Dissertations / Theses on the topic 'School psychologists'
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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.
Full textTitle 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.
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.
Full textMeyer, Jaymie Lynn. "The role of school psychologists training vs. practice /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003meyerj.pdf.
Full textGosser, Brooke. "Anxiety Interventions in Schools: A Survey of School Psychologists." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914.
Full textPanske, Katie. "Perceptions of school psychologists a survey of teachers from two states /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008panskek.pdf.
Full textBunch, 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.
Full textMiller, Dana Leann. "Mental health practices of school psychologists." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/858.
Full textDowney, Claudia. "School Psychologists' Reports: Special Educators' Preferences." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.
Full textSlonaker, Amanda R. "Neuropsychology in the schools school psychologists' current views, practices, and training with neuropsychological measures /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/784.
Full textLuis, Emily. "School-based mental health services delivered by school psychologists." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001153.
Full textLake, Renee A. "School Mental Health: Perceptions and Practices of School Psychologists." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374145318.
Full textFalotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.
Full textLindberg, Tara. "Peer Support Among School Psychologists in Urban School Districts." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468793217.
Full textBeld, Amy. "Self-Injury in the Schools: A Survey of School Psychologists." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/962.
Full textDarter-Lagos, Michelle M. "School Psychologists' Perspectives on Parent Involvement Activities." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000087.
Full textFord, Scott S. "Job satisfaction and attrition among school psychologists." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002fords.pdf.
Full textRasmussen, 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.
Full textLiu-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.
Full textAn 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.
Brown, Michael Benjamin. "School psychologists' job satisfaction: ten years later." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37424.
Full textPh. D.
Worrell, Travis G. "School Psychologists' Job Satisfaction: Ten Years Later." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27882.
Full textPh. D.
Baker, Derek Allen. "School Psychologists' Suicide Prevention and Intervention Readiness." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1592305345170071.
Full textHuang, Sharon. "Time use study of urban school psychologists." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3047.
Full textThesis 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.
Prescott, Juliet Suzanne. "Experiencing bullying in school : educational psychologists' narratives." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6954/.
Full textMike, Kristen Lynne. "School Psychologists' Preferences on Response to Intervention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194065.
Full textKohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.
Full textTitle from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
Vavra, Kelly R. "School violence what students disclose and how school psychologists respond /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008vavrak.pdf.
Full textCornejo, Leticia. "School Psychologists’ Training and Knowledge of Tourette Syndrome." Chapman University Digital Commons, 2015. https://digitalcommons.chapman.edu/ces_dissertations/15.
Full textFlicek, Shanna. "Administrators' perceptions of the role of school psychologists." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004fliceks.pdf.
Full textQualley, Katie. "Teachers' perceptions of school psychologists a literature review /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004qualleyk.pdf.
Full textDilla, Don. "What do school counselors and school psychologists in training know about attention deficit disorder as compared to school teachers?" Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dillad.pdf.
Full textJenkins, Jaymie L. "The role of school psychologists past and future trends /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001jenkinsj.pdf.
Full textLittle, Erika D. "School Psychologists' Perceptions of Educators on Special Assignment." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1625869254458813.
Full textFaulkner, Michael, and mikewood@deakin edu au. "Vision and rationalisation : A study of the school psychology profession within the Victorian Government school system." Deakin University. School of Education, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050719.083810.
Full textSchmitz, Clare Barnard. "The profession of school psychology in the coutnry of Luxembourg." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schmitzc.pdf.
Full textFord, Scott S. "Demographic variables related to job satisfaction and dissatisfaction among school psychologists in Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004fords.pdf.
Full textLamon, Kelly Elizabeth Christensen. "The effects of a school psychologist's visibility on student perceptions of social power." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lamonk.pdf.
Full textWilliams, Melanie. "Desired personal and professional traits of newly certified school psychologists as reported by directors of special education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998williamsm.pdf.
Full textPetersen, Jessica L. "The importance of consultation, counseling, and play therapy in the role of the school psychologist." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999petersenj.pdf.
Full textKoch, Marlene L. "The role and function of the school psychologist in the 21st century a literature review /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kochm.pdf.
Full textHofschild, Nicole L. "The relationship between psychoeducational assessment and job satisfaction of school psychologists in Wisconsin a literature review and critical analysis /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hofschildn.pdf.
