Dissertations / Theses: 'School psychology'

1

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

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Zaciewski, Janelle. "Consultation Trends in School Psychology Literature." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.

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Consultation is a prominent indirect service delivery method in school psychology today. Several publications endorsed by the National Association of School Psychologists (NASP) have traditionally suggested the mental health, organizational, and behavioral models of consultation as the three prominent consultation models in the field of school psychology. However, no supporting data are cited and it is unclear if these three models are still prominent in school psychology today. The present research examined the consultation literature over the last 22 years in two prominent school psychology journals, Journal of School Psychology and School Psychology Quarterly (originally called Professional School Psychology). This research involved the analysis of 145 consultation articles from the school psychology literature. The data was analyzed to obtain information regarding the frequency of consultation articles published, any trend that emerged from this data, the most frequent types of consultation mentioned, the type of research conducted, and topics addressed in the articles. Analysis of consultation trends over time indicated a decrease in the frequency of consultation articles published over time in both journals. The terms utilized to address consultation models are greatly varied, demonstrated by the 107 different types of consultation referenced in the consultation articles. Clearly, behavioral consultation is the most frequently researched and referenced consultation model in the literature. The results suggested the three traditional prominent models have been modified over time. Mental health consultation and behavioral consultation were consistently found within the top three models researched and referenced; however, organizational consultation was infrequently mentioned in the literature and researched in only 4% of the articles reviewed for this study. Therefore, it appeared that organizational consultation is no longer considered a prominent model of consultation. Analysis of the articles that were not research oriented indicated that 76% of the articles focused on application of consultation. The topics of multiculturalism, training, and ethics were the focal point to a lesser extent, with each representing fewer than 5% of articles. Research focused articles that involved aspects of both questionnaire and intervention research tools were employed more frequently than were research involving only questionnaire research or intervention research. Implications for the present findings and future directions for consultation research are discussed.

3

Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.

4

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.

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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.

5

Hanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.

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Loe, Scott A. "An examination of family oriented practice and cultural diversity in school psychology : a national survey fo school psychology practitioners /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203552779882.

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7

Bonner, Michael L. "Accountability of School Psychology Practicum: A Procedural Replication." Cincinnati, Ohio : University of Cincinnati, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1006784236.

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8

Barnes, Daniel Vern. "The School Counseling Psychology Program: A Qualitative Study." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd980.pdf.

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9

Lee, Geoffrey Anton. "Graduate school readiness in psychology a national study /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011823.

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10

Joslyn, Jacqueline K. "An expert system in school psychology for PMHP /." Online version of thesis, 1988. http://hdl.handle.net/1850/10619.

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Naman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.

Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.

12

Morris, Yvonne Paula. "Professional school psychology in Sweden: An empirical study." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/184979.

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This study explored the training and professional practice of school psychologists in Sweden. A survey of Swedish school psychologists was conducted with data gathered by means of a questionnaire, the Swedish School Psychology Questionnaire (SSPQ). Data analyses focused on the demographic characteristics, training, and professional practices of Swedish school psychologists. An analysis of the differences between training and professional practice, and a discussion of professionalization and professional attitudes of Swedish school psychologists, were also included. Survey findings indicated that there was no special training for school psychologists, and that the majority of school psychologists had the equivalent of a master's level degree in psychology. Rankings of the importance of various role functions during training and professional practice were also compiled. With few exceptions, t test analyses indicated significant differences in the relative importance of these role functions during training and practice. An analysis of the correlations between school psychologists' rankings of the more global role functions of assessment, treatment, consultation, organizational development, and research during their respective training, professional practice, ideal job, and perceived level of competence, reveal weak relationships between these four conditions, with the lowest correlation being between training and current job. Attitudes of professional autonomy, as well as findings on training, practice, and professional memberships and journal subscriptions suggest that Swedish school psychologists meet the criteria of a professional. Analysis of one year and five year career plans indicated that although most school respondents see themselves working as a school psychologist in the short term, only 45% anticipated working as a school psychologist in five years, with the majority of those leaving the field indicating that they intend to seek employment as a psychologist in a non-school setting. The results were discussed in relation to studies of school psychologists in other countries, particularly the United States. Limitations of the present study were discussed, as were topics for future research.

