Dissertations / Theses: 'Psychologists'

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Smith, Jamie Lynn. "Views from within psychologists' attitudes towards other psychologists /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123181232.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 115-120). Available online via OhioLINK's ETD Center

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Briggs, Beth. "Solutions for Recruitment and Retention of Rural Psychologists by Rural Psychologists." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1441373640.

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Hartseil, Charles Baker Paul J. "Perceptions of the role of the school psychologist by administrators and school psychologists in Illinois public schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806858.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 24, 2005. Dissertation Committee: Paul J. Baker (chair), John L. Brickell, Ronald L. Laymon, Mary Ann Lynn, Mark E. Swerdlik. Includes bibliographical references (leaves 112-124) and abstract. Also available in print.

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Voigt, Lisa A. "An exploration of psychologists' public image factors influencing students' perceptions of psychologists /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002voigtl.pdf.

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Walls, Helen. "Well-being in psychologists." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/75769/.

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Practising psychologists across a range of disciplines are known to frequently work with individuals who have complex emotional difficulties. Excessive job demands and lack of resources are known to impact on the well-being of these professionals (Hannigan, Edwards, & Burnard, 2004) with consequences for the individual, clients, and organisations at a wider level. This thesis examines some of the factors which can affect wellbeing in psychologists. Section 1 presents the findings from a systematic literature review including 22 papers that looked at the experience of burnout in practising psychologists (e.g., clinical, counselling, and school psychologists). Psychologist burnout was within the moderate to high range in at least half of the studies examined. Variables including gender, practice setting and level of experience were related to burnout, as were several psychosocial variables. Methodological quality of studies varied hugely and compared to other professions, the literature on burnout for psychologists was generally lacking. Relevance to clinical practice and implications for future research are discussed. Section 2 comprises the quantitative research study, which explored whether job demands predicted psychological well-being in clinical psychologists, and whether the quality of the supervisory relationship was capable of moderating that relationship. A total of 194 clinical psychologists participated in the online study consisting of a questionnaire gathering demographic information and information on job characteristics, and five standardised self-report measures including a measure of job demands, a measure of the supervisory relationship, and three measures of psychological well-being. Job demands significantly predicted psychological well-being, but that relationship was not moderated by the strength of the supervisory relationship. A discussion of the findings, including possible reasons for the lack of moderation, are presented, along with suggestions for further research. Section three presents a critical appraisal of the research. It discusses the findings of the literature review and research study, as well as a critique of the methodology. Reflections on the research process are given and implications for clinical practice are discussed.

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Ashton, Kathleen R. "The public image of psychologists : development and validation of an attitudes toward psychologists scale." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230734475.

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Lovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision." Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.

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Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007.
Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).

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Koch, Marlene L. "Competency requirements in the 21st century perceptions of practicing school psychologists /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kochm.pdf.

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Meyer, Jaymie Lynn. "The role of school psychologists training vs. practice /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003meyerj.pdf.

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Danchev, Delia Winifred. "Counselling psychologists' perspectives on professionalism." Thesis, City University London, 2005. http://openaccess.city.ac.uk/8511/.

