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Art therapy process groups can be used at university counseling centers (UCCs) to treat the mental health needs of higher education students. The authors, art therapists employed at a UCC, developed an art therapy group to engage undergraduate students in creative self‐expression to increase social connection and learn healthy skills to improve insight and emotional well‐being. Such groups offer unique benefits to participants and would be a valuable addition to current UCC services. 相似文献
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Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
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The current study examined the prevalence of ethnic incongruence in three school psychological services: assessment, consultation, and counseling; the prevalence of diversity training among school psychologists; and practitioners' attitudes about their training experiences. A mail survey was sent to a random sample of 500 school psychologists drawn from the 1999 membership roster of the National Association of School Psychologists (NASP). Ethnic incongruence, defined as ethnic differences between a professional and a client, was commonly reported for assessment, consultation, and counseling cases. Diversity training was reported by 90.7% of participating school psychologists in the form of graduate coursework, internship experiences, or continuing education. Though most respondents rated their training experiences positively, improvements were suggested. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 419–432, 2005. 相似文献
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Aaron J. Fischer Evan H. Dart Hannah Leblanc Kelsey L. Hartman Rachel O. Steeves Frank M. Gresham 《Psychology in the schools》2016,53(3):240-252
School‐based behavioral consultation with classroom teachers is one of the primary ways school psychologists deliver intervention services to students. The present study aimed to evaluate the acceptability of videoconferencing (VC) with teachers as an alternative medium of consultative communication. Specifically, problem identification interviews (PIIs) were conducted with 60 classroom teachers to simulate a typical consultation interaction. Each teacher completed two PIIs with the researcher consultants, one in a traditional face‐to‐face (FtF) format and one in a videoconference (VC) format Teachers completed two brief pre‐post measures, the Fast Form of the Technology Acceptability Model (FF‐TAM) and the Distance Communication Comfort Scale (DCCS) to evaluate the acceptability of VC. Demographic moderators of the acceptability of VC were evaluated using a multiple regression analysis. The results suggest that although teachers rated VC as an acceptable communication medium prior to participating in the VC interview, teacher acceptability ratings increased to “highly acceptable” after participating in the study. Finally, no variables were identified that significantly moderated the relationship between teachers' acceptability rating of VC and their demographic variables. Implications for practice and future research are discussed. 相似文献
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Tracy Anne Stinchfield 《Counselor Education & Supervision》2004,43(4):286-300
Research has indicated that traditional office‐based family therapy services are not always effective with at‐risk families and that there is an increasing trend toward home‐based delivered services (W. Snyder & E. McCollum, 1999). In this qualitative study, the author explored experienced home‐based family therapists' perceptions of the competencies most salient to the provision of family‐based therapy. Several themes emerged from this study. The author presents 2 central themes: joining—including joining with the family, the family's community, and school personnel—and bridging the gap between academia and current community‐based programs. 相似文献
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DeWAYNE J. KURPIUS 《Counselor Education & Supervision》1987,26(3):228-231
This article is a review of Consultation: Practice and Practitioner, by Jonell Kirby, who is both editor of the book and a contributing author. In the preface of the book Kirby states that, “Consultation is replacing referrals for comprehensive treatment and services” (Kirby, 1985, p. vii). Kirby proposes that consultation will fill the gap between the general practitioner helper and the specialized expert. In the past, when a client required help outside of the specialist's expertise, the client was referred to another practitioner, creating a situation that often confused the client and caused the original service provider to worry about the client's welfare. This book is based on the beliefs and experiences of seven contributors. In the first two chapters the authors discuss the general nature of consultation; the remaining chapters focus on specific settings such as schools, hospitals, business settings, mental health centers, and police departments. 相似文献
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A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school‐based interventions and their beliefs about its importance. A sample of 806 self‐selected professionals holding the NCSP credential provided data about the extent to which they measure treatment integrity and the methods they used to measure it when developing interventions via one‐to‐one and group/team consultation. Results showed that 97.6% agreed that measurement of treatment integrity was a key factor to consider and to include when evaluating interventions and when using intervention data for special education eligibility decisions. Few, however, reported regularly documenting it in one‐to‐one (only 11.3%) or group/team consultation (only 1.9%). Recommendations for how school psychologists and other school staff can increase their measurement of treatment integrity in school‐based interventions are offered. © 2008 Wiley Periodicals, Inc. 相似文献
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Amy B. Adcock Molly H. Duggan Ginger S. Watson Lee A. Belfore 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):388-402
This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study. 相似文献
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Teacher‐to‐teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade‐level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine if TTC could facilitate the maintenance of previous intervention‐level behavioral functioning across a grade‐level transition for three students with attention‐deficit/hyperactivity disorder (ADHD). A multiple baseline, multiple probe design was employed. Results indicated that the TTC procedure was able to maintain the behavioral gains made during Year 1, across a grade‐level transition into Year 2. Additionally, acceptability data demonstrated that both teachers and students found the procedure and resultant interventions acceptable. 相似文献
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《Journal of College Student Psychotherapy》2013,27(2):97-116
Due to increased demands placed on university counseling centers (UCCs) in recent years, there is a need for these centers to enhance the efficiency and effectiveness of their psychological services. Regularly monitoring client progress is one approach to increase the likelihood of positive clinical outcomes. This article describes the use of the Behavioral Health Measure–20 (BHM-20; Kopta & Lowry, 2002) in monitoring the progress of 13,803 clients at 23 UCCs across the United States from 2006–2011. Results show that the BHM-20, via the CelestHealth System–MH (CHS-MH), is an effective instrument for the electronic administration, scoring, and tracking of client progress. Overall, clients improved over the course of treatment and the benefit from treatment peaked between 7 to 10 sessions. Three case vignettes using the CHS-MH in patient care are presented. Implications for continuing the use of monitoring individual client change at UCCs are discussed. 相似文献
12.