13

Hunter, Katie. "Environmental Psychology in Classroom Design." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131581482.

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14

Unseld, Kimberly A. "School Psychology Practitioners' Perspectives on Consultation Training and Practice." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/238.

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School psychologists have increased their practice of consultation within the schools due to mandates by the National Association of School Psychologists (NASP) and positive outcomes associated with the service. Previous research has examined how training directors at school psychology graduate programs viewed consultation training. The current study investigated how school psychologists view their training in consultation and how they view the practice of consultation in school systems. A random sample of 510 school psychologists from across the country was sent a survey to obtain their perspectives on consultation. A 46% return rate was achieved. The respondents were divided into two groups based on the practitioner’s years of experience (i.e., more than 10 years experience and less than 10 years experience) in order to make comparisons based on when the school psychologists received their training. Results indicated that recent graduates reported more comprehensive training in consultation, a heavier emphasis on collaborative and problem-solving consultation and significantly higher levels of satisfaction with consultation training and practice. However, recent graduates did not perceive their skills with consultation to be higher than school psychologists with less training, but more experience.

15

Smith, Alivia Nicole. "Understanding the Administrative Role fo School Psychology District Leaders." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8458.

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Very few articles in the published research literature have considered the clinical supervision of school psychology and even fewer articles explore the administrative supervision of school psychologists. The purpose of this study is to describe the roles, and responsibilities, and challenges faced by district leaders who supervise school psychologists. Using a purposeful sample, participants met criteria for this study if they worked at the district level, supervised at least three school psychologists, and were responsible for hiring and firing school psychologists. Nineteen participants qualified for this study and completed a phone interview that included eight open-ended questions. Participants shared that they primarily had managerial and leadership roles during their busy and unpredictable work weeks. Participants also reported challenges directly and indirectly related to the national shortage of school psychologists, difficulties with large workloads, the need to advocate for the field of school psychology, and a lack of professional guidance and training in their role. Implications for practice include developing a professional organization or community of practice for administrative supervisors, establishing best practice guidelines, and providing a defined role for these leaders. By coming to know the roles and challenges that district administrators are facing, the field of school psychology can find ways to support administrative supervision endeavors.

16

Brown, Stephanie Lynn. "Diversity Literature in Major School Psychology Journals: 2000-2003." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1147454181.

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17

Richards, Carolee S. "Evaluation of the Marshall University School Psychology Internship experience." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=748.

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18

Malone, Celeste Monique. "The Examination of the School Psychology Multicultural Competence Scale." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161515.

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School Psychology
Ph.D.
The School Psychology Multicultural Competence Scale (SPMCS) is a 45-item, self-report measure designed to assess the multicultural competence of school psychologists and school psychology trainees. The SPMCS was developed to address the need for a multicultural assessment tool specific to school psychology. The purpose of the present study was twofold: to determine the underlying factor structure of the SPMCS and to determine which characteristics of training programs and individual trainees were related to higher self-reported scores on multicultural competence. Participants in this study were 312 school psychology specialist and doctoral students enrolled in NASP approved and/or APA accredited school psychology programs in the United States. All students completed the SPMCS and a brief demographic survey in which they were asked about coursework in multicultural and diversity issues and practicum experiences with culturally and linguistically diverse populations. The results of the factor analysis demonstrated that a four factor solution best fit the data obtained from the sample of graduate students who completed the SPMCS. The four factor subscales were Cultural Knowledge/Skills, Cultural Appreciation, Basic Skills, and Cultural Awareness. These four subscales may provide a clearer and more accurate description of multicultural competence in professional psychology. Overall, education and training (i.e., advanced standing in graduate program, multicultural/diversity coursework, practicum with culturally and linguistically diverse clients, and internship) were associated with higher self-reported scores of multicultural competence. Female trainees, ethnic minority trainees, and bilingual/multilingual speakers also reported higher multicultural competence than male, Caucasian, and monolingual trainees. These results lend tacit support for an integrated-separate course model of multicultural training with explicit coursework in multicultural issues, integration of multicultural content into all coursework, and practicum experiences with culturally and linguistically diverse clients.
Temple University--Theses

19

Fain, Harry Michael. "An examination of the Ohio School Psychology Internship Program." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260986068.

