Log in

Relevant bibliographies by topics / School psychologists / Dissertations / Theses

To see the other types of publications on this topic, follow the link: School psychologists.

Dissertations / Theses on the topic 'School psychologists'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'School psychologists.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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 text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gosser, 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 text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

Slonaker, 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 text

APA, Harvard, Vancouver, ISO, and other styles

10

Luis, 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 text

APA, Harvard, Vancouver, ISO, and other styles

11

Lake, 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 text

APA, Harvard, Vancouver, ISO, and other styles

12

Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Lindberg, 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 text

APA, Harvard, Vancouver, ISO, and other styles

14

Beld, Amy. "Self-Injury in the Schools: A Survey of School Psychologists." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/962.

Full text

Abstract:

This investigation explores knowledge, training, and practice issues for school psychologists in working with youth who self-injure. Self-injury (SI) is the socially unaccepted, deliberate, self-inflicted harm of an individual's body to reduce psychological distress, without the intention to die as a consequence. As SI is viewed as the "the next teen disorder" (Welsh, 2004), school psychologists are increasingly encountering students who self-injure. Thus, it is necessary to determine school psychologists' ability to respond to youth who self-injure. The purpose of the present study was to conduct a survey of practicing school psychologists to provide information about their knowledge and skills, along with school response plans for SI. The survey obtained a response rate of 6.4% from a random sample of members of the National Association of School Psychologists (NASP). Survey respondents were demographically similar to the NASP demographic with the exception of a lower mean age. On a knowledge measure based on Jeffrey and Warm's (2002) myths and facts about SI, school psychologists with the Nationally Certified School Psychologist (NCSP) credential evidenced no significantly greater knowledge of SI than school psychologists that do not hold the NCSP credential. In addition, there were no mean differences between the school psychologists with high knowledge of SI from those with low knowledge of SI on their rating of their perceived level of knowledge. However, this sample's knowledge of SI was comparable to that found by Jeffrey and Warm (2002) for psychology professionals. Descriptive analysis of the survey items assessing additional factual knowledge about SI further supports concerns about the sample's knowledge base. While the sample has a high knowledge about SI, their knowledge base was not entirely accurate in several areas, most notably contemporary issues such as the media's influence on SI, contagion, and prevalence. In reporting referral rates, 88.9% of participants have had a student referred for SI, with cutting being the most common form. The majority of participants indicated that they were both in need of (93.7%) and interested in training (98.4%) on SI. The last section of the survey examined school districts' responses to SI. Only 7.9% of participants replied that their districts use a plan specifically for addressing SI as recommended by experts in the field (Lieberman & Poland, 2007; Walsh, 2002). Of respondents that use school response plans, 49.2% have not had staff training on SI. A majority of participants (90.5%) have not received any training on how to reduce contagion within their schools. Results indicate a need for more comprehensive crisis management plans for addressing SI and staff training to address basic knowledge of SI along with contemporary influences such as media and contagion. The results are extremely limited in generalizability due to a low response rate (6.4%). A discussion of practical implications for professionals and suggestions for further research follows.

APA, Harvard, Vancouver, ISO, and other styles

15

Darter-Lagos, Michelle M. "School Psychologists' Perspectives on Parent Involvement Activities." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000087.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

20

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

21

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

23

Prescott, Juliet Suzanne. "Experiencing bullying in school : educational psychologists' narratives." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6954/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Mike, Kristen Lynne. "School Psychologists' Preferences on Response to Intervention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194065.

Full text

Abstract:

As a result of the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RTI) became a legal and acceptable basis for determining special education eligibility. While there may be evidence that RTI has had positive effects on the prereferral process for special education in some schools, there still remains controversy in the field of school psychology about many aspects of RTI, in particular the use of RTI in the identification process for children with learning disabilities. The purpose of current questionnaire study was (a) to determine school psychologists' preferences on the use of RTI in both the prereferral and the identification process of students with learning disabilities, (b) to investigate the implementation process in school systems from school psychologists' perspectives, and (c) to examine the role of the school psychologist in RTI implementation efforts and RTI activities.Data were collected from 41 members of the National Association of School Psychologists (NASP). Each participant completed a survey, which related to the above purposes, and responded to items using a 5-point Likert scale. Results indicated that sampled school psychologists generally responded favorably to RTI as a prereferral method, but varied on their level of agreement on using RTI for diagnostic purposes. Most respondents agreed that RTI should not be the sole criteria for determining a learning disability and that a comprehensive evaluation should take place including standardized cognitive and academic testing. Identified benefits to implementing RTI were: interventions for struggling students occur earlier, improved instruction for all students, greater collaboration between general and special education, and improved method of identifying at risk groups/individuals. Identified challenges to implementing RTI were: need for professional development, lack of teacher preparation, lack of support staff to implement interventions, and intervention fidelity. A majority of respondents agreed that the school psychologist's role should include various RTI activities and in particular RTI activities related to data interpretation, consultation, supervising, and training.

APA, Harvard, Vancouver, ISO, and other styles

25

Kohler, 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 text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.

APA, Harvard, Vancouver, ISO, and other styles

26

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 text

APA, Harvard, Vancouver, ISO, and other styles

27

Cornejo, Leticia. "School Psychologists’ Training and Knowledge of Tourette Syndrome." Chapman University Digital Commons, 2015. https://digitalcommons.chapman.edu/ces_dissertations/15.

Full text

Abstract:

A web-based survey was conducted that included 97 practicing school psychologists in California. The results from the survey indicated that the majority (88%) of respondents were knowledgeable about Tourette Syndrome. Many respondents (28%) had never worked with a student with Tourette’s, 20% had at least one case, and 52% indicated that they had worked with more than two cases in their careers as school psychologists. The majority of respondents indicated that their school psychology program did not adequately train them to assess or counsel students with Tourette’s. The majority of participants also did not feel confident to work with students with Tourette’s. As found in the study, school psychologists are in need of training to better serve children with Tourette Syndrome. Children, whether diagnosed with Tourette Syndrome or not, may exhibit difficulties making academic progress because of tic related issues, as well as comorbid disorders such as Attention Deficit Hyperactivity Disorder (ADHD) and Obsessive Compulsive Disorder (OCD). Schools typically are where students spend many hours of their day, and where those who are knowledgeable about Tourette’s can identify and provide needed supports depending on the student’s needs. Therefore, school psychologists play a key role in facilitating proper education regarding Tourette’s to students, teachers, staff, and families, as well as providing academic, behavioral, emotional, and social support a student may need.

APA, Harvard, Vancouver, ISO, and other styles

28

Flicek, 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 text

APA, Harvard, Vancouver, ISO, and other styles

29

Qualley, 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 text

APA, Harvard, Vancouver, ISO, and other styles

30

Dilla, 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 text

APA, Harvard, Vancouver, ISO, and other styles

31

Jenkins, Jaymie L. "The role of school psychologists past and future trends /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001jenkinsj.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Little, 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 text

APA, Harvard, Vancouver, ISO, and other styles

33

Faulkner, 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 text

Abstract:

