Contemporary school psychology最新文献_第10页

The Intent Behind Bullying: an Application and Expansion of the Theory of Planned Behaviour 霸凌背后的意图:计划行为理论的应用与拓展

Contemporary school psychology Pub Date : 2022-01-20 DOI: 10.1007/s40688-021-00403-3

Lindsey S. Jaber, C. Rinaldi, Cory D. Saunders, J. Scott

引用次数: 1

Social-Emotional Skill-based Differences Between Active and Passive Bystanders of Bullying 基于社会情感技能的欺凌主动和被动旁观者的差异

Contemporary school psychology Pub Date : 2022-01-16 DOI: 10.1007/s40688-022-00407-7

Lyndsay N. Jenkins, Jaclyn E. Tennant

引用次数: 2

Increasing School-Based Mental Health Services with a "Grow Your Own" School Psychology Program. 通过“培养你自己”的学校心理项目增加学校心理健康服务。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2021-01-21 DOI: 10.1007/s40688-020-00348-z

Stephanie L Schmitz, Kerri L Clopton, Nicole R Skaar, Stephanie Dredge, David VanHorn

{"title":"Increasing School-Based Mental Health Services with a \"Grow Your Own\" School Psychology Program.","authors":"Stephanie L Schmitz, Kerri L Clopton, Nicole R Skaar, Stephanie Dredge, David VanHorn","doi":"10.1007/s40688-020-00348-z","DOIUrl":"https://doi.org/10.1007/s40688-020-00348-z","url":null,"abstract":"There is a nationwide shortage of school psychologists, and while NASP has recommended ways to increase recruitment and retention, the research on recruiting and retaining school psychologists, especially in high-need areas, is limited. Teacher education researchers have begun to address teacher shortages through \"grow your own\" training programs, but the research on these programs is also limited. A team of university school psychology faculty and regional education agency administrators developed a \"Grow Your Own\" school psychologist re-specialization training program to support recruiting and retaining school psychologists in rural areas. It is difficult for rural education agencies to recruit young professionals to their area, but it may be possible to recruit professionals currently living in the area to school graduate training programs. The partnership between the university school psychology training program and the regional education agencies addresses the school psychology shortage in one Midwestern state by recruiting special education and related educational professionals to school psychology. A focus of this program is to place more mental health professionals (i.e., school psychologists) in rural schools, therefore addressing the deficiency of mental health services in these rural areas. The partnership and the program are described, as are opportunities and challenges that the team has experienced to date.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"26 1","pages":"22-33"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-020-00348-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38864105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Operating a University Counseling and School Psychology Training Clinic in a Global Pandemic. 在全球大流行病中经营大学心理咨询和学校心理培训诊所。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2021-03-08 DOI: 10.1007/s40688-021-00366-5

Arlene Ortiz, Michael Levine

{"title":"Operating a University Counseling and School Psychology Training Clinic in a Global Pandemic.","authors":"Arlene Ortiz, Michael Levine","doi":"10.1007/s40688-021-00366-5","DOIUrl":"https://doi.org/10.1007/s40688-021-00366-5","url":null,"abstract":"The COVID-19 global pandemic has shaken the status quo including the way university counseling and assessment centers provide training to graduate students and psychological services to the community. The pandemic brought high levels of uncertainty and contradictory telehealth guidelines across organizations. Guidelines related to telehealth assessment services were especially challenging to navigate. Center directors worked collaboratively with faculty and campus leadership to follow best practices and mitigate training and service disruptions to the best of their ability. The tension created by the pandemic offered an opportunity for centers to challenge long-standing practices, experiment with new practices, and ultimately enhance their programs. This paper offers reflections on our experiences in following best practice guidelines for telehealth counseling and psychoeducational assessment service delivery within a university counseling and diagnostic training center. Training considerations for directors and faculty affiliated with counseling and diagnostic training centers are provided.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"26 4","pages":"570-584"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-021-00366-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25486808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Creating Compassion: Using Art for Empathy Learning with Urban Youth. 创造同情:用艺术与城市青年共情学习。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2021-01-14 DOI: 10.1007/s40688-020-00346-1

Laura J Morizio, Amy L Cook, Rebecca Troeger, Anna Whitehouse

{"title":"Creating Compassion: Using Art for Empathy Learning with Urban Youth.","authors":"Laura J Morizio, Amy L Cook, Rebecca Troeger, Anna Whitehouse","doi":"10.1007/s40688-020-00346-1","DOIUrl":"https://doi.org/10.1007/s40688-020-00346-1","url":null,"abstract":"Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for social-emotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decision-making, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"26 4","pages":"435-447"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-020-00346-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38837975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Q-interactive: Training Implications for Accuracy and Technology Integration. Q-interactive:准确性和技术集成的培训含义。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2021-03-01 DOI: 10.1007/s40688-021-00368-3