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Burns, Benjamin R. "Professional burnout in school psychology : impact of changing practices /." Connect to online version, 2010. http://minds.wisconsin.edu/handle/1793/38657.

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21

Krankowski, Edward. "School Psychology Service Provisions Within a Public Health Model." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12963.

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The purpose of this study was to explore specific activities school psychologists performed related to both testing and placing within a medical model and prevention within a public health model. Spurred by landmark legal mandates, school districts are moving toward preventative practice within a framework consistent with tenets of a public health model or Response to Intervention (RtI) framework. These activities are counter to traditional test-and-place activities performed by school psychologists associated with a medical model of service delivery. School psychologists assigned to 41 elementary schools in the northwest corner of Oregon completed a survey that included activities associated with testing-and-placing students typified by a medical model and those activities akin to a public health model. All schools participating in this study implemented Positive Behavioral Interventions and Supports (PBIS). PBIS is a widely implemented evidence-based practice in education that emphasizes prevention, and is a reflection of RtI or the public health model. Although PBIS was a common denominator across all schools, there were differences in overall implementation effectiveness as measured by the School-wide Evaluation Tool (SET). This study investigated the degree to which activities performed by school psychologists impacted PBIS implementation in their buildings. School psychologists estimated the frequency devoted to these activities. Frequency served as a proxy for priority and also defined the service models that guided their practices. In addition to this descriptive statistical analysis, inferential statistics were used to measure the correlation between the School Psychologist Survey, the SET-General Index scores, and the SET-Behavior Expectations Index scores. A multiple-regression analysis was also conducted to determine which variable (i.e., SET-General Index or SET-Behavior Expectations Index) was the best predictor of outcome data from the School Psychologist Survey. These data were also entered into scatterplots to provide interpretations of meaningful statistical significance for an in-depth analysis of the School Psychologist Survey, SET-General Index, and SET-Behavior Index scores. This study is important because it potentially provides school psychologists with specific preventative activities they can perform within a public health model of service delivery to make contributions for improving the overall school environment for students.

22

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.

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23

Burton, Tyler Bryant. "How are Professors Preparing School Psychology Students to Evaluate Research?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3135.

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This study examines how school psychology professors are preparing graduate students to evaluate research and seeks their views on problematic assessment and intervention practices. School psychology faculty members’ e-mails were identified based on the National Association of School Psychologists’ (NASP) list of Approved Programs (NASP, 2017) and a total of 127 professors responded. Each participant completed a survey that included 22 Likert scale items and three free listing items. Three research questions were proposed: What percentage of school psychology faculty members are using each of the strategies recommended by Lilienfeld et al. (2012)? What school-based assessment practices do school psychology faculty members identify as the most problematic? What school-based intervention practices do school psychology faculty members identify as the most problematic? The researcher found that the majority of programs are using the recommendations suggested by Lilienfeld and colleagues (2012), although there is room for improvement in the amount of usage for multiple recommendations. School psychology faculty members frequently listed cognitive profile analysis (CPA), projective testing, and inappropriate use of assessments as problematic assessment practices, and inappropriate use of interventions and eclectic counseling as problematic intervention practices. Implications for the use of evidence-based practices (EBP) were provided. Limitations of the study were discussed.

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Kabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.

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In our schools today, there are numerous violence prevention programs that have been implemented in order to curb the recent increase in the rate of school shootings. In addition, there have been a large number of articles written covering the topic of school violence, but little research has been done focusing on the perceptions of parents and school officials in regard to school violence. In the present study findings reveal why it is important to focus our attention not only on student perceptions of school safety, but on parent and school official perceptions, as well. Parents and school officials received a self-report questionnaire and were asked to indicate which violence prevention programs they believe will make students feel safer and which ones they personally would like to see implemented in the schools. In addition, parents were asked to indicate whether their child has been a victim of violence or will be a future victim of violence and the perceived level of their child's anxiety regarding his/her safety at school. It was found that (a) there is a positive, statistically significant relationship between parents who reported that their child has been a personal victim of violence and the rating of their child's anxiety level; (b) parents who perceived their children as having higher levels of anxiety did not endorse more safety programs; (c) overall, parents endorsed more programs than school officials, especially those that were invasive and help-oriented; and (d) the programs the adults indicated they personally would like to see implemented in the schools did not differ significantly from the programs they endorsed as making students feel safer at school.

