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1.
Sue Evans 《Educational Psychology in Practice》2005,21(2):131-146
This paper outlines the development, within a small, rural educational psychology service in Wales, of a group consultation approach to service delivery. This involved educational psychologists offering consultation to small groups of teachers as an alternative to direct assessment work. The process of implementing the group consultation approach is described and the findings of a pilot evaluation in the northern area of the county are discussed. The evaluation is a report on initial findings. It is expected that further update reports will be submitted. 相似文献
2.
Mary Nugent Dr Valerie Jones Deirdre McElroy Mary Peelo Teresa Thornton Theresa Tierney 《Educational Psychology in Practice》2014,30(3):255-271
This article reports on a two year project in which educational psychologists offered consultation to groups of teachers, to help them find solutions to school-based problems. Teachers were drawn from within individual schools and from across a number of schools. Typically, teachers were trained by educational psychologists in group consultation processes. Group consultation sessions were usually offered on a termly basis (three times per year). The group consultation sessions were facilitated by two psychologists. A formal process was followed, using a problem-solving structure. A pilot project ran for two years and was evaluated using quantitative and qualitative methods. Data were collected from teachers, school principals and psychologists. Findings indicate that group consultation is an effective method of service delivery, particularly for clusters of small, rural schools. The evaluation considers aspects of group consultation that could be further developed and new directions for this model of working. 相似文献
3.
Scott L. Decker 《Psychology in the schools》2008,45(9):799-811
The role of school psychologists with training in neuropsychology is examined within the context of multitiered models of service delivery and educational reform policies. An expanded role is suggested that builds on expertise in the assessment of neurodevelopmental disorders and extends to broader tiers through consultation practice. Changes in federal legislation to allow more flexible approaches toward assessment are viewed as a catalyst toward the integration of neuropsychological practice in school‐based practice. As a set of priorities, recommendations are made for reforming assessment practice in schools, linking neuropsychological test results to academic treatment outcomes, and developing consultation practice with parents and teachers for early identification purposes and to integrate school‐based services with community mental health services. © 2008 Wiley Periodicals, Inc. 相似文献
4.
Edward M. Levinson 《Psychology in the schools》1988,25(3):297-305
This study surveyed 362 school psychologists to: (a) identify the percentages of school psychologists who have had some involvement in the practices of vocational assessment, vocational counseling, consultation with vocational education teachers, and vocational program or curriculum development, and (b) identify factors that are associated with such vocational involvement. Results indicated that 30–40% of those school psychologists surveyed reported some involvement in vocational assessment, vocational counseling, and consultation with vocational education teachers, while only 12% indicated involvement with vocational program or curriculum development. Sex, experience, salary, perceived control over role functioning, and involvement in practices other than traditional assessment were found to be associated with increased involvement in vocational activities. Results also indicated that school psychologists who were certified guidance counselors, and who were members of the American Association of Counseling and Development, were more likely to be involved in vocational practices than were school psychologists who were not so certified or affiliated. Results are discussed in terms of their implication for involving greater numbers of school psychologists in vocational practices. 相似文献
5.
我国中小学心理教师的角色模糊及其深层次原因剖析 总被引：7，自引：0，他引：7
本文对我国中小学心理教师的角色模糊现象及其体制的原因进行了理论探讨。心理教师的角色模糊主要表现为心理教师与管理者、与德育教师及与普通教师的混淆。造成这一混淆的根本原因在于心理健康教育在德育和管理框架内运作,缺少与特殊教育的联系,现存殊教育范围的狭窄及其与主流教育的脱节等。解决混淆的根本途径在于深化目前的德育与管理体制的改革,在特殊教育框架内,以特殊儿童的服务为核心,重新整合心理健康教育资源,使心理辅导与心理测评发挥其应有作用。 相似文献
6.
《教育心理学家》2013,48(2):157-165
Cognitive, constructivist, and interpretivist theories will dominate new directions for assessment of students and teachers in the 21st century. These theories will also stimulate the development of new validation strategies for examining the meaning and use of assessments by students and teachers. Clearly separating the accountability and instructional-use roles of assessments will lead to expanded opportunities for educational psychologists and new directions for their education. Reconceptualizations of measurement theory will also be undertaken by educational psychologists engaged in assessment in the next century. 相似文献
7.
John W. Eagle Shannon E. Dowd-Eagle Andrew Snyder Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided. 相似文献
8.
Karen Callan Stoiber Michael L. Vanderwood 《Journal of educational and psychological consultation》2013,23(3):264-292
This article examines the practices of school psychologists who work within an urban school district. Participants (N = 86) rated 20 specific practices on their current use, their importance, and their level of competence. Overall the school psychologists rated their involvement in traditional assessment activities as significantly more common than consultation/collaboration and prevention/intervention; however, they indicated consultation and prevention/intervention activities as significantly more valued than traditional assessment practices. Participants also noted prevention, intervention, and functional assessment as their top priorities for professional development. Thus, a practice gap was noted with regard to what this group of school psychologists' value and what they do. Results are discussed within the context of current educational reform initiatives. 相似文献
9.
A follow‐up cross‐sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety‐one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school’s psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists’ practice and in schools’ expectations, with significant and highly‐valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered. 相似文献
10.