High‐stakes tests have played an increasingly important role in how student achievement and school effectiveness are measured. Test anxiety has risen with the use of tests in educational decision making. Students with high test anxiety perform poorly on tests when compared to students with low test anxiety. School psychologists can play an important role as experts both in tests and measurement and mental health in providing consultation and treatment for students with test anxiety. This article describes the results of a systematic literature review of the last 10 years of test‐anxiety interventions. Results indicate that there are few studies that have examined test‐anxiety interventions with elementary and secondary school students. However, techniques including biofeedback, behavior therapy, cognitive behavioral therapy, priming competency, and mixed approaches have demonstrated promising results. Suggestions are made for school psychologists for the delivery of evidenced‐based test anxiety interventions. 相似文献
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Keith M. Davis 《Counselor Education & Supervision》2003,42(4):275-285
The author details strategies for teaching a graduate‐level counseling course in school‐based consultation. Specifically addressed are strategies for developing a consultation knowledge base and the importance of skills development for school counselors‐in‐training as well as other school‐based practitioners. 相似文献
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Marta B. Aizenman 《Journal of College Counseling》2009,12(2):182-191
This case study describes the counseling experience of a college woman undergoing treatment to address self‐injurious behavior. The article presents and illustrates a counseling approach that is conceptually based on attachment and object relations theory. The approach emphasizes the client‐counselor relationship and the need to establish a supportive interpersonal environment as the main factors contributing to positive change in the client's self‐injuring behavior. 相似文献
15.
The Counselor‐In‐Residence program at the University of Arkansas was designed as a model to provide counseling for residential college students who otherwise might not take advantage of the services of a traditional university counseling center. 相似文献
16.
In this study we examined the benefits of computer programs designed to supplement regular reading instruction in an urban public school system. The programs provide systematic exercises for mastering word‐attack strategies. Our findings indicate that first graders who participated in the programs made significant reading gains over the school year. Their post‐test scores were slightly (but not significantly) greater than the post‐test scores of control children who received regular reading instruction without the programs. When analyses were restricted to low‐performing children eligible for Title I services, significantly higher post‐test scores were obtained by the treatment group compared to the control group. At post‐test Title I children in the treatment group performed at levels similar to non‐Title I students. 相似文献
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Brad A. Dufrene Lauren Lestremau Kimberly Zoder‐Martell 《Psychology in the schools》2014,51(6):567-580
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior‐specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers’ implementation of behavior‐specific praise. Results indicated that indirect training did not result in substantial improvements in teachers’ use of behavior‐specific praise. Direct training procedures resulted in immediate increases in behavior‐specific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior‐specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings. 相似文献
20.
Tanya E. Surette 《Journal of College Student Psychotherapy》2017,31(2):112-131
This study empirically assessed the applicability of the common factors model to students accessing university-based counseling (n = 102). Participants rated symptoms of depression, anxiety, and somatization at intake and discharge. Therapists kept detailed session notes on client factors and therapy process variables. Data were analyzed utilizing structural equation modeling to assess what common factors significantly predicted outcome improvements. Authors found duration of therapy, positive life events, and intimate relationship supports positively influenced outcomes. Increases in the number of intervention approaches and sessions negatively influenced certain outcomes. The present findings have important implications for programming and treatment planning within on-campus counseling services. 相似文献