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This thesis is presented in four parts: an introduction, a critical literature review, an empirical research study, and a case study. The first part introduces the thesis and highlights the linking theme of ethical practice. It also clarifies the provenance of the research study, introduces the researcher, and comments on the writing style of the thesis. The critical literature review examines the ways in which ethics have been applied to counselling psychology. Firstly, the literature asserting the value-laden nature of therapeutic practice is explored. This is followed by a consideration of principle ethics, the frameworks through which principles have been applied to practice, the advantages of virtue ethics, cultural ethics, and finally the increasing focus on social ethics. The review concludes that a closer engagement with moral philosophy would be beneficial for counselling psychology. The empirical research study explores counselling psychologists' perspectives on professionalism. Following a pilot study involving two participants, fourteen counselling psychologists were interviewed by means of semi-structured interviews. The interviews were transcribed and analysed using social constructionist grounded theory methodology. An overall theme of ethical practice in its widest sense emerged from the data. The main findings were an "arc" of professional identity that emerged from participants' histories of work in social contexts and positions of dissent; a pattern of professional identity involving a stable central core of ethical practice and a penumbra of professional legitimacy; and the identification of tensions between the perspectives of the participants and traditional forms of professionalism. The research concludes that ethical practice is the defining factor of participants' professionalism. Habermas's theory of communicative rationality is suggested as ,a philosophical basis for ethical practice and as an appropriates substitute for the scientist-practitioner model. I The case study explores therapeutic work with a student who had been refused refugee status. It considers the development of a therapeutic relationship in a context of fear and powerlessness. It also reviews the ethical obligations of being a witness in therapeutic and judicial processes.

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Fulk, Brandi Leigh Anna. "Compassion Fatigue in Clinical Psychologists." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560818.

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This study examined the relationship between compassion fatigue, how Cognitive Behavioral oriented therapists are, self-efficacy, how positively respondents viewed their time spent in therapy, and caseload. Surveys were mailed out to 400 doctorate level clinical psychologists licensed in Kentucky, Illinois, and Missouri. Respondents completed the Compassion Fatigue Self-Test for Psychotherapists, a demographics form, and a self-efficacy measure. Results indicated that the more positive therapists viewed their time spent in therapy, the lower their risk for compassion fatigue. Also, analyses found that clinicians who reported having a higher percentage of clients with a personality disorder diagnosis would be a higher risk for compassion fatigue.

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Soan, Colette Andrea. "The work of educational psychologists : a cultural-historical analysis using parents' and educational psychologists' views." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3869/.

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As the profession of educational psychology approaches its centenary year it is of interest to reflect on the development of practices and the influences on these. Throughout the history of the profession, educational psychologists have worked within the cultural and political landscape of the time and have worked with a number of partners. The partnerships between parents and educational psychologists (EPs) have received little attention in the literature and provide one example of work practice. This research explores the work of EPs through the views of EPs and parents. Central to the research is an exploration of the cultural and historical influences on the current working practices of EPs. Cultural historical activity theory (CHAT) was utilised as a framework for data collection and analysis. In addition, the research is partially viewed through a Foucauldian lens, with Foucault’s view of history, and the concepts of ‘governmentality’ and ‘disciplinary power’ influencing the direction of the research. Seven parents and seven EPs were interviewed, focussing on the work of the EP. Emerging themes were analysed and discussed from cultural and historical perspectives. Seven meta-themes emerged; expectations, partnership, knowledge, power, professional approach, the profession of educational psychology and distinctive contribution. Conclusions drawn highlight the influence of culture and history on the current work of EPs with implications and suggestions for enhancing future partnerships with parents.

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Bengtsson, Ida, and Johanna Rosenlind. "Exploring the Professional Identity of Swedish Psychologists – Construction of the Psychologists’ Professional Identity Questionnaire (PPIQ)." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-79319.

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Professional identity has shown to affect the manner in which people conduct themselves at their places of work, how people feel about their work, and how successful they are in their execution of it. Little research has yet been done on the professional identity of psychologists and, as such, this study aimed to construct a measure and explore the dimensions of psychologists’ professional identity. After an online recruitment process, 306 psychologists filled out an online survey and an exploratory factor analysis was employed to examine the data. Seven dimensions were found: 1) Humanistic Values, 2) Directiveness and External Focus, 3) Professional Confidence, 4) Connectedness to the Profession, 5) Neutrality, 6) Primacy of Intuition, and 7) Professional Development. The data was further examined in a cluster analysis and five clusters were found, differing in degree of identification with different theoretical orientations, age, and most common areas of work throughout one’s career.

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Radeke, JoAnn Taylor. "Comparing the Personal Lives of Psychotherapists and Research Psychologists." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278005/.

