Journal of Educational and Psychological Consultation最新文献_第8页

Working Together Towards Social Justice, Anti-Racism, and Equity: A Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International 共同致力于社会正义、反种族主义和公平：《教育与心理咨询杂志》和《国际学校心理学》的联合承诺

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-11-18 DOI: 10.1080/10474412.2020.1848313

Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay M. Fallon, Gregory E. Moy, Colleen R. O’Neal, Skyler VanMeter

引用次数: 11

Twelve Indicators of Restorative Practices Implementation: A Framework for Educational Leaders 恢复性实践实施的十二个指标:教育领导者的框架

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-10-20 DOI: 10.1080/10474412.2020.1824788

A. Gregory, A. Ward-Seidel, K. Carter

引用次数: 9

What Kinds of Support Do Novice Consultants Request and Receive? A Constructivist Grounded Theory Investigation 新手顾问需要什么样的支持？建构主义基础理论研究

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-10-11 DOI: 10.1080/10474412.2020.1816473

Colette L. Ingraham, Emily M Johnson, K. López

{"title":"What Kinds of Support Do Novice Consultants Request and Receive? A Constructivist Grounded Theory Investigation","authors":"Colette L. Ingraham, Emily M Johnson, K. López","doi":"10.1080/10474412.2020.1816473","DOIUrl":"https://doi.org/10.1080/10474412.2020.1816473","url":null,"abstract":"Research indicates the need for better training for consultants working in culturally and linguistically diverse (CLD) schools. Using a constructivist grounded theory approach, this study investigated the use of the Consultation Peer Feedback Process (CPFP) as a tool for developing skills and perspectives among consultants. This study analyzed the types of feedback requested by consultants-in-training (CITs) and their peer-identified strengths and feedback. A coding lexicon and themes were identified to understand the needs of CITs when requesting and receiving feedback. This led to a constructivist grounded theory that describes how CITs learn to consult with cases in CLD schools. Detailed analyses of 42 CPFP Summaries indicated that the strength-based nature of the CPFP supported CITs in areas where they requested support, provided encouragement and specific feedback, and expanded CITs’ exposure to cases and issues beyond their immediate setting and perspectives. Implications for research and training consultants are discussed. ARTICLE HISTORY Received 21 January 2020 Revised 13 August 2020 Accepted 21 August 2020","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1816473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49259643","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

Using Systems-Level Consultation to Establish Data Systems to Monitor Coaching in Schools: A Framework for Practice 使用系统级咨询建立数据系统来监控学校教练:实践框架

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-10-11 DOI: 10.1080/10474412.2020.1830409

Courtenay A. Barrett

{"title":"Using Systems-Level Consultation to Establish Data Systems to Monitor Coaching in Schools: A Framework for Practice","authors":"Courtenay A. Barrett","doi":"10.1080/10474412.2020.1830409","DOIUrl":"https://doi.org/10.1080/10474412.2020.1830409","url":null,"abstract":"ABSTRACT Coaching has been widely implemented to support the delivery of evidence-based practices in schools. Although coaching is effective in rigorous research studies, scholars question the effective translation of coaching in authentic schools. Data systems that monitor the fidelity and impact of coaching offer one solution to address three implementation challenges described in the literature: (1) operationalizing coaching, (2) ensuring sufficient resource allocation, and (3) training in-service coaches. The purpose of this article is to outline a framework to guide systems-level consultants as they collaborate with schools to establish data systems for coaching, which include coaching data, teacher or classroom instructional data, and student data, which can be analyzed within the problem-solving process to monitor the fidelity and progress of coaching. Finally, a case example illustrates how these three levels of data can capture the multi-faceted process of coaching to address implementation challenges that impede the impact of coaching in schools.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"411 - 437"},"PeriodicalIF":1.7,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1830409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44543892","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

Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice 学校恢复性咨询：系统回顾和呼吁恢复性司法科学促进反种族主义和社会正义

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-10-01 DOI: 10.1080/10474412.2020.1819298

Samuel Y. Song, J. Eddy, H. Thompson, Brian S. Adams, Jennifer Beskow

引用次数: 14

Acknowledgments 致谢

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-10-01 DOI: 10.1080/10474412.2020.1809225

David Shriberg

引用次数: 0

The Present and Future of Consultation Scholarship: Reflections on Seven Years as Editor of Journal of Educational and Psychological Consultation 咨询学术的现在与未来——《教育与心理咨询》杂志编辑七年的思考

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-09-05 DOI: 10.1080/10474412.2020.1818571

David Shriberg

引用次数: 2

Psychological and Educational Consultation in the International Context 国际背景下的心理与教育咨询

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-08-19 DOI: 10.1080/10474412.2020.1805326

Amanda B. Clinton

引用次数: 2

An Examination of the Psychometric Properties of the Consultation Self-Efficacy Scale in Taiwan 台湾地区咨询自主权量表心理测量性质的调查

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-07-19 DOI: 10.1080/10474412.2020.1793348

Chung-Hau Fan, Yanchen Zhang, Ya-Ting Juang, Nai-Jiin Yang

{"title":"An Examination of the Psychometric Properties of the Consultation Self-Efficacy Scale in Taiwan","authors":"Chung-Hau Fan, Yanchen Zhang, Ya-Ting Juang, Nai-Jiin Yang","doi":"10.1080/10474412.2020.1793348","DOIUrl":"https://doi.org/10.1080/10474412.2020.1793348","url":null,"abstract":"ABSTRACT The purpose of this study was to examine an adaptation of the Consultation Self-Efficacy Scale (CSES) and its psychometric properties among Chinese-speaking populations. The participants included 428 undergraduate and graduate-level students from school counseling training programs in Taiwan. We performed exploratory factor analyses to examine the factor structure of the Chinese version of the CSES and identified five relevant factors that were different from the original factor structure: (a) Process and Awareness, (b) Client Skills, (c) Cultural Sensitivity, (d) Intervention, and (e) Facilitation. The results of reliability estimates supported the internal consistency of each factor (ω and α >.91). Collectively, the five factors accounted for 67.59% of the variance among the items, indicating its psychometric adequacy. Possible explanations for the restructuring of the CSES factors with the cross-cultural sample are discussed. The validated Chinese version of the CSES can be utilized as a progress monitoring or outcome measure for pre-service and in-service consultation training purposes in Taiwan. Additional validation research is warranted for generalization of its usage to other Chinese-speaking professions.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"246 - 267"},"PeriodicalIF":1.7,"publicationDate":"2020-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1793348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48145338","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

Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward 未成年学生和白人教师之间的种族不匹配：对未来的启示和建议

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-07-02 DOI: 10.1080/10474412.2019.1673759

Tamika P. La Salle, Cixin Wang, Chaorong Wu, Jesslynn Rocha Neves

{"title":"Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward","authors":"Tamika P. La Salle, Cixin Wang, Chaorong Wu, Jesslynn Rocha Neves","doi":"10.1080/10474412.2019.1673759","DOIUrl":"https://doi.org/10.1080/10474412.2019.1673759","url":null,"abstract":"ABSTRACT The student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"314 - 343"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1673759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42178602","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: 40