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Journal of Educational and Psychological Consultation最新文献

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RTI, Equity, and the Return to the Status Quo: Implications for Consultants RTI、公平与回归现状：对顾问的启示
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-07-02 DOI: 10.1080/10474412.2019.1674152
Sujay V. Sabnis, J. Castillo, Jennifer R. Wolgemuth
{"title":"RTI, Equity, and the Return to the Status Quo: Implications for Consultants","authors":"Sujay V. Sabnis, J. Castillo, Jennifer R. Wolgemuth","doi":"10.1080/10474412.2019.1674152","DOIUrl":"https://doi.org/10.1080/10474412.2019.1674152","url":null,"abstract":"ABSTRACT The federal RTI policy came into effect in 2004, and saw widespread diffusion. The culture of policy framework explicates the design inherent to the life cycles of equity-oriented top-down policies – how they get made, spread, and mutate. In this critical qualitative inquiry, we interviewed six white teachers about RTI, and their experiences of using its principles to serve Black students. Using the culture of policy framework, we conducted theoretical thematic analysis of the interview data to understand the rituals and ideologies driving the local enactments of RTI. Main findings involved a compliance-driven RTI, and deficit-based interpretations of students’ poor responses to inadequate Tier 2/3 supports. Tiers became a typology for classifying students similar to special education labels. These findings provide a glimpse into RTI’s appropriation into the existing system. We discuss recommendations to help consultants develop transformative anti-oppressive practice.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"285 - 313"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1674152","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45759567","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
Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community 在高等教育中推广种族教育：创建一个包容的社区
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-07-02 DOI: 10.1080/10474412.2019.1669451
Stacy A. S. Williams, Daria V. Hanssen, Carol R. Rinke, C. R. Kinlaw
{"title":"Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community","authors":"Stacy A. S. Williams, Daria V. Hanssen, Carol R. Rinke, C. R. Kinlaw","doi":"10.1080/10474412.2019.1669451","DOIUrl":"https://doi.org/10.1080/10474412.2019.1669451","url":null,"abstract":"ABSTRACT The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"369 - 393"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1669451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48121974","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: 6
A Solution-Focused Consultee-Centered Consultation Model to Dismantle White Privilege: Applications in a Teacher Education Program 一种以解决方案为中心、以咨询者为中心的取消白人特权的咨询模式——在教师教育项目中的应用
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-07-02 DOI: 10.1080/10474412.2019.1683741
M. M. Chittooran
{"title":"A Solution-Focused Consultee-Centered Consultation Model to Dismantle White Privilege: Applications in a Teacher Education Program","authors":"M. M. Chittooran","doi":"10.1080/10474412.2019.1683741","DOIUrl":"https://doi.org/10.1080/10474412.2019.1683741","url":null,"abstract":"ABSTRACT Our increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"344 - 368"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1683741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43246166","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
Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans 培养视角：对学校历史教科书中针对美洲原住民的微侵犯行为的定性调查
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-07-02 DOI: 10.1080/10474412.2019.1705162
Olivia G. Holter, Anisa N. Goforth, K. Pyke, Zachary R. Shindorf
{"title":"Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans","authors":"Olivia G. Holter, Anisa N. Goforth, K. Pyke, Zachary R. Shindorf","doi":"10.1080/10474412.2019.1705162","DOIUrl":"https://doi.org/10.1080/10474412.2019.1705162","url":null,"abstract":"ABSTRACT Native American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"255 - 284"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1705162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41319659","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
Legal and Research Considerations regarding the Importance of Developing and Nurturing Trusting Family-Professional Partnerships in Special Education Consultation 在特殊教育咨询中发展和培育信任的家庭-专业伙伴关系的重要性的法律和研究考虑
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-06-29 DOI: 10.1080/10474412.2020.1785884
Tracy Gershwin
