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1.
The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than harsh power strategies when consultants are attempting to influence teachers who are described as initially reluctant to comply with requests, and (b) compared with male consultants, female consultants view soft power strategies as more effective. Moving away from judgments of perceived effectiveness, this study investigated the likelihood of use of specific power strategies by school psychologists when consulting with teachers. It was hypothesized that (a) psychologists overall would report a greater likelihood of using soft versus harsh power strategies, (b) female psychologists would report a greater likelihood of using soft power strategies than male psychologists, and (c) psychologists overall would report a greater likelihood of using direct informational, positive expert, and positive referent power versus the remaining eight power strategies measured by the IPI. A U.S. sample of 352 school psychologists (71% female) completed a version of the IPI modified to examine likelihood of use. The first hypothesis received strong support; the second, no support; and the third, moderate support.  相似文献   

2.
The social power typology developed originally by French and Raven in 1959 and revised by Raven in 1965 and 1992 was applied to study school consultation. Specifically, we investigated how the gender of school psychologist consultants and teacher consultees influence how likely consultants are to use soft power strategies, identified as those drawing on expert, referent, informational, legitimate dependency, and legitimate position power. A modified version of the Interpersonal Power Inventory was mailed to 1,000 Nationally Certified School Psychologists. Results obtained from 352 respondents indicated that, when consulting with female teachers: (a) male psychologists are more likely to use expert power than the other four soft strategies combined, and (b) female psychologists are less likely to use referent power than the other four soft strategies combined. Findings suggest that consultant gender plays an important role in determining influence strategies used by school consultants. © 2009 Wiley Periodicals, Inc.  相似文献   

3.
以北京和西安两所城市四所中学初一、初二、高一、高二年级1592名中学生为被试,采用学业行为问卷、人格五因素问卷和师生关系问卷,考察中学生学业行为的特点,并探讨人格、师生关系对学业行为的影响。结果发现:(1)中学生学业行为具有显著的性别和年级差异。(2)中学生的师生关系可以划分为亲密型、一般型和冲突型,师生关系不同类型的个体在学业行为各维度差异显著。(3)学业行为与人格五因素、师生关系各维度具有显著的相关。(4)人格五因素和师生关系的亲密性、冲突性能够显著预测学业行为,谨慎性在师生关系的亲密性和学业行为间起完全中介作用。  相似文献   

4.
The verbal and nonverbal communication behaviors of consultants and consultees were examined in this study. The problem identification interviews (Bergan, 1977) of two consultants and 20 consultees were videotaped as they discussed school problems being experienced by the consultees. A modified version of the Message Process category of Bergan's (1977) Consultation Analysis Record was employed to measure verbal behavior. Nonverbal behaviors (Facial, Voice, and Body) were assessed as either positive, negative, or neutral following the coding scheme employed by Gottman, Markman, and Notarious (1977). Consultant and consultee verbal and nonverbal behaviors were coded each 10 sec using a system of momentary time sampling. Preliminary mapping of consultation communication behaviors are presented. A more complex behavior code is suggested to better understand the nature of communication interactions during consultation sessions. Limitations of the' current study are examined and results are discussed in terms of implications for consultation practice and future research.  相似文献   

5.
This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps.  相似文献   

6.
Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas.  相似文献   

7.
Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

8.
Building collaborative relationships between school personnel in special education and Hispanic families is a challenge being faced by many professionals today. This article profiles the issues that are paramount in understanding the values and beliefs of the Hispanic family. A four-step collaboration action plan is proposed that includes (a).promoting a positive attitude toward school personnel, (b) assisting school personnel by providing training, (c) gathering information on the family, and (d) developing a culturally sensitive program based on need. School personnel who take the time to understand the unique values and beliefs of the Hispanic culture will more adequately provide culturally sensitive services to Hispanic families and their children with disabilities.  相似文献   

9.
Changes in early adolescents' self-reported cheating behaviors in mathematics before and after the transition from middle school to high school are examined. Students were surveyed in school regarding their cheating behaviors in math, and the motivational goal structures perceived in their math classrooms. Surveys were completed twice during the eighth grade (during middle school) and once at the end of the ninth grade (at the end of the first year in high school). Results indicated that self-reported cheating did not change in the year prior to the high school transition, but that reported cheating increased after the transition. Additional analyses indicated that across the high school transition, self-reported cheating in math increased for students who moved from high mastery to low mastery-oriented classes after the transition, and for students who moved from low performance to high performance-oriented classes; in contrast, self-reported cheating decreased for students who moved from low to high mastery-oriented math classrooms.  相似文献   