25

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

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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.

26

Cavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.

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Despite research evidence that social context and personal characteristics are related to girls' violent behavior, little is known about the relative contribution of such antecedents. Therefore, the purpose of this study was to assess the relative strength of predictors of school violence among a sample of middle school girls. Of special interest were the intervening variables, because knowledge of their relative strength could enable schools to design targeted interventions to reduce school violence. Social learning theory formed the theoretical foundation for the study. A four-part survey consisting of sociodemographic items, the Rosenberg Self-Esteem Scale, an amended version of the Attitudes Toward Violence Scale, and the School Violence Inventory (used to assess engagement in offenses that could result in school suspension) was administered to 229 girls enrolled in a middle school in a southern U.S. state. Data were analyzed using hierarchical multiple regressions in which intervenable variables were entered first as a block, followed by nonintervenable variables. The results indicated that the predictors of school violence (from strongest to weakest) were observation of school violence, gang membership, favorable attitude toward violence, school suspension, grade level, and drug use. This finding suggests that female middle school students may be learning to behave violently by observing others engaged in such behavior at school and through the influence of gangs. Implications for positive social change are that the results could be used by educators and other school officials develop specific interventions that more effective target known predictors of school violence among middle school girls (for example, increased student monitoring, after-school programming, and guided classroom discussions on the nature of violence and its motivations).

27

Annable, David Edwin. "Using Short Presentations to Increase Student Teacher Knowledge of School Psychology." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1213392576.

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Hendricks, Emily A. "The Impact of Targeted Recruitment Strategies on Diversity of School Psychology Program Applicants." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1403903692.

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Sahel, Rashed Ali. "Group counselling/therapy as a technique to modify the undesirable school behaviour (school phobia) of children at elementary school level in the State of Kuwait." Thesis, Bangor University, 1989. https://research.bangor.ac.uk/portal/en/theses/group-counsellingtherapy-as-a-technique-to-modify-the-undesirable-school-behaviour-school-phobia-of-children-at-elementary-school-level-in-the-state-of-kuwait(d7c8bc44-31c7-46af-afa8-25a5d27f773a).html.

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School phobia is seen as one of the most common problems amongst children at elementary school. It affects children's behaviour, feelings and attitudes towards school. Children suffering from a school phobic problem usually show negative feelings and behaviour against school. School phobic children avoid attending school. They tend to use different techniques every morning in order to gain their parents' support for not attending school. These children feel that something frightening will happen to them if they attend school, but actually there is no basis for their feelings. This research attempted to introduce Rogerian group counselling in treatment of the problem of school phobia. The sample comprised 76 school phobic children. They were divided randomly into two groups: an experimental group in which there were 37 school phobic children, and a control group in which there were 39 school phobic children. The experimental group children experienced 14 counselling sessions. There were three main aims of this research. First, to assess the use of Rogerian group counselling with young children who suffered from school phobia. This study tried to investigate whether or not Rogerian group counselling can help elementary school children to eliminate their undesirable behaviours. The second goal of this study was to examine the relationship between school phobia and children's school achievement and absence. Thirdly, the research attempted to examine children's ability to take responsibility for their own behaviour and their ability to make their own decisions for self-direction. The results of this study showed that the majority of school phobic children who joined the experimental group improved their school achievement and decreased their absences from school. In addition, such children developed their skills and abilities in school (e. g. taking responsibility and participating in school activities). The results revealed that the group counselling technique was a suitable method for school phobic children in reducing their school phobia problem and related undesirable behaviours in school (e.g. absence, poor social relationship).

30

Dallal, Renee. "School Mobility and School Connectedness: A Moderation Analysis." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1589889574454769.

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31

Fritz, Amanda. "Efficacy of Targeted Recruitment Strategies on Students' Knowledge of and Interest in School Psychology." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1403219422.

