Dissertations / Theses on the topic 'School: School of Psychology'
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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 textKohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.
Full textTitle from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
Zaciewski, Janelle. "Consultation Trends in School Psychology Literature." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.
Full textProctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.
Full textBeld, Amy. "Self-Injury in the Schools: A Survey of School Psychologists." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/962.
Full textSahel, 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.
Full textDallal, Renee. "School Mobility and School Connectedness: A Moderation Analysis." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1589889574454769.
Full textKabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.
Full textHanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.
Full textCavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.
Full textLoe, 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.
Full textLindberg, Tara. "Peer Support Among School Psychologists in Urban School Districts." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468793217.
Full textO'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/.
Full textBonner, 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.
Full textBarnes, 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.
Full textWhitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.
Full textHoward, Ann Marie. "High School Students' Perceptions of Safety Concerns Predicts School Avoidance." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6793.
Full textLee, Geoffrey Anton. "Graduate school readiness in psychology a national study /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011823.
Full textJoslyn, Jacqueline K. "An expert system in school psychology for PMHP /." Online version of thesis, 1988. http://hdl.handle.net/1850/10619.
Full textNaman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.
Full textWorry 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.
Morris, Yvonne Paula. "Professional school psychology in Sweden: An empirical study." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/184979.
Full textRodgers, Philip L. "How Utah Parents of Utah School Children Judge School Effectiveness." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/6194.
Full textFisher, Emily Payton. "Cyberbullying and School Climate." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3065.
Full textUnseld, Kimberly A. "School Psychology Practitioners' Perspectives on Consultation Training and Practice." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/238.
Full textSmith, Alivia Nicole. "Understanding the Administrative Role fo School Psychology District Leaders." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8458.
Full textKuwana, Linda J. "Utah School Counselors: Present Status." DigitalCommons@USU, 1991. https://digitalcommons.usu.edu/etd/6031.
Full textAmar, Silvana. "Attachment, Parentally Bereaved Adolescents, and High School Outcomes in a Large Inner-City High School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1056.
Full textBoswell, M. Alison. "School Level Predictors of Bullying Among High School Students." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/44.
Full textAmar, 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.
Full textU.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.
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 textABSTRACT BELIEFS AND KNOWLEDGE OF SCHOOL COUNSELORS AND SCHOOL PSYCHOLOGISTS ABOUT GRADE RETENTION DEBRA HARO Grade retention long has been a controversial approach to supporting struggling students. The current study used a survey method to investigate the knowledge and beliefs of school psychologists and school counselors as to the efficacy of grade retention. In total 383 school psychologists and 108 school counselors participated in the survey which consisted of 20 Belief Statements and13 Knowledge questions. Results show that school psychologists? beliefs are more similar to research that has been done over the past several years than the beliefs of the school counselors in the current sample. The results of the Belief portion of the survey indicated that the school counselors in the sample favor retaining students for lack of maturity and poor attendance more than the school psychologists do, with the school psychologists? beliefs being more in line with research. Both groups agreed with the ideas that a student should only be retained once and students who are receiving support from a special education teacher should not be retained. On the Knowledge portion of the survey the school psychologists obtained an average of 67.644 and the average for the school counselors was 44.515, with a statistically significant difference between the means. This indicates that the school psychologists have a significantly higher amount of knowledge on the subject of grade retention. The school psychologists and school counselors were asked to identify their sources of knowledge in order to determine if they were practical or propositional. The school psychologists were fairly split on their responses, with 51 percent indicating that they had obtained their knowledge through a propositional source. The school counselors indicated that 84.3 percent had obtained their knowledge through practical means, which may explain the difference in beliefs and levels of knowledge.
Jones, Raya A. "Perceptions of school among primary school pupils with and without behaviour problems." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287915.
Full textClements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.
Full textDion, 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.
Full text“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.
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 textSchmitz, Clare Barnard. "The profession of school psychology in the coutnry of Luxembourg." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005schmitzc.pdf.
Full textBrown, 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.
Full textRichards, 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.
Full textMalone, 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.
Full textPh.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
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.
Full textBurns, Benjamin R. "Professional burnout in school psychology : impact of changing practices /." Connect to online version, 2010. http://minds.wisconsin.edu/handle/1793/38657.
Full textKrankowski, Edward. "School Psychology Service Provisions Within a Public Health Model." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12963.
Full textRomstad, 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.
Full textBaucum, 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.
Full textPh.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
Hall, Jamie. "School Suicide Postvention: A Phenomenological Study of Perceptions of School Mental Health Professionals." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555455721730325.
Full textFaulkner, Michael, and mikewood@deakin edu au. "Vision and rationalisation : A study of the school psychology profession within the Victorian Government school system." Deakin University. School of Education, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050719.083810.
Full textNelson, McKell. "Utilizing a School-Based Treatment to Address Socially Anxious Elementary School Students." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6969.
Full textRobinson, Willie. "The Importance of School Climate: How School Leaders in Inner City Middle Schools Shape Climate." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3757.
Full textGosser, Brooke. "Anxiety Interventions in Schools: A Survey of School Psychologists." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914.
Full textMcGinnis, Ashely Bryce. "Exploring the Effectiveness of School-Wide Positive Behavior Supports in the Elementary School Setting." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/146.
Full textHendricks, 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.
Full text