Since its origins in the 19th century, modern schooling has been a continuously contested domain within nation states. Underlying this contestation dynamic lie competing value systems about the social purpose of education; competing values around which are generated different discourses, and which in turn generate inherently contradictory social and organisational structures. As reflected in other areas of society, the 20th century expansion of state-provided schooling has essentially developed around variations of a bureaucratic model Thus, organisational cultures based around bureaucratic values have come to permeate the enterprise of schooling on a world wide scale. Concomitantly, the value for education to be fundamentally associated with human emancipation from psychological, social, political, or economic states of being, persists as a recurring theme in modern schooling. Premised on these understandings, the thesis argues that the development of the practices of school psychology as a profession, like education in general, and special education in particular, has similarly been influenced by tensions between different and competing constellations of values. It is argued that throughout the 20th century, the pervasiveness of formal schooling systems suggest that schooling may be understood as a modernist cultural archetype. As a socially constructed reality, the phenomenon of schooling has become unproblematic the apparent cultural inevitability of formal schooling in the modern era can also be understood as a premise of a systemised way of looking at the world; that of bureaucratic consciousness. Dialectically, bureaucratic consciousness persists in influencing every manifestation of schooling; structurally through its organisational forms, and epistemologically through the institutionalization of teaching and learning. A particular illustration of the dialectical relationship between bureaucratic consciousness and the social forms and social practices of schooling is the school psychology profession which has developed as a part of school systems. The thesis argues that the epistemic archeology of psychology as a knowledge discipline can be traced through an earlier European intellectual and cultural tradition, but in the 20th century, has come to develop a symbiotic yet contradictory relationship with compulsory schooling in the modern nation state. The research study employs historical and fieldwork methods in a study of the development of the school psychology services within the Victorian Education Department, particularly between 1947 and 1987. The thesis also draws upon several usually distinct literatures; the philosophical and theoretical discourse of modernity and post modernity, the history and development of modern schooling, the ethnography of schooling, the international comparative literature on the school psychology profession, and the literature on action research in education practice and curriculum development, As a case study of Victorian school psychology, the research eschews a quantitative statistical approach in favour of qualitative investigatory genres, which have in turn been guided by the values of action research in education, as well as those of critical theory. The important focus of the thesis is its investigation of some aspects of the development and transformations within the Victorian state education bureaucracy, and the dialectical relationship that has persisted between the evolution of change processes and the shifting conceptions of school psychology practices in the 20th century. A history of the organisational development of school psychology services in Victoria constitutes an important part of the thesis. This is complemented by specific illustrations of how some school psychologists have been influenced by and have contributed towards paradigm shifts within the profession, shifts relating to how the changing nature of their work practices have come to be understood and valued by teachers and by school administrators. The work of J. R. MacLeod from the 1950s is noted in this regard. Particular attention is also drawn to the dialectical relationship between bureaucratic consciousness and school psychology's professional orientation in the 1980s. As a means of providing field data to explore this relationship, ethnographic case studies with two school communities are included as part of the fieldwork of the thesis, and are based upon the author's own work in the mid 1980s. These case studies provide a basis for conceptually refraining the school psychologist's professional experience within schooling systems, and an opportunity to examine how competing value systems impact upon the work of the school psychologist. The thesis concludes with some observations about bureaucratic transformations within educational organisations, and about the future relationship of the school psychology profession with schooling systems, as framed by the theoretical parameters of the modernist /post modernist debate. The issue of competing value systems within the administration of public education is re-examined as is the value of promoting human empowerment in the ongoing work of the school psychologist. Finally, some scenario building with reference to the future of school psychology in Victoria in is undertaken.

APA, Harvard, Vancouver, ISO, and other styles

34

Schmitz, 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 text

APA, Harvard, Vancouver, ISO, and other styles

35

Ford, 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 text

APA, Harvard, Vancouver, ISO, and other styles

36

Lamon, 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 text

APA, Harvard, Vancouver, ISO, and other styles

37

Williams, 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 text

APA, Harvard, Vancouver, ISO, and other styles

38

Petersen, 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 text

APA, Harvard, Vancouver, ISO, and other styles

39

Koch, 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 text

APA, Harvard, Vancouver, ISO, and other styles

40

Hofschild, 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 text

APA, Harvard, Vancouver, ISO, and other styles

41

Bisinger, Noelle. "An investigation of teachers' perceptions of school psychologists /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Hale, 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 text

APA, Harvard, Vancouver, ISO, and other styles

43

Lozinski, Michalene. "Identifying Tacit Knowledge Use Among Experienced School Psychologists." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1325718918.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Olsen, 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 text

APA, Harvard, Vancouver, ISO, and other styles

45

Riebe, 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 text

APA, Harvard, Vancouver, ISO, and other styles

46

Myers, 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 text

APA, Harvard, Vancouver, ISO, and other styles

47

Cimino, 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 text

APA, Harvard, Vancouver, ISO, and other styles

48

Haro, 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 text

Abstract:

ABSTRACT 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.

APA, Harvard, Vancouver, ISO, and other styles

49

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 text

Abstract:

School Psychology
Ph.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

APA, Harvard, Vancouver, ISO, and other styles

50

Bour, Julia. "A survey of knowledge among Illinois school psychologists regarding autism /." View online, 1996. http://repository.eiu.edu/theses/docs/32211998837453.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!