Personal and systems‐level factors that limit and facilitate school psychologists' involvement in school‐based mental health services     

Shannon M. Suldo  Allison Friedrich  Jessica Michalowski 《Psychology in the schools》2010,47(4):354-373

The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty‐nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individual counseling as well as crisis intervention. The factors most often mentioned as prohibiting the delivery of such services included problems inherent to using schools as the site for service delivery, insufficient training, and a lack of support from department/district administration and school personnel. The enabling conditions that emerged most involved perceptions of ample support from administration and school personnel, sufficient integration into the school site, and particular personal characteristics, such as the desire to provide counseling and the ability to maintain personal boundaries. Implications for practitioners, administrators, and trainers are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Caregiver involvement in infant peer interactions: Scaffolding in a social context   总被引：2，自引：0，他引：2  

Shannon Tierney Williams  Ann M. MastergeorgeLenna L. Ontai 《Early childhood research quarterly》2010

Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.  相似文献   

Stability reliability for elementary-age students on the Woodcock-Johnson psychoeducational battery-Revised (achievement section) and the Kaufman Test of Educational Achievement     

Shannon Shull-Senn  Michael Weatherly  Sandra Kanouse Morgan  Sharon Bradley-Johnson 《Psychology in the schools》1995,32(2):86-92

These two studies examined the stability reliability for the Woodcock-Johnson-Revised (WJ-R; Woodcock & Johnson, 1989) and the Kaufman Test of Educational Achievment (KTEA; Kaufman & Kaufman, 1985) with approximately a 2-week retest interval for elementary-age students. Results indicated that across grade levels, the Broad Reading Cluster for the WJ-R remained stable. Most correlations for the clusters for mathematics and written language as well as the subtests for reading, mathematics, and written language were less than .90. Correlations for all composites and subtests for the KTEA exceeded .90. These data illustrate the need for more specific information in test manuals on test-retest reliability in order to enable examiners to select the most reliable measures.  相似文献   

Factorial structure of the quick neurological screening test-revised for children with learning disabilities     

Shannon B. Finlayson  John E. Obrzut 《Psychology in the schools》1993,30(1):5-10

The Quick Neurological Screening Test-Revised (QNST-R) was administered to 122 children diagnosed with learning disabilities (FSIQ > 80) between the ages of 6 and 13 years to examine the test's factorial structure and utility as a screening measure for this clinical population. On the basis of principal components analyses, the QNST-R appears to measure primarily lower-order sensory perception/processing and fine and gross motoric skills, which are thought presumably to serve as the basis for later higher-order cognitive functions. Age, but not gender differences obtained, indicate a general maturity factor related to overall test performance.  相似文献   

Innovations and Practice     

Margarita Shannon 《Asia-Pacific Journal of Teacher Education》1977,5(3):212-213

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The impact of congruence between perceived and preferred leadership on satisfaction among college student-athletes in Singapore     

Jingyi Shannon Chia  Hyungil Harry Kwon 《Asia Pacific Journal of Education》2015,35(4):498-513

Chelladurai developed the Multidimensional Model of Leadership, which was designed to be situation-specific to examine leadership behaviour and effectiveness in sporting contexts. Applying Chelladurai's concept to the Singapore sporting context, this study aimed to assess the impact of congruence between perceived and preferred leadership behaviours on satisfaction with leadership among college student-athletes in Singapore. Data were collected from 185 college student-athletes enrolled in the five local tertiary institutes. The questionnaire utilized in this study consisted of the perception and preference versions of the Revised Leadership Scale for Sports and seven items measuring satisfaction with coaching leadership. Confirmatory factor analysis and a series of hierarchical multiple regression procedures were carried out to test the psychometric properties of the leadership scale and the hypothesized relationship between congruence levels and satisfaction. Results revealed congruence of perceived and preferred behaviour in social support was a significant indicator of athletes' satisfaction. Possible implications from the findings were discussed in an effort to better understand coaching effectiveness in Singapore.  相似文献   

LeaD-In: a cultural change model for peer review of teaching in higher education     

A. Barnard  R. Nash  K. McEvoy  S. Shannon  C. Waters  S. Rochester 《高等教育研究与发展》2015,34(1):30-44

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.  相似文献   

“Good Enough”: Developing a Simple Workflow for Open Access Policy Implementation     

Shannon Kipphut-Smith 《College & Undergraduate Libraries》2014,21(3-4):279-294

Academic libraries are often tasked with open access (OA) policy implementation. Many academic libraries have developed robust workflows that utilize custom-built management tools and receive support from a number of library staff. While such workflows certainly streamline the process, their development and management require significant resources. As the number of smaller institutions with OA policies increases, there is a need for solutions that are efficient, flexible, and can be accomplished with minimal resources. Staff at Rice University's Fondren Library developed a simple workflow that populates the institutional repository, freeing up time for OA policy outreach and awareness activities.  相似文献   

Cell chip array for microfluidic proteomics enabling rapid in situ assessment of intracellular protein phosphorylation     

Faley SL  Copland M  Reboud J  Cooper JM 《Biomicrofluidics》2011,5(2):24106

We discuss the ability to perform fluorescent immunocytochemistry, following cell fixation, using a microfluidic array of primary, nonadherent, single CD34+ stem cells. The technique requires small cell samples and proceeds with no cell loss, making it well-suited to monitoring these rare patient-derived cells. The chip allows us to correlate live cell dynamics across arrays of individual cells with post-translational modifications of intracellular proteins, following their exposure to drug treatments. Results also show that due to the microfluidic environment, the time scale of cell fixation was significantly reduced compared to conventional methods, leading to greater confidence in the status of the protein modifications studied.  相似文献   

Student and teacher gender in ratings of university faculty: Results from five colleges of study     

Gregory R. Hancock  David M. Shannon  Landa L. Trentham 《Journal of Personnel Evaluation in Education》1993,6(3):235-248

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