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32

Kennedy, Shawna. "Educational Specialist Programs in School Psychology: Trends in Training Emphasis." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/340.

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A survey was conducted to examine current training practices of NASP accredited specialist programs. Information was gathered through a mailed survey to NASP accredited school psychology Ed.S. training programs across the United States. Of the 97 training programs to whom surveys were sent, 56 surveys were returned and 51 were considered usable (53% return rate). The survey respondents were divided into groups according to self-reported program emphasis. Thirty-one programs reported emphasizing traditional assessment (Traditional Programs), while 20 programs reported other areas of emphasis (Other Programs). An independent t-test indicated that Traditional Programs offer significantly higher amounts of training in traditional assessment than Other Programs. A Chi-square analysis revealed that approximately half of the Traditional Programs have not changed training in assessment; however, the remaining Traditional Programs showed shifts by an equal number of them increasing and decreasing the amount of training in assessment as compared to 5 years ago. Several differences in level of preparation of program graduates were indicated by a descriptive discriminant analysis. These differences are consistent with program emphasis.

33

Papaemaneul, Vicki Dumois. "Supervision in School Psychology: Assessing the Relationship with Professional Practices." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002798.

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34

Romstad, Carl T. "Multiculturalism in the field of school psychology a literature review and critical analysis /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009romstadc.pdf.

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35

Amar, Silvana. "Attachment, Parentally Bereaved Adolescents, and High School Outcomes in a Large Inner-City High School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1056.

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U.S. and world communities face the challenges of understanding how children grieve and of giving them sufficient social and educational support. Inner-city minority adolescents have not been represented well in the bereavement and attachment literature. The purpose of the quantitative study was to use the attachment theory to understand the impact of parental bereavement on these adolescents. Data were collected using the Adult Attachment Interview (AAI), the Piers-Harris Children's Self- Concept Scale (2nd ed.), and school records. MANOVAs were used to analyze the influence of attachment organization, bereavement status, and gender on self-concept and academic and behavioral functioning in school. Results indicated that securely attached adolescents functioned better across all 3 variables than did insecure and unresolved/disorganized adolescents. There were no differences in functioning in the bereaved group according to attachment organization. Results according to gender indicated that although the female participants experienced more academic success and had fewer behavioral difficulties in school, their self-concept was more negative than was that of their male counterparts. There were no differences in functioning in the bereaved group according to gender, but compared to the entire sample, the bereaved females no longer functioned better than males, academically or behaviorally, and there were no longer differences in self-concept. Possible positive social changes from these findings include improvements in school-related student support such as promoting the use of the AAI, linking educational and clinical environments, and assisting schools in developing safe-base classroom environments that could better meet students' needs according to their attachment organization and bereavement status.

36

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.

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37

Amar, Silvana. "Attachment, Parentally Bereaved Adolescents, and High School Outcomes in a Large Inner-City High School." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558553.

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U.S. and world communities face the challenges of understanding how children grieve and of giving them sufficient social and educational support. Inner-city minority adolescents have not been represented well in the bereavement and attachment literature. The purpose of the quantitative study was to use the attachment theory to understand the impact of parental bereavement on these adolescents. Data were collected using the Adult Attachment Interview (AAI), the Piers-Harris Children's Self- Concept Scale (2^nd ed.), and school records. MANOVAs were used to analyze the influence of attachment organization, bereavement status, and gender on self-concept and academic and behavioral functioning in school. Results indicated that securely attached adolescents functioned better across all 3 variables than did insecure and unresolved/disorganized adolescents. There were no differences in functioning in the bereaved group according to attachment organization. Results according to gender indicated that although the female participants experienced more academic success and had fewer behavioral difficulties in school, their self-concept was more negative than was that of their male counterparts. There were no differences in functioning in the bereaved group according to gender, but compared to the entire sample, the bereaved females no longer functioned better than males, academically or behaviorally, and there were no longer differences in self-concept. Possible positive social changes from these findings include improvements in school-related student support such as promoting the use of the AAI, linking educational and clinical environments, and assisting schools in developing safe-base classroom environments that could better meet students' needs according to their attachment organization and bereavement status.