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Although the personal life of the therapist has been a topic of interest for nearly sixty years there is still a paucity of research in this area. There is also a lack of research into the personal lives of researcher psychologists. In this study 282 psychologists (151 researchers and 131 therapists) who attended regional meetings and seminars sponsored by professional psychological associations in Texas were sampled. Job stressors, personal problems and health concerns, relaxation techniques, life satisfaction, and work impact on personal life were some of the areas examined. The most important stressors associated with research were excessive teaching responsibilities, pressures associated with funding and lack of time for a personal life. For therapists the most important stressors associated with work were suicide attempts by clients, clients showing resistance, and clients being angry. Therapists reported more concerns related to anxiety, depression, and family problems than researchers. Both groups chose exercise/sports and movies/television as their most common methods for relaxation. Therapists were three times more likely to have been in therapy than researchers and once in therapy reported six times the number of hours. Researchers reported less childhood abuse than therapists. However, therapists were more satisfied with their current life, indicating having good friends and liking where they lived more than researchers. Therapists were also more likely to feel that their work had impacted their lives and that these benefits were mostly positive. The array of positive benefits ranged from being a better person to enjoying life more. Overall, results showed that, although therapists generally began life in less happy circumstances, and experienced greater personal problems and health concerns currently, they reported feeling more satisfied with their lives than researchers.

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Panske, Katie. "Perceptions of school psychologists a survey of teachers from two states /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008panskek.pdf.

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Cunial, Trotta Elisa. "Initiation and becoming a therapist : investigating female experience towards a grounded theory." Thesis, Regent's University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646079.

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Initiation as a rite of passage is strongly linked to the history and practice of psychotherapy and counselling psychology. The absence of recent studies on this topic encourages research in this area. This research investigates the initiation experiences of seven female participants as they became qualified as psychotherapists and counselling psychologists, i.e. in their ‘becoming a therapist’. Data were collected through open-ended interviews, and narratives analysed using the interpretive-constructivist version of grounded theory developed by Charmaz. The emerged grounded theory (considered a preliminary theory due to the limited number of participants) highlights the interplay between two fundamental agencies of the self: Being and Doing. Their interaction allows female therapists to engage in several inner and outer tasks affecting the shaping of their sense of self. The theory highlights a dynamic and non-linear process of identity transformation and shows how female therapists relate to transitions and changes on a personal and professional level. The emerged theory is relevant and informative for the current practice of counselling psychology, as it emphasises the importance of female therapists' personal and professional development. By considering the psychological impact and influence of initiation, it highlights how the process of female therapists' becoming unfolds and shows how this can serve their clinical practice.

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Bunch, Lela Kosteck. "Male and female school psychologists' perceptions of their educational and career experiences /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904836.

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Taylor, Karl. "Self-disclosure by UK clinical psychologists." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433802.

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Sargent, Jo-Anne. "Psychologists' information practices, an empirical investigation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37416.pdf.

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Lind, Ellen Walker. "Secondary traumatic stress predictors in psychologists /." Full text available online (restricted access), 2000. http://images.lib.monash.edu.au/ts/theses/lind.pdf.

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Ford, Ramone. "African American psychologists' attitudes toward psychotherapy." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1209519794.

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Thesis (Ph.D.)--Cleveland State University, 2008.
Abstract. Title from PDF t.p. (viewed on July 11, 2008). Includes bibliographical references (p.71-80). Available online via the OhioLINK ETD Center. Also available in print.

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Cheasley-Rau, Veronika. "Supervision experiences of qualified clinical psychologists." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311385.

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Myers, Joanna Sylvia. "Religiously committed psychologists : issues and dilemmas." Thesis, University of East London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532413.

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Puig, Juliette. "Can counselling psychologists work across cultures?" Thesis, City University London, 2010. http://openaccess.city.ac.uk/1167/.

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van, Eck Henriette. "Peace psychologists| Determining the critical contributions." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722716.

