学校心理学中以幼儿为中心的咨询:检查当前的实践,确定未来的机会

IF 0.8 4区 心理学 Q4 PSYCHOLOGY, EDUCATIONAL
Kizzy Albritton, Rachel Stein
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引用次数: 0

摘要

摘要:随着时间的推移,幼儿教育的入学人数显著增加。由于学校心理学家所拥有的培训(如咨询、教育、心理健康)与他们在早期教育环境中的存在相交叉,因此有很大的机会获得探索学校心理学家如何支持幼儿的奖学金。这期特刊提供了一份学术著作简编,反映了学校心理学家利用咨询在幼儿环境中提供更广泛支持的当代作用。导言概述了在幼儿环境中工作时采用协商方法的必要性,并简要概述了特刊中的每一篇文章。我们希望,这一特殊问题是在幼儿环境中实施全面服务提供模式的下一个关键步骤,在这种环境中,协商方法是支持幼儿及其家庭短期和长期教育需求的主要机制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early Childhood Focused Consultation in School Psychology: Examining Current Practice, Identifying Future Opportunities
ABSTRACT Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium of scholarly work reflecting the contemporary role of school psychologists using consultation to provide a broader range of supports in early childhood settings. The introduction outlines the need for consultative approaches when working in early childhood settings and provides a brief overview of each article featured in the special issue. It is our hope that this special issue is a critical next step in the implementation of a comprehensive service delivery model in early childhood settings where consultative approaches are the primary mechanism used to support the educational short-term and long-term needs of young children and their families.
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来源期刊
CiteScore
3.40
自引率
23.50%
发文量
20
期刊介绍: The Journal of Educational & Psychological Consultation (JEPC) provides a forum for improving the scientific understanding of consultation and for describing practical strategies to increase the effectiveness and efficiency of consultation services. Consultation is broadly defined as a process that facilitates problem solving for individuals, groups, and organizations. JEPC publishes articles and special thematic issues that describe formal research, evaluate practice, examine the program implementation process, review relevant literature, investigate systems change, discuss salient issues, and carefully document the translation of theory into practice.
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