Approximately 15% of children experience a significant illness prior to age 18 years. For many of them, school absenteeism, substandard academic performance, and social problems ensue. When disorders affect the central nervous system, some suffer global developmental delays or selective neuropsychological deficits. As health service providers, school psychologists understand both the educational process and the ways in which childhood illnesses can impact it. This article argues that school psychologists' breadth of knowledge enables consultation with teachers about health‐related classroom accommodations and communication between medical professionals and educators. Epilepsy and type 1 diabetes mellitus are two conditions associated with a risk of school problems. Using these two disorders as examples, this article outlines roles for school psychologists and provides specific guidance about how they can promote success among all students with chronic illnesses. © 2007 Wiley Periodicals, Inc. 相似文献
11.
Markeda Newell PhD 《Journal of educational and psychological consultation》2013,23(3):228-255
The purpose of this study was to examine how school psychologists implemented the problem-solving consultation process within a computer-simulated school environment. Four school psychologists were recruited to complete three simulated consultation cases. The school environment was computer generated and all of the teachers and target students (clients) were computer generated. A qualitative case study design coupled with interviews was used in this study. Three themes emerged from the data analysis including (a) behavioral approach to problem conceptualization, (b) individualized approach to intervention design, and (c) minimal attention to plan evaluation. Implications for problem-solving consultation training as well as use of computer simulation are discussed. 相似文献
12.
The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers. 相似文献
13.
The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other. 相似文献
14.
This article discusses a cooperative effort between developmental optometrists and school psychologists in meeting the total needs of children with learning problems. The private practice of the developmental optometrist would provide the applied psychologist a setting for providing community-based preventive psychology. The role of the applied psychologist in providing psychological and educational assessment, consultation services, direct psychological interventions, and coordination of services is discussed. 相似文献
15.
《Journal of educational and psychological consultation》2013,23(4):285-308
New teachers are often unprepared for the emotional, physical, social, and psychological demands of teaching. Traditional staff development models may not be well suited to meet the needs of these teachers. However, school psychologists and counselors are in an excellent position to facilitate the professional and problem-solving skills of new teachers, using Caplan's consultee-centered group consultation model. In this project, 5 beginning elementary school teachers participated in a biweekly consultation group for 8 months. We found that the new teachers' emphasis on 'self as teacher' was evident throughout the year and that the consultation groups provided the teachers with a forum for engaging in meaningful professional dialogue with colleagues. The findings presented include an example of the consultative problem-solving process, a content analysis of the problems presented, and the teachers' impressions of the impact of the group. Finally, suggestions are provided for school consultants. 相似文献
16.
17.
Lucy Wilding 《Educational Psychology in Practice》2015,31(2):137-149
This paper provides a rationale for educational psychologists (EPs) to consider the concept of disaffection systemically. In order to understand how contextual and interactional factors initiate or maintain disaffection it may be useful for EPs to draw upon self-determination theory (SDT). This theory emphasises how contextual factors determine the extent to which a student’s psychological needs – for autonomy, competence and relatedness – are met. It is hypothesised that students are more likely to disengage from school if this context does not meet these psychological needs. SDT may, therefore, assist EPs in understanding disaffection and suggest constructive changes to the student’s environment. In view of this, two approaches are suggested concerning the role of EPs: (1) the use of person-centred thinking, with students and teachers, to enhance student perceptions of autonomy, competence and relatedness; (2) the use of effective consultation to engage teachers in the process of systemic change. 相似文献
18.
A qualitative research project was carried out to explore the views of children with special educational needs, their parents and teachers about one aspect of educational psychology practice: the dynamic assessment of cognitive skills. The research was carried out in a highly diverse and inclusive borough in East London, by Nicola Lawrence from Hounslow Educational Psychology Service, and Sharon Cahill from the University of East London. The views of nine children were sought through semi‐structured interviews regarding the process of dynamic assessment, supported with tools and techniques to facilitate discussion. The views of eight parents and seven teachers were also sought, through semi‐structured interviews and focus groups, regarding the psychological reports produced from dynamic assessment. Of the original findings acquired through thematic analysis of the data, those pertaining to the perceived impact of dynamic assessment of cognitive skills are reported. Dynamic assessment was reported to impact positively upon the child's emotional well‐being, self‐perceptions, approach to learning and social relationships, both directly, and through the subsequent intervention of parents and educators. Dynamic assessment, as well as providing instructionally useful information for parents and teachers, encouraged them to move beyond locating the problem within the child, to reconceptualising their special educational needs in context. As a result, parents and teachers became more positive and optimistic about the child, the current situation and the child's future. Dynamic assessment impacted upon the child's holistic needs, parenting and the development of inclusive practice in the classroom. It is concluded that from the perspective of service users, dynamic assessment forms a worthwhile and valuable part of educational psychology practice. 相似文献
19.
蔡俊 《成都教育学院学报》2010,24(8):27-28,33
教师专业发展是教育发展的必然要求。通过动态评估这一特殊的价值判断活动,可以有效地获得教师专业发展过程的信息,并利用这些信息为教师专业发展提供动力,指引教师专业发展方向。为达到上述目的,我们必须遵循动态评估的原则,并在此基础上明确评估主体,进而实施动态评估。 相似文献
20.
The purpose of this study was to analyze how school psychologists engage racial/cultural diversity when conceptualizing problems during consultation in a multiracial context. Four school psychologists were recruited to engage in computer-simulated problem-solving consultation. Each school psychologist was presented with three fictional consultation cases. The participants then used a computer-simulated school environment to interact with fictional teachers in a school-based setting to complete the consultation cases. Three themes emerged: (a) limited use of ecological approach, (b) lack of cultural responsiveness, and (c) divergent approaches to problem identification for African American versus European American referrals. Implications for using problem-solving consultation in a multiracial environment are discussed. 相似文献