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Peace psychology was recognized by the American Psychological Association (APA) as a specialty area of psychology in 1990. This research study analyses the past 25 years of peace psychologists’ efforts as the Society of Peace, Conflict, and Violence: Peace Psychology Division 48 of the APA (Division 48). Today the field has grown to include an international network of educators, researchers, practitioners, and advocates. The core mission of peace psychology is the transformation of conflict resolution away from violence and toward peacebuilding through psychologically informed interventions that operate at all levels of human relationships.

This research study focuses on both the theory and practice of peace psychology. The psychology informing peace building interventions is reviewed from the inception of psychology to the present, with specific emphasis on contributions from clinical and depth psychology. The research demonstrates how the organized psychological relationships among conflict, peace, and violence form a central axis which governs human relationships. Clinical and depth psychology contribute significantly to understanding the psychological processes of conflict, aggression, and interventions that promote mental health and wellbeing within both individuals and relationships. While these theories illuminate key operations within the mental framework, they also govern processes addressed directly by peace psychology’s interventions.

The three areas reported in the findings include the professional functions performed by peace psychologists, the essential characteristics that are at the center of the practice, and lessons from the lived experiences of the participants. The various roles represented by peace psychologists’ contributions are described because they illustrate specific, identifiable contexts within which participants engaged professionally, and help illuminate how and where peace psychology is practiced. The researcher interviewed seven past presidents of the Division following oral history methodology. The interviews were analyzed using grounded theory. Advice from the leaders informs present and future challenges for the field of peace psychology.

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FORD, RAMONE. "African American Psychologists Attitudes Towards Psychotherapy." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1209519794.

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Blackburn, Tiana. "The Faith Development of Clinical Psychologists." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1496338976607174.

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Miller, Dana Leann. "Mental health practices of school psychologists." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/858.

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The current literature suggests an increasing need for mental health services for school-age children (U.S. Department of Health and Human Services, 1999; Friedman, Katz-Levey, Manderschied, and Sondhiemer 1996; Costello, Mustillo, Erkanli, Keeler, and Angold, 2003; Kataoka, Zhang, and Wells 2002 and Kessler, Berglund, Demier, Jin, Merkangas, and Walters, 2005). Research indicates that the schools may be the ideal place for children to receive such services. Studies have found that school psychologists do spend some of their time providing counseling, however the time spent on these services is significantly limited (Curtis et al, 1999; Bramlett et al 2002; Yates 2003; and Villarin,2005; and Curtis et al, 2008). While other studies have examined the provision of individual and group counseling by school psychologists, they have not provided operational definitions of what constitutes mental health services. Moreover, a review of mental health services provided by school psychologists has not been conducted since the reauthorization of IDEA in 2004, which may have impacted the amount of time school psychologists have to provide various services in schools. The purpose of this study was to examine if school psychologists currently provide mental health services. In addition this study examined if school psychologists perceived providing mental health services as their role, and their level of satisfaction with their current role and function. A sample of 118 of 1,000 school psychologists from the National Association of School Psychologists (NASP) listserv completed the survey. The results indicated that, the majority (83.3%) of school psychologists reported being satisfied with their current role and function. The majority (75.2%) of school psychologists also perceived the provision of mental health services as part of their role. While the majority of school psychologists indicated that they provided mental health service, the amount of time dedicated to the provision of services was less than 10% of time per week. The most frequent barriers to providing mental health services were limited time, and the need for additional training. The most frequent barriers for provision of services, by participants not currently providing services were employer policies and procedures and limited time. Determinates of provision of mental health services included training, and employment in areas using Non-categorical classification. Overall, the participants indicated that they did not see any significant changes in the provision of mental health services they provide, since the reauthorization of IDEA in 2004.

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Downey, Claudia. "School Psychologists' Reports: Special Educators' Preferences." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.