{"title":"Legal and Research Considerations regarding the Importance of Developing and Nurturing Trusting Family-Professional Partnerships in Special Education Consultation","authors":"Tracy Gershwin","doi":"10.1080/10474412.2020.1785884","DOIUrl":"https://doi.org/10.1080/10474412.2020.1785884","url":null,"abstract":"ABSTRACT Over the past 30 years, through multiple reauthorizations, both the Every Student Succeeds Act, and the Individuals with Disabilities Education Act, lawmakers and researchers have consistently acknowledged the importance of fostering family-professional partnerships in schools. Yet research continues to document a number of challenges and obstacles experienced by families and professionals with actualizing this intended partnership through both special meetings (i.e., Individualized Education Programs) and ongoing consultation interactions, as originally envisioned by lawmakers. Much of this divergence between policy, research, and practice is attributed to the historical challenges experienced between professionals and families with forming and maintaining trust. In celebration of the Journal of Educational and Psychological Consultation’s 30th anniversary, this paper provides discussion of the legal implications of the family-professional partnership, historical documented challenges that lead to a lack of trust in these partnerships, the importance of developing and maintaining a trusting family-professional partnership in special education consultation, and recommendations for future family/parent consultation practice, research, and policy.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"420 - 436"},"PeriodicalIF":1.7,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1785884","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46603339","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
Recent Methodological Advancements in Indirect Service Delivery: An Introduction to the Special Issue 间接服务提供方法的最新进展:特刊导论
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-06-23 DOI: 10.1080/10474412.2020.1785885
Jennifer M. Cooper, Tyler E. Smith, Shannon R. Holmes, June L. Preast, Bradley S. Bloomfield, S. Sheridan
{"title":"Recent Methodological Advancements in Indirect Service Delivery: An Introduction to the Special Issue","authors":"Jennifer M. Cooper, Tyler E. Smith, Shannon R. Holmes, June L. Preast, Bradley S. Bloomfield, S. Sheridan","doi":"10.1080/10474412.2020.1785885","DOIUrl":"https://doi.org/10.1080/10474412.2020.1785885","url":null,"abstract":"ABSTRACT This article introduces the special issue, Recent Methodological Advancements in Indirect Service Delivery. The authors first highlight salient aspects of each of the five articles included in the special issue to emphasize their unique contributions to the consultation literature. Next, we organize the articles into two main themes to discuss findings, implications and future directions for consultation research and practice. Specifically, we highlight innovative statistical approaches and novel assessment methods within the special issue. Collectively, these articles showcase current innovations, practices and issues within school-based consultation research and provide multiple directions for researchers, consultants, and school-based partners to consider.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"269 - 277"},"PeriodicalIF":1.7,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1785885","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43991585","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
Disproportionality in School Discipline and Juvenile Justice Systems: The Past and Future Role of Psychological Consultation to Promote Equity 学校纪律和青少年司法系统中的不均衡：心理咨询在促进公平方面的过去和未来作用
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-06-20 DOI: 10.1080/10474412.2020.1777873
Janay B. Sander, Deidra L. Bibbs
{"title":"Disproportionality in School Discipline and Juvenile Justice Systems: The Past and Future Role of Psychological Consultation to Promote Equity","authors":"Janay B. Sander, Deidra L. Bibbs","doi":"10.1080/10474412.2020.1777873","DOIUrl":"https://doi.org/10.1080/10474412.2020.1777873","url":null,"abstract":"ABSTRACT Psychological consultation has potential to promote equity with regard to disproportionality in school discipline and juvenile justice systems. A summary of applicable models and examples of psychological consultation from the past 30 years highlights several resources. One key limitation of the current literature is the lack of outcomes and data-based resources to inform decision-makers. Disproportionate numbers of students of color in punitive and exclusionary settings have been documented for decades, and many authors have documented the inequity. The current literature clearly shows how psychological consultation as a field has a strong foundation and still needs more scholars and practitioners to contribute to the literature about effects and impact of specific programs, policies, and innovations to reduce disproportionality. Suggestions and key recommendations with promise to move the field in the direction of equity are included.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"30 1","pages":"445 - 461"},"PeriodicalIF":1.7,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1777873","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49341431","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: 8
