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Regional Differences in Demographic Characteristics, Professional Practices, and Employment Conditions of School Psychologists Across the United States

2008
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Release : 2008
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Book Synopsis Regional Differences in Demographic Characteristics, Professional Practices, and Employment Conditions of School Psychologists Across the United States by : Dama W. Abshier

Download or read book Regional Differences in Demographic Characteristics, Professional Practices, and Employment Conditions of School Psychologists Across the United States written by Dama W. Abshier. This book was released on 2008. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The field of school psychology has grown tremendously within the past 100 years, and legislation has played a major role in many changes related to the field. A review of the literature revealed that many studies have been conducted that explored demographic information, professional practices, and employment conditions. The studies tend to be somewhat narrow in focus (e.g., one study may look at demographic characteristics, while another considers only professional practices) and consider state differences rather than regional differences. In accordance with a policy established by the National Association of School Psychologists (NASP) that a study be conducted every five years, Graden and Curtis (1991) surveyed school psychologists who were members of the NASP for the purpose of developing a national database that reflected the demographic characteristics, employment conditions, and professional practices for the field during the 1989-1990 school year. Members of the NASP have been surveyed relative to the same information every five years since that initial study. The fourth national NASP study was initiated in June of 2005 using data based on the 2004-2005 school year. The database was created using survey data. The present study represented a secondary analysis of the database for the purpose of examining regional differences across the nine U.S. census regions. Regional differences in demographic characteristics, professional practices related to special education, direct and indirect services to students, and employment conditions were analyzed utilizing chi-square analyses and analyses of variance. When significant relationships were found, follow up t-tests were conducted to identify regions between which differences existed. Results indicated statistically significant regional differences for highest degree earned, licensure that allowed for independent practice in non-school settings, the number of re-evaluations conducted, the percentage of ethnic minority students in the district and served, the ratio of students to school psychologists for the district and based on caseloads, the number of days in respondents' contracts, salaries, and percentage of respondents who received clinical supervision.

The Relationship Between Continuing Professional Development and Demographic Characteristics, Professional Practices, and Employment Conditions of School Psychologists