10.
A random sample of 197 practicing school psychologists who were members of the National Association of School Psychologists (NASP) completed a survey questionnaire on experiences and perceptions with regard to school crisis preparedness, prevention, and intervention. Respondents indicated having the most direct experience with student–student physical assaults, serious illness or injury of students, unexpected students deaths, suicide attempts, and guns or other weapons at school. School psychologists reported that their schools used a wide variety of prevention and intervention strategies, most of which have been advocated in the literature. Respondents reported being most involved in the implementation of crisis prevention and intervention strategies and less involved in development and evaluation. Results and implications are discussed within the context of empirically supported practices and school psychologists' readiness to assume larger roles in crisis prevention and intervention. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 777–788, 2004.  相似文献   

11.
The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.  相似文献   

12.
School consultation is practiced in rapidly changing educational settings, including increasing student diversity and the implementation of a multitiered system of supports. This changing context may shift the boundaries of what it means to consult and how best to achieve change through consultation. The purpose of this study was to explore how early-career school psychologists (ECSPs) defined and implemented consultation and what barriers and facilitators influenced their perceived ability to achieve change through consultation. Triangulated quantitative and qualitative data from a national survey of 262 ECSPs indicated gaps between historical, aspirational views of consultation in school psychology and what these practitioners reported is happening in the field. Tensions in the data are explored with consideration given to implications for consultation practice in current school contexts and in the early career.  相似文献   

13.
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   

14.
Teachers are thought to be the backbone of any high school. Data indicating how students perceive their teachers was gathered from a questionnaire completed by 355 recent Yeshiva high-school graduates. Results show that Yeshiva High School teachers are thought of as open minded and tolerant (51.9%), caring (73.2%), and interested in developing the teacher/student relationship (77.2%). The 66% of Yeshiva students who viewed teachers as positive role models stood in sharp contrast to the 2.4% of the general high-school population reported in the literature who viewed teachers as positive role models.  相似文献   

15.
The evolving economic landscape of the 21st century demands graduates who possess deeper learning (DL) competencies such as critical thinking and collaboration skills. Despite their importance, little work has examined the motivational mechanisms through which DL predicts essential academic outcomes. The current study (N = 1,288) used an ethnically diverse sample of students (53% Hispanic) to explore self-efficacy and mastery goal orientation as potential mediators of the relationship between (a) enrollment in a DL school and (b) academic engagement, perseverance, and mathematics achievement. Results showed that students who attended DL schools, compared with students in non-DL schools, reported higher self-efficacy, mastery goal orientation, and academic engagement. Path analyses revealed that attending a DL school was associated with higher academic engagement and self-efficacy. However, enrollment in a DL school was not directly related to mathematics achievement. Overall, results provide evidence that attending a DL school can lead to valuable motivation- and engagement-related benefits.  相似文献   

16.
In the literature on school bullying, it is often stated that there is an age decline in the frequency of students victimized by their peers. The empirical studies showing this downward trend are, however, typically based on self-report data. The aim of the present study was to examine the grade-level differences in frequencies of victims bullied at school in cross-sectional data gathered from multiple informants: students themselves, their peers and their teachers. The participantswere 1,220 elementary school children (600 girls and 620 boys) from 48 school classes from the fourth, fifth and sixth grades (i.e. 9-12 years). The often reported age-related decrease in self-reported victimization was found but it was not confirmed by either peer or teacher reports. What actually decreased as a function of age was the frequency of self-identified victims (also labelled as 'paranoids' or 'sensitives' in the previous literature), i.e. students who themselves reported victimization but who did not have the reputational status of being victims among their peers.  相似文献   

17.
In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives.  相似文献   

18.
Abstract

In a 4‐year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher‐licensing program, we found that this particular fast‐track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college‐based teacher preparation programs, although the college program‐prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom.  相似文献   

19.
ABSTRACT

Restorative justice (RJ) in schools is an increasingly popular approach to responding to discipline issues including bullying and aggressive behaviors. However, RJ research in schools is dramatically lagging behind its practice. Specifically, there is a large void within the school consultation literature that examines the use of RJ and the role of the consulting school psychologist. To help address this gap, this article reviews contextual and definitional issues of RJ, introduces the special issue articles within the RJ literature, and provides recommendations for future research, training, and practice in RJ. Notably, this is the first special issue that brings together RJ scholarship and research in schools under a consultation framework.  相似文献   

20.
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