Qualitative Research Methods Render and Advance Consultation Practice: Here’s Why that Matters 质性研究方法，提供和推进咨询实践:这就是为什么它很重要
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-06-04 DOI: 10.1080/10474412.2020.1768859
M. Clare
{"title":"Qualitative Research Methods Render and Advance Consultation Practice: Here’s Why that Matters","authors":"M. Clare","doi":"10.1080/10474412.2020.1768859","DOIUrl":"https://doi.org/10.1080/10474412.2020.1768859","url":null,"abstract":"ABSTRACT Consultation relies on story. This is true for researchers, for practitioners, and for clients. Given this fact, qualitative and mixed methods (QMM) research are particularly well suited to listening to the stories that compose the clinical practice of consultation in order to extend understanding and to support improvement and innovation. In this way, QMM is worthy of its growing credibility as a centerpiece of empirical inquiry. To initiate the series of articles collected for this special issue, this article extends consideration of readiness for the consultation process. By positioning consultation research as the consultee and QMM as the consultant, this brief discussion anchors in the metaphor of best consultation practice, as we understand it today.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"9 - 21"},"PeriodicalIF":1.7,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1768859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48859546","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: 5
Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies 日常成绩单干预咨询的成本效益：面对面和在线实施策略的比较
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-05-18 DOI: 10.1080/10474412.2020.1759428
J. Owens, Samantha M. Margherio, Mary Lee, Steven W. Evans, D. Crowley, Erika K Coles, Clifton S. Mixon
{"title":"Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies","authors":"J. Owens, Samantha M. Margherio, Mary Lee, Steven W. Evans, D. Crowley, Erika K Coles, Clifton S. Mixon","doi":"10.1080/10474412.2020.1759428","DOIUrl":"https://doi.org/10.1080/10474412.2020.1759428","url":null,"abstract":"ABSTRACT Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers’ implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"382 - 409"},"PeriodicalIF":1.7,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1759428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506950","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
Unpacking Conjoint Behavioral Consultation: A Latent Profile Analysis of Parent-Teacher Interactions 拆封联合行为咨询:家长与教师互动的潜在特征分析
IF 1.7 4区 心理学
Journal of Educational and Psychological Consultation Pub Date : 2020-05-06 DOI: 10.1080/10474412.2020.1759080
Shannon R. Holmes, S. Sheridan, Tyler E. Smith
{"title":"Unpacking Conjoint Behavioral Consultation: A Latent Profile Analysis of Parent-Teacher Interactions","authors":"Shannon R. Holmes, S. Sheridan, Tyler E. Smith","doi":"10.1080/10474412.2020.1759080","DOIUrl":"https://doi.org/10.1080/10474412.2020.1759080","url":null,"abstract":"ABSTRACT Conjoint behavioral consultation (CBC) is a model of consultation wherein parents and teachers partner to address children’s social-behavioral concerns. The teacher-parent relationship has proven critical to the success of CBC, yet little is known about the dynamics in CBC that may promote these relationships. This study explored interactions among teachers and parents during CBC. Using latent profile analysis, four interactional sense-making behaviors (i.e., engagement, perspective-taking, turn-taking, and coherence) were examined among 193 parents and teachers participating in CBC. Three classes of interactions emerged – one class characterized by high interactional sense-making (18%), another characterized by moderate interactional sense-making (69%), and one class characterized by low interactional sense-making (13%). Follow-up analyses suggested differences in the quality of this relationship based on the interactions displayed by parents and teachers, with dyads that displayed high and moderate patterns of interactional sense-making reporting better quality relationships than those demonstrating low patterns of interactional sense-making.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"307 - 333"},"PeriodicalIF":1.7,"publicationDate":"2020-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1759080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41783453","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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