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Special educators were surveyed in order to determine which of two distinct styles of school psychologists' reports, (psychological vs. psychoeducational) was perceived to be most useful. The sample population consisted of 39 special educators employed by the Bowling Green (Ky.) Independent School District and the Warren County (Ky.) Board of Education. Teachers' rankings of the ten report sections (five per style of report) were compared by an analysis of variance. Results of the 2 (report style: psychological vs. psychoeducational) by 5 (report sections: referral vs. background and observations vs. tests/procedures vs. diagnosis or conclusions vs. recommendations) ANOVA revealed no significant findings for style or section. Neither was there a significant style by section interaction. Analysis of the ten report sections' mean rankings and standard deviations provides support for the contention that special educators prefer the psychoeducational report to the psychological report, particularly the specific nature of its Recommendations section. Section means and standard deviations reveal that the Recommendations section of the psychoeducational report Was most often ranked as most valuable and that its ranking by teachers displayed the least amount of deviation from its mean ranking. When asked which of the reports was the better of the two, 90% of the special educators responded the psychoeducational report was.

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Keeley, Jared Wayne Blashfield Roger K. "Clinicians' conceptual use of comorbidity." Auburn, Ala, 2009. http://hdl.handle.net/10415/1709.

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Ehlert, Debra K. "A comparison of psychologists who engage in nonsexual and sexual dual relationships with psychologists who do not." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2484.

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Thesis (Ph. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains ix, 224 p. Vita. Includes abstract. Includes bibliographical references (p. 178-190).

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Inoue, Allison. "Educational psychology and dyslexia : an investigation into current thinking and practice." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html.

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Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working in three different models of service delivery in England on the topic of developmental dyslexia (henceforth, dyslexia). Findings imply that the EPs sampled do not access high quality scientific research literature on dyslexia; most of the literature accessed appears to be non-peer reviewed and there is little information to support the development of EP practice for assessment and intervention, understanding the link between literacy failure and mental health, or how all this contributes to a consultation method of service delivery. Paper 2: The focus of the empirical paper was to describe and analyse how EPs currently conceptualise dyslexia and delineate what they do with regard to assessment and intervention. Furthermore, it explored how EPs' beliefs about dyslexia, and the wider social context, impact on practice. Findings suggest that dyslexia remains an area of significant confusion and contradiction for the EPs interviewed. Most continue to rely on the British Psychological Society's (BPS, 1999) definition but this appears to add to their confusion rather than clarify their thinking which, in turn, seems to reinforce their beliefs or 'world view' about dyslexia. A very narrow range of actual practice in terms of assessment and intervention was described by the participants. Paper 3: The final paper discussed evidence-based practice (EBP), effective dissemination strategies to promote and measure outcomes, and the impact of such research. To conclude, some thought is given to ways in which the current research contributes to EBP and possible media for dissemination.

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Rasmussen, Jenny Elizabeth. "Autism assessment and intervention practices of school psychologists and the implications for training in the United States /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/765.

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Alfrey, Lisa. "The experience of 'burnout' in counselling psychologists." Thesis, Regent's University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646085.

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From 2011 to 2012, 1.1 million workers were impacted by work related stress, lack of professional support and bullying (Health and Safety Executive, 2013). "Burnout" is not easily defined but it can be described as a phenomenon that affects both the personal and professional dimensions of an individual's life. This study investigates counselling psychologists' experience and management of "burnout" using the qualitative method of Interpretative Phenomenological Analysis (IPA). Six qualified counselling psychologists from the United Kingdom, New Zealand and the United States of America were interviewed via telephone. The three main themes that were found are: (1) "batteries run out" which includes the physical and emotional effects, as well as the disillusionment of the reality of the profession, (2) "Prisoner of an eroding system" describes the professional dimension of the experience such as locus of control, effect on client work, boundaries and values, and (3) "Recharging the batteries" which gives an insight into how the participants managed their experience, such as their personal view of "burnout", the issue of reclaiming their space and time, as well as the role of support. Overall, there was an underlying sense that the participants wanted to be taken care of by others but were unable to ask for help. The relevance of this study to the field of Counselling Psychology is discussed in relation to theory and professional practise. The limitations and shortcomings of this investigation are highlighted and suggestions for future research are made.

