How different are students of school psychology and clinical psychology?     

Alexander Tolor  Gary G. Brannigan 《Psychology in the schools》1976,13(3):279-283

Based on many years of training students in both school and clinical psychology, the authors have formulated some impressions of differences and similarities found in these trainees. While generalizations remain tentative and call for research, the students in each of these disciplines seem to present different patterns in cognitive styles, perceptions of clients, conceptions of professional role, and personality characteristics. In personality, the students in these fields often display differences in need for structure, need for external support, social maturity, and desire for autonomous professional functioning. Differences seem to be related to variations in previous work and educational experiences, and to differences in age, sex and marital status. Implications for quality of service offered and training needs are outlined.  相似文献   

An examination of some bases of teacher satisfaction with school psychological services     

Richard V. Schowengerdt  Marvin J. Fine  John P. Poggio 《Psychology in the schools》1976,13(3):269-275

Data were collected from a sample of school psychologists and teachers after termination of a teacher consultation experience. Stepwise regressions were performed on the data to determine which psychologist and teacher variables were related to teacher satisfaction with the school psychological consultation. The single most significant main effect on teacher satisfaction was the teacher's perception of the psychologist's facilitativeness.  相似文献   

Conceptual impulsivity as a consideration in test interpretation     

Howard Margolis  Gary G. Brannigan 《Psychology in the schools》1976,13(4):484-486

A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children.  相似文献   

Ethical issues of behavior modification research in schools     

Susan G. O'Leary  K. Daniel O'Leary 《Psychology in the schools》1977,14(3):299-307

Behavior modification research in the classroom was examined by the National Commission for the Protection of Human Subjects because of the increasingly widespread use of behavioral procedures in the schools, the effectiveness of these procedures in changing academic and social behavior, and the consequent concern about potential misuse. In order to foster the responsible use of behavior modification procedures in the schools on a practical as well as a research basis, the following ethical issues being considered by researchers and the involved public are discussed: informed consent, determination of classroom goals, legitimacy of rewards and aversive controls in the classroom, conceptions of behavior modification as manipulative and mechanistic, who can implement the procedures, research design, and accountability. The authors conclude that the issues regarding protection of human subjects in behavior modification research are no different from other treatment-oriented research with children. However, the high degree of parental and teacher involvement in both research and practice requires shared responsibility for the prevention of misuse of behavior modification procedures.  相似文献   

Comparison of intellectual performance of Chicano and Anglo third-grade boys on the Raven's coloured progressive matrices     

Richard R. Valencia 《Psychology in the schools》1979,16(3):448-453

The present study compares the nonverbal intellectual performance as measured by the Raven's Coloured Progressive Matrices of 68 Chicano and 28 Anglo third-grade boys. An important aspect of the study was the attempt to control for problems related to SES, language status of the subjects, and cultural content of the testing instrument. The null hypothesis of no difference was rejected, as the Anglo group scored significantly higher than did the Chicano group. The results were discussed in terms of ω² (omega square), a measure of statistical association. Because only 4% of the variance of the Raven's scores could be accounted for by ethnicity, it was concluded that the ethnicity variable does not effectively predict intelligence.  相似文献   

A Three-Part System for Storage of Archaeological Collections     

Richard I. Ford 《Curator: The Museum Journal》1980,23(1):55-62

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Performance improvement in public health     

Seth N. Leibler  Susan F. Holly  Wayne G. Brown  Susan B. Toal 《Performance Improvement》1979,18(3):13-15

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The President's column: The old order changeth yielding to the new…and all in such orderly fashion     

Fred G. Wells 《Performance Improvement》1979,18(4):1-2

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The president's page: Apologies,past presidents,annual conferences,and the society     

Fred G. Walls 《Performance Improvement》1979,18(6):1-1

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Isn’t That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma     

Bryan A. Brown 《Journal of Science Teacher Education》2011,22(8):679-704

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