Full textBisinger, Noelle. "An investigation of teachers' perceptions of school psychologists /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
Full textHale, Kimberly D., D. Deberry, and T. White. "School Psychologists Embracing RTI – How We Do It." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7035.
Full textLozinski, Michalene. "Identifying Tacit Knowledge Use Among Experienced School Psychologists." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1325718918.
Full textOlsen, Marci A. "Bibliotherapy : school psychologists' report of use and efficacy /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1274.pdf.
Full textRiebe, Jason D. "Mental health counseling in the schools school psychologists' perceptions and current practice /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008riebej.pdf.
Full textMyers, Sandra K. "Perceptions of practicing school psychologists Blueprint II - do we share the same vision? /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998myerss.pdf.
Full textCimino, Emily Luis. "Factors associated with school-based mental health services delivered by school psychologists." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001878.
Full textHaro, Debra. "Beliefs and knowledge of school counselors and school psychologists about grade retention." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708128.
Full textABSTRACT BELIEFS AND KNOWLEDGE OF SCHOOL COUNSELORS AND SCHOOL PSYCHOLOGISTS ABOUT GRADE RETENTION DEBRA HARO Grade retention long has been a controversial approach to supporting struggling students. The current study used a survey method to investigate the knowledge and beliefs of school psychologists and school counselors as to the efficacy of grade retention. In total 383 school psychologists and 108 school counselors participated in the survey which consisted of 20 Belief Statements and13 Knowledge questions. Results show that school psychologists? beliefs are more similar to research that has been done over the past several years than the beliefs of the school counselors in the current sample. The results of the Belief portion of the survey indicated that the school counselors in the sample favor retaining students for lack of maturity and poor attendance more than the school psychologists do, with the school psychologists? beliefs being more in line with research. Both groups agreed with the ideas that a student should only be retained once and students who are receiving support from a special education teacher should not be retained. On the Knowledge portion of the survey the school psychologists obtained an average of 67.644 and the average for the school counselors was 44.515, with a statistically significant difference between the means. This indicates that the school psychologists have a significantly higher amount of knowledge on the subject of grade retention. The school psychologists and school counselors were asked to identify their sources of knowledge in order to determine if they were practical or propositional. The school psychologists were fairly split on their responses, with 51 percent indicating that they had obtained their knowledge through a propositional source. The school counselors indicated that 84.3 percent had obtained their knowledge through practical means, which may explain the difference in beliefs and levels of knowledge.
Bechberger, Alison M. "The Role of School Psychologists in Partial Hospitalization Program-to-School Transitions." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162310.
Full textPh.D.
Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools, school psychologists are uniquely suited to address the needs of these students. However, their role in this transition process has yet to be explored. This study begins to fill the gap in the empirical literature by investigating the actual role and function of school psychologists in partial hospitalization program-to-school transitions, the perceived barriers to successful transitions, and the school psychologist characteristics that predict involvement in the transition process. In addition, school psychologists' perceptions of the sufficiency of their training and the effectiveness of their current transition procedures were explored. Seventy-one school psychologists practicing around the country who had at least one student on their caseload attend a partial hospitalization program during the previous two years participated in an anonymous, internet-based survey. Results indicate that school psychologists had high levels of involvement in partial hospitalization program-to-school transitions, most frequently engaging in activities related to special education services (i.e., IEP meetings, psychoeducational assessments) and consultation with teachers. School psychologists with smaller caseloads had significantly higher levels of involvement than those with larger caseloads. The strongest barrier to successful transitions was insufficient communication among schools and partial hospitalization programs. School psychologists who served on a team specifically designed to address the needs of students transitioning from a hospital-to-school setting perceived their procedures to be more effective than non-team members. Overall, school psychologists perceived their training to transition students from partial hospitalization programs-to-school to be moderately sufficient; however, they perceived their current procedures to be moderately ineffective. Recommendations to improve the effectiveness of partial hospitalization program-to-school transitions are provided.
Temple University--Theses
Bour, Julia. "A survey of knowledge among Illinois school psychologists regarding autism /." View online, 1996. http://repository.eiu.edu/theses/docs/32211998837453.pdf.
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