Stephanie Corcoran

{"title":"Q-interactive: Training Implications for Accuracy and Technology Integration.","authors":"Stephanie Corcoran","doi":"10.1007/s40688-021-00368-3","DOIUrl":"https://doi.org/10.1007/s40688-021-00368-3","url":null,"abstract":"With the iPad-mediated cognitive assessment gaining popularity with school districts and the need for alternative modes for training and instruction during this COVID-19 pandemic, school psychology training programs will need to adapt to effectively train their students to be competent in administering, scoring, an interpreting cognitive assessment instruments. This manuscript describes a mixed methods study of graduate students learning both the traditional and digital format (Q-interactive) of the WISC-V, with the goal of improving training methods and reducing administration and scoring errors. Results indicated that more errors are made on the traditional format than on the digital format, but the errors that did occur on the digital format were on subtests that require clinical acumen. Q-interactive did not reduce errors related to more complex judgments and nuanced scoring. The participating graduate students were surveyed regarding their perceptions of each format, and they revealed a majority preference for the digital format. Training implications are discussed, and specific suggestions provided for how training programs may respond to our current situation by integrating Q-interactive into their assessment courses.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"26 1","pages":"90-99"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-021-00368-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25445427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Independent Contingency and Token Economy at Recess to Reduce Aggression. 独立权变与休会中的代币经济以减少攻击性。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2021-02-22 DOI: 10.1007/s40688-021-00364-7

Jordan Yassine, Leigh Ann Tipton-Fisler

{"title":"Independent Contingency and Token Economy at Recess to Reduce Aggression.","authors":"Jordan Yassine, Leigh Ann Tipton-Fisler","doi":"10.1007/s40688-021-00364-7","DOIUrl":"https://doi.org/10.1007/s40688-021-00364-7","url":null,"abstract":"School-wide behavior problems can vary significantly from structured to unstructured settings. Often problem behaviors can spike during unstructured times such as lunch and recess and the use of Tier 1 positive behavior interventions and supports (PBIS) can be used to reduce student behavior problems in these settings. Using a token economy as an independent group contingency, this study aimed to reduce student aggression in an elementary school during lunch/recess periods of the day. Students had the opportunity to earn school \"dollars\" during recess for demonstrating prosocial behaviors in which they were told could be exchanged for incentives at a student store (backup reinforcers). Across all grade levels, student levels of aggression were reduced between 50 and 100% from baseline levels in a 3-month period. However, as effect sizes indicated, only some intervention groups showed significant reduction of aggression. Despite the limitation of access to backup reinforcers, we theorized that the effectiveness of the present intervention was due to socially mediated contingencies among student group members as a result of receiving dollars.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"26 4","pages":"481-491"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-021-00364-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25415664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A Case Study Exploration into the Benefits of Teaching Self-Care to School Psychology Graduate Students. 学校心理学研究生自我护理教学效益的个案探讨。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2020-10-23 DOI: 10.1007/s40688-020-00328-3

Bradford D Daly, Rachel A Gardner

{"title":"A Case Study Exploration into the Benefits of Teaching Self-Care to School Psychology Graduate Students.","authors":"Bradford D Daly, Rachel A Gardner","doi":"10.1007/s40688-020-00328-3","DOIUrl":"https://doi.org/10.1007/s40688-020-00328-3","url":null,"abstract":"It has long been established that school psychology practitioners experience high levels of burnout. As a means of preventing burnout among future practitioners, school psychology training programs are frequently encouraged to teach and model self-care to students. This is particularly important as the current generation of graduate students experience high levels of anxiety and depression, but there have been very few examples in the research literature of how training programs should teach self-care and whether it is actually effective. The current study presents results from an exploratory case study, which integrated self-care instruction into graduate school psychology curriculum with a small sample (N = 22) of first-year school psychology students across two separate cohorts. Students created written plans with self-care strategies that they attempted to implement over the course of their first semester in graduate school. A qualitative review of their plans and written reflections revealed that students described many sources of stress upon entry into training, and most needed to revise their strategies for coping as stresses changed during the semester. Overall, student reflections revealed that the self-care activities were helpful to meet the demands of their graduate education.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"26 1","pages":"78-89"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-020-00328-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38554094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Why (Not) School Psychology?: a Survey of Undergraduate Psychology Majors' Preferences. 为什么(不是)学校心理学?心理学本科专业学生偏好调查

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2021-01-19 DOI: 10.1007/s40688-020-00350-5

Karen L Gischlar

引用次数: 1

Going Digital to Address the School Psychologist Shortage. 数字化解决学校心理学家短缺问题。

Contemporary school psychology Pub Date : 2022-01-01 Epub Date: 2020-11-02 DOI: 10.1007/s40688-020-00327-4

Daniel F McCleary, Frankie J Clark, Jillian Dawes, Jaime M Flowers, Nina Ellis-Hervey

引用次数: 1