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Handschuh, Plowman Katrina Lynn. "An Analysis of School Psychology Journal Articles and Annual Convenion Program Presentations." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1569.

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Ethics is a topic of great importance for professional school psychologists. The National Association of School Psychologists’ (NASP) Principles for Professional Ethics is a document that originated in 1974 and was most recently revised in 2010. The function of this document is to guide school psychologists’ conduct in their professional careers. This study examines the content of school psychology journals, the NASP school psychology newspaper, and NASP convention abstracts from the last 16 years to evaluate the ethical topics being discussed within the school psychology community. A search of the publications related to ethics provides answers to several questions while highlighting the contemporary concerns and interests of school psychologists. The findings of this study include the representation of ethical issues in four domains to varying degrees. The greatest topics of interest and concern for school psychologists were found to be related to assessments and interventions while issues related to professional behaviors seem underrepresented in the literature.

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O'Shaughnessy, Samantha Jane. "School Twitter accounts : exploring the perceptions of primary school children, their parents and school staff." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/100295/.

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This exploratory study considered the perceptions of those involved with using a school Twitter account. Twitter is essentially an internet based microblogging (the posting of very short entries or updates on a personal webpage or social networking site) service in which members can post updates known as ‘Tweets’ of 140 characters (including spaces and punctuation) to answer the question “What’s happening?”. The study analysed how pupils used Twitter in a mainstream primary school setting and evaluated the views and opinions of the pupils, parents and the staff who took part. It described ways in which schools, parents (and the wider community) could use this social media tool to communicate and share children’s learning with key stakeholders. It also examined the use of social media from an eco-systemic viewpoint and considered how Twitter might fit in with the theory of a New Learning Ecology (Spires et al., 2009 & 2012). A combination of quantitative and qualitative data was collected. The project ran in two separate phases – a pilot study (summer 2014) and a main research section (summer 2015). Each phase lasted approximately half a term. The pilot study involved twelve pupils from years five and six, a focus group of three parents and one member of teaching staff (n=16). Pupils from the first school helped to set up a school Twitter account and drafted Tweets which were then posted to the school account by their class teacher.

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Fisher, Emily Payton. "Cyberbullying and School Climate." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3065.

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The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.

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Baucum, McKinney Jeri. "The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178729.

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School Psychology
Ph.D.
The research regarding the benefits and outcomes associated with parental involvement is expansive. However, there is a dearth of empirical research that critically examines interventions that increase parental involvement in schools where participation is limited. This study enhances the research on parental involvement by exploring the barriers that exist for minority families in high need public schools and examining the effect of school newsletters (grounded in Hoover-Dempsey and Sandler's (1995, 1997, 2005) theoretical model of the parental involvement process) on parents' perceptions regarding school outreach efforts. In addition, a subsidiary analysis examines teachers' perceptions regarding the presence of parental involvement at their school and the frequency in which teachers encouraged involvement from their parents. Data from an experimental and control group parent and teacher sample was collected. In addition, a repeated measures ANOVA was conducted to determine if parent perceptions and their motivation to become involved were influenced by the bi-weekly distribution of the school newsletter. Teacher perceptions were analyzed using a t-test, followed by a repeated measures ANOVA for significant interactions. Informal surveys were administered to parents and teachers at the end of the study to assess their reaction to the school newsletters. Results showed that parents and teachers favored school newsletters and found the newsletters readable, informative, and enjoyable. Further, school newsletters can be used as a practical tool to influence parent perceptions, as significant increases in parents' perceptions regarding the school's general outreach efforts were indicated. However, increases in parent perceptions were greater in the control school location without the newsletter as an intervention, but with an established system in place for communicating with parents. Similarly, significant increases in teachers' reports of parental involvement behaviors were found, but also in the control school. Using one practical and feasible method for transmitting information to parents and promoting outreach was identified as a method to increase parent involvement. Implications for schools attempting to examine interventions to increase parental involvement in urban school settings are discussed.
Temple University--Theses

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Howard, Ann Marie. "High School Students' Perceptions of Safety Concerns Predicts School Avoidance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6793.

