRACT This paper describes a new paradigm for addressing threats of school violence. We advance a family-centered approach to supporting students to address the contextual characteristics of school violence and promote collaboration among families, school personnel, and students. We present a case study that demonstrate the utility of this family-centered approach. We conclude by articulating practice and research implications for using this family-centered approach as a primary avenue to increase school and community safety and to improve social-emotional outcomes for students.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"185 - 209"},"PeriodicalIF":1.7,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48851687","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
Efficacy of Remote as Compared to In-Person School Psychological Services: A Rapid Systematic Evidence Review 远程心理服务与现场心理服务的效果比较:一个快速系统的证据综述
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2021-08-25 DOI: 10.1080/10474412.2021.1963267
Alexa von Hagen, B. Müller, A. Sędłak, G. Bachmann, J. Herbert, G. Büttner
{"title":"Efficacy of Remote as Compared to In-Person School Psychological Services: A Rapid Systematic Evidence Review","authors":"Alexa von Hagen, B. Müller, A. Sędłak, G. Bachmann, J. Herbert, G. Büttner","doi":"10.1080/10474412.2021.1963267","DOIUrl":"https://doi.org/10.1080/10474412.2021.1963267","url":null,"abstract":"ABSTRACT As a consequence of the Covid-19 pandemic, remote school psychological services have increased notably in many countries. With the aim of supporting evidence-based practices, we conducted a rapid systematic evidence review on the efficacy of remote as compared to in-person school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale and was therefore excluded. Overall, the limited evidence that we identified indicates that the impact of remote school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person school psychological services. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"210 - 238"},"PeriodicalIF":1.7,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46705442","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
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