Contemporary school psychology最新文献_第8页

Training to Work with Interpreters in US School Psychology Graduate Programs. 美国学校心理学研究生课程中与口译员合作的培训。

Contemporary school psychology Pub Date : 2022-08-24 DOI: 10.1007/s40688-022-00426-4

Jessica A Hernandez, Kate E Norwalk, Eui Kyung Kim

{"title":"Training to Work with Interpreters in US School Psychology Graduate Programs.","authors":"Jessica A Hernandez, Kate E Norwalk, Eui Kyung Kim","doi":"10.1007/s40688-022-00426-4","DOIUrl":"10.1007/s40688-022-00426-4","url":null,"abstract":"Despite rapidly increasing cultural and linguistic diversity in US schools, the majority of psychoeducational evaluations will be conducted by monolingual, English-speaking school psychologists. As such, the appropriate use of interpreters has been identified as a critical skill in working with emergent bilinguals and their families. Surveys of practicing school psychologists conducting assessments with emergent bilinguals indicate a lack of knowledge and training in the use of interpreters; however, few studies have examined the extent to which school psychology graduate students are trained in the appropriate use of interpreters. Utilizing survey methodology, this study examined school psychology graduate students' training in and preparedness to work with interpreters, as well as their knowledge of best practices in the use of interpreters. Current graduate students and interns enrolled in school psychology master's, specialist, and doctoral programs in 36 states throughout the USA (n = 364) responded to the survey. The majority of participants were White (61.5%), monolingual (70.3%), and seeking a master's or specialist degree (71.2%). Survey responses suggest that graduate students and interns' training, knowledge, and preparedness to work with interpreters is lacking. A qualitative analysis of the open-ended question revealed that first-hand experience working with interpreters was among the most beneficial types of training experiences for graduate students and interns. Implications for how program directors and graduate-level faculty can provide better training for their students in the use of interpreters are discussed.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9400565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33447041","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: 0

Development of the Flourishing Classroom System Observation Framework and Rubric: a Delphi Study 繁荣课堂系统观察框架与准则的开发:德尔菲研究

Contemporary school psychology Pub Date : 2022-07-30 DOI: 10.1007/s40688-022-00423-7

Laura Allison, Margaret L. Kern, A. Jarden, L. Waters

引用次数: 1

Social Forces, Social Justice, and School Attendance Problems in Youth 社会力量、社会正义与青少年就学问题

Contemporary school psychology Pub Date : 2022-07-30 DOI: 10.1007/s40688-022-00425-5

C. Kearney, J. Childs, Shadie Burke

引用次数: 8

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities 长期英语学习者:解开语言习得和学习障碍

Contemporary school psychology Pub Date : 2022-07-20 DOI: 10.1007/s40688-022-00420-w

Laura V. Rhinehart, A. Bailey, Diane Haager

引用次数: 2

Challenges to Measuring School Provision of Mental Health Programs, Practices, and Resources 衡量学校提供心理健康项目、实践和资源的挑战

Contemporary school psychology Pub Date : 2022-07-15 DOI: 10.1007/s40688-022-00422-8

J. Green, S. K. Schneider, Rachel Oblath, Melanie Miller, Jessica B. Koslouski

引用次数: 1

The Evidence-Based Practice (EBP) Instrument (School Version): Development and Initial Psychometrics of a New Interdisciplinary Scale. 循证实践（EBP）工具（学校版）：新跨学科量表的开发和初步心理测量。

Contemporary school psychology Pub Date : 2022-07-15 DOI: 10.1007/s40688-022-00424-6

Lindsay G Flegge

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引用次数: 0

The Silencing of Sexual and Gender Diverse Identities in Middle and High School Sexuality Education 中学性教育中性别和性别差异的沉默

Contemporary school psychology Pub Date : 2022-06-24 DOI: 10.1007/s40688-022-00419-3

Shereen C. Naser, Kimberly A. Fuller, Katherine Clonan-Roy, Elizabeth A. Goncy, Audrey E. Hall, Alec DeBoard, Alyssa Williams

引用次数: 1

Development of a Teacher Module for a Brief, Bystander Bullying Intervention for Middle Schools: Perspectives from School Personnel 中学旁观者欺凌干预教师模块的开发:来自学校人员的视角

Contemporary school psychology Pub Date : 2022-06-23 DOI: 10.1007/s40688-022-00413-9

Aida Midgett, D. Doumas, Robin Hausheer

引用次数: 4

A Review of Group Design Studies of Reading Comprehension Interventions for Students with ASD ASD学生阅读理解干预小组设计研究综述

Contemporary school psychology Pub Date : 2022-06-16 DOI: 10.1007/s40688-022-00421-9

Leigh Ann Tipton-Fisler, Erin Knight

引用次数: 0

The Effect of Selecting Interventions on Evaluations of Student Progress 干预措施选择对学生进步评价的影响

Contemporary school psychology Pub Date : 2022-06-11 DOI: 10.1007/s40688-022-00418-4

Ethan R. Van Norman, Adelle K. Sturgell

引用次数: 0