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School violence is a growing concern and an impending danger for American youth. Students' perceptions of violent school incidents may lead to fear and this fear may lead to school avoidance. Although researchers have found that teenage pregnancy and working to support family are two of the main reasons that students stay home from school, there has been no research conducted on whether students' perceptions of safety concerns, solely focusing on the presence of guns, gangs, student bullying, and fear of victimization, predict their decision to stay home from school. Therefore, based on social disorganization and resilience theories, the purpose of this quantitative study was to examine the role of high school students' perceptions of safety concerns in school on avoidance behavior, specifically, their decision to stay home from school due to thinking they may be attacked or harmed in a school building, on school property, on a school bus, or going to and from school. Archival data from a sample of 4,767 American youth, 12–18 years of age, who participated in the 2015 School Crime Supplement Survey were analyzed using logistic regression. Findings revealed that students' perception of gangs, student bullying, and fear of victimization led to school avoidance. This study has important implications for positive social change: The findings can be used by government entities, communities, schools, administrators, students, and parents to inform efforts designed to maintain a safe school environment.

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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.

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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.

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Dion, Lisa A. "The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.

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“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).

The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?

This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.

Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.

Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.

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Critchley, Hannah. "Enhancing efficacy beliefs within a school community : can positive psychology help?" Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1815.

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A study was undertaken using a quasi-experimental design to investigate the effects of a Positive Psychology intervention, on the self and collective efficacy beliefs of staff within a mainstream primary school community. Efficacy beliefs were selected as the topic of study due to their powerful and significant influence upon behaviour, such as effort and persistence; and protective factors such as resilience, personal well-being and achievement (Bandura, 1997). Positive Psychology was selected on the basis that within the UK it has received little attention to date, and since it offers a focus on the positive aspects of human experience, it could be useful in affecting positive change in relation to efficacy beliefs. A qualitative planning-phase enabled the generation of themes relating to areas of low efficacy within the experimental school; which formed the basis of a 14 item questionnaire designed to elicit views in relation to the themes. Baseline data was established through administration of questionnaires in the intervention and comparison groups. Accompanying qualitative data was also obtained from the intervention group. Preparatory activities preceded a brief Positive Psychology intervention for the intervention group; following which post-intervention data collection was undertaken (as with the baseline). Questionnaire data was analysed statistically and thematic analysis was employed with the qualitative data. Findings suggested that participants' efficacy beliefs had been enhanced in the experimental group, whereas this was not the case in the comparison group. Enhanced efficacy beliefs corresponded to the themes investigated, and significant positive differences were noted in relation to teaching and non-teaching support staff. Areas highlighted by participants related to the four sources of efficacy beliefs (Bandura, 1997) and to school structure and culture. Implications and limitations of the study were discussed along with possible areas for future research.

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Juge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.

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Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkritisk pedagogik och didaktik för att bidra till en bättre förståelse för utsatta människor hos våra elever. Resultatet var att de två psykologi kursböckerna Psykologi 1+2a (Levander och Levander, 2012) och Mänskligt (Bernerson och Cronlund, 2017) har adresserat normer inklusive normer kring genus och sexuell läggning, men har även cementerat normativa diskurser i dessa områden. Mänskligt har lyckats något bättre i att lyfta och applicera normkritik. Det tredje materialet Bryt! är inte en psykologi kursbok utan en handbok i normkritik som mestadels består av gruppövningar med syftet att främja förståelse för normer och deras konsekvenser. Min rekommendation är att använda Bryt! som komplement till en eller både av de analyserade kursböckerna i klassrummet för att erbjuda våra elever en djupare förståelse för hur normer, i synerhet cis/heteronormen, negativt påverkar psykisk hälsa hos utsatta populationer såsom HBTQIA+ personer.
The aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.

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Frace, Kristen Jessica. "Goal attainment scaling to determine effectiveness of school psychology practicum students." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1002.

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Winters, Mary L. "Evaluation of the School Psychology Program at Marshall University Graduate College." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=97.

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Ferrebee, Melissa L. "Program evaluation of Practicum III Marshall University's summer enrichment program from a school psychology student's perspective /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=359.

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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.

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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.

Dissertations / Theses on the topic 'School psychology'

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