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Ford, Scott S. "Job satisfaction and attrition among school psychologists." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002fords.pdf.

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Humphreys, Philippa Jane. "What do clinical psychologists mean by 'formulation'?" Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246962.

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Palmer, Daniel K. "Formulating what psychologists see : an iterative procedure." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5279.

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Williams, Lorenza Logan. "Perceptions of community psychology among registered psychologists." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1315.

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Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns per year. A larger number of participants had training for reading and early literacy compared to early numeracy. Related to early numeracy practices, more respondents reported being involved in screening and assessment in contrast to intervention and progress-monitoring. Typically, students were screened in kindergarten through fifth grade using measures such as AIMSweb: Computation and AIMSweb: Problem-Solving. The most often utilized early numeracy instrument was AIMSweb: Number Identification. Most frequently, group academic assessments used were comprised of state tests, and individual measures were often broadband or screener-type measures. Commonly used curricular interventions have demonstrated limited to moderate levels of evidence. Only Classwide Peer Tutoring had a strong level of intervention effectiveness. Intensive interventions that were noted as being regularly implemented (e.g., Board Games, Explicit Instruction, Peer Tutoring, Touch Math) were mainly instructional in nature. The results for consistently used progress-monitoring tools were similar to those for screening (computation, problem-solving, and number identification). Perceived facilitators of participants' early numeracy involvement entailed administrator support and the topic being a current need in schools. School psychologists noted lack of resources and time as two main hindrances for their involvement in early numeracy activities. The implications of this study include increased early numeracy training, involvement in intervention and progress-monitoring, screening practices, alignment with the Common Core Standards, and time allocation and resources. Limitations of the current research were: low response-rate, lengthy survey, and non-response for specific early numeracy components. Finally, potential future research includes investigating progress-monitoring instruments for students in earlier grades, interventions for students with mathematics disabilities (e.g., retention, generalization of skills), home-school partnerships for early numeracy skills, and validation of technological applications.

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Schulze, Joanne. "Exploring educational psychologists' views of social justice." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/exploring-educational-psychologists-views-of-social-justice(686e2537-84c3-4a5c-bb2a-a5a7a7c6304f).html.

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The social justice agenda is currently at the foreground of political consciousness and the idea of 'social justice' has penetrated the discipline of psychology, specifically counselling and community psychology. However, there is a wealth of literature which has debated the role of social justice in psychology, and what it can and should look like. A systematic literature review was undertaken to find and synthesise empirical research relevant to the question: 'what is the significance of social justice in educational psychology practice?' It was structured using the PRISMA framework and studies were examined and screened to ensure that they met the inclusion criteria. A Weight of Evidence framework was used to enhance the judgement of the quality and relevance of the identified studies, with regards to the review's research question. Qualitative research studies were assessed for quality using a pre-existing investigative framework, whilst quantitative investigation studies were evaluated using a tailor-made framework, which referenced quantitative research guidelines. The research base was found to give positive support to the significance of the concept of social justice in US school psychology practice. An exploratory piece of qualitative research using semi-structured interviews with qualified UK educational psychologists was conducted to explore their views of social justice. The interviews were transcribed and thematic analysis applied. Results of the research gave definition to the concept of social justice under an educational psychology lens, reasons for its importance to educational psychology practice, examples of what it looked like within educational psychology practice, and thoughts around the role of educational psychology in promoting social justice. The concepts of evidence-based practice and practice-based evidence, and the effective dissemination of research in relation to outcomes and impact were discussed. Policy, practice and research development implications were considered, before a strategy for promoting and evaluating the dissemination and impact of the research findings, was considered. A multi-strand strategy of journal publication, presentations, and workshops will be utilised to encourage further discussion around the topic. The creation of a UK educational psychology special interest group around social justice may be of value, in order to advance interest in social justice, into action.

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Munday, Ann Marie. "Clinical Psychologists’ experiences of working with refugees." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/710/.

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Working therapeutically with refugees is considered to be a complex process. Literature available suggests a number of factors that contribute to the complexity, including: multifactorial presentations; cultural and political issues; therapists confronted with unfamiliar experiences and the impact of these at both a personal and professional level; insufficient or reductionist models; and working with interpreters. Clinical psychologists’ experiences of working with refugees are explored as there is little qualitative data, being largely anecdotal. Clinical psychologists were interviewed and data was analysed using Interpretative Phenomenological Analysis (IPA). Results suggest that working therapeutically with refugees impacts on psychologists in both challenging and positive ways, where levels of support in this work could be variable. Amazement at refugees’ strength and resilience was voiced. Psychologists described their experience of fighting and advocating for refugees within their work. Participants appeared to experience a changing view of the world through their experience of frustrations at the context of delivery, with their understanding of the system challenged. Psychologists’ experiences of working with difference, and understanding of the complexity of the work both evolved in working with refugees. An evaluation of IPA is made. Findings from this study are linked with the literature and clinical implications are considered

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Chiffey, C. "An exploration of clinical psychologists' ethical sensitivity." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/18026/.

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Purpose: To understand how clinical psychologists identify ethical issues. The specific aims were to describe the process of ethical sensitivity and examine how clinical psychologists identify a need to engage in ethical decision-making. Design: A qualitative design was adopted using Grounded Theory method. Findings: Twelve clinical psychologists participated in semi-structured interviews. A model of how participants identified ethical issues was developed. The three core categories were discomfort, conscious realisation of an ethical problem and the impact of context on the assessment of the situation. The service context, specifically the balance of service demands to resources resulted in either thinking space or restricted thinking. Thinking space enabled participants to attend to their discomfort, understand its cause and identify a clash with their values. This process of ethical sensitivity being facilitated led to a restored sense of coherence with participants' values. When the context restricted thinking this resulted in an ongoing emotional burden. Participants described this as unsustainable long-term and it had led several to changing jobs, reducing their hours or leaving the national healthcare service altogether to work for private providers or in independent private practice. Value: The paper details an empirically developed theory of clinical psychologists' ethical sensitivity. It describes the process experienced by practicing clinical psychologists when noticing potential ethical issues in their work practice. Limitations are discussed and practical recommendations made for mental health services, clinical psychologists and supervisors.

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Brown, Michael Benjamin. "School psychologists' job satisfaction: ten years later." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37424.

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Ten years have elapsed since the last comprehensive national study of school psychologists' job satisfaction. During this time, a number of forces have affected the field. Practice issues, program changes, and personnel concerns have had the potential to change the working environment and activities of the practicing school psychologist. This study was designed to survey the level of job satisfaction of a national sample of school psychologists, and compare the current level of job satisfaction with that of school psychologists in 1982. Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Four hundred and forty psychologists were mailed survey materials, and 81.5% responded. Of those that responded, 228 full-time practitioners employed in the schools were included in the data analysis. The survey results indicate that 86% of the practicing school psychologists are either satisfied or very satisfied with their jobs, with only 14% indicating that they were dissatisfied with their jobs. School psychologists are satisfied with most aspects of their jobs as measured by the 20 scales of the Minnesota satisfaction Questionnaire. School system policies and practices and opportunities for advancement were the only two scales with which the group was dissatisfied. Four demographic variables combined to predict increased job satisfaction: female gender, national certification, private practice and intention to remain in the current job for the next five years. The level of overall satisfaction for the 1992 and 1982 groups is almost identical. While the order varied somewhat, both groups are most satisfied with the same six factors, and least satisfied with the same seven factors. The present group of school psychologists is more satisfied with it’s opportunities for advancement, opportunities to direct others on the job, the technical quality of the supervision received, and job security than was the group in 1982. Several implications and recommendations were drawn from the study. These included further attention to preparing school psychologists for supervisory roles and private practice; investigation of non-administrative opportunities for advancement and job enrichment for practicing school psychologists; and further study of gender differences in job satisfaction and the job satisfaction of school psychologists employed in non-school settings.
Ph. D.

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Oksentiiuk, Svitlana, and Світлана Сергіївна Оксентіюк. "Features of Learning Motivation of Students-psychologists." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/52231.

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The concept of motivation permeates our professional and personal lives. We usually talk about the motivation to get out of bed, do housework, write an essay, watch a movie, and, of course, the motivation to study.

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Oksentiiuk, Svetlana. "Features of Learning Motivation of Students-Psychologists." Thesis, NAU, 2021. https://er.nau.edu.ua/handle/NAU/50087.

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In this thesis, author clarifies the motives of educational activities The results of diagnostics by the technique of “Motivation of learning in higher education” allowed to formulate the conclusion that most students of psychology who participated in the study are dominated by motives for acquiring knowledge and obtaining diploma. That is why author notes the importance of studying learning motivation in higher education.

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Polaha, Jodi. "Psychologists as Scientists in Integrated Primary Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6763.

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This course will help psychologists-in-training begin to develop the knowledge, attitudes, and skills to provide leadership, clinical and consultation services, as well as program development and evaluation assistance in primary care settings. The “plug and play” structure of the course is designed to enable all graduate programs, even those who do not have faculty with direct primary care experience, offer training to students in this burgeoning area of integrated primary care. Each module includes PowerPoint lectures with faculty notes, student exercises, illustrative videos that are easily accessed when the PowerPoint is in full screen mode and wifi is available, resources, and references. Instructor manuals elucidate key concepts and provide additional readings and resources. The modules can be supplemented to meet individual program needs and individual modules can be used as colloquia lectures or as adjunct lectures in existing classes. The curriculum was developed by a core group of nine primary care psychologists with vast experience working and training in integrated primary care. Some of the topic modules, such as working with older adults and managing chronic pain, were written by experts in particular subject areas, in collaboration with the core team to ensure that they retained a foundation in primary care.

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Worrell, Travis G. "School Psychologists' Job Satisfaction: Ten Years Later." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27882.

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This study was designed to replicate nationwide surveys completed in 1982 and 1992. The purpose was to examine and describe the levels of job satisfaction and the relationship between the variables in a national sample of school psychologists belonging to the National Association of School Psychologists (NASP). The sample for this study consisted of respondents who reported being full-time school practitioners. Data were collected through mailed survey packets including a data form and a modified version of the 1977 Minnesota Satisfaction Questionnaire (MSQ). Packets were mailed to 500 randomly selected members of the National Association of School Psychologists. Of the 308 packets returned, 234 were full-time school practitioners and were included in the analysis. Results indicated that 90% of school psychologists were satisfied or very satisfied with their jobs. The findings showed a gradual increase in overall job satisfaction when compared to the 85.7% in 1982 and the 86% in 1992 who reported being satisfied or very satisfied with their jobs. Participants in the current sample were more satisfied with their job security, independence, and creativity. The only variables demonstrating a significant relationship with job satisfaction were the intent to remain in current position and supervisor certification. Several recommendations and implications were drawn from the study. Trends in the field relating to gender, psychologist-to-student ratio, salary, degree status, and numerous other factors were discussed along with recommendations for future research.
Ph. D.

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Braunstein, Abraham. "Does Patient Input Influence Psychologists' Treatment Recommendations?" Xavier University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1444396631.

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Baker, Derek Allen. "School Psychologists' Suicide Prevention and Intervention Readiness." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592305345170071.

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Huang, Sharon. "Time use study of urban school psychologists." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3047.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Dissertations / Theses on the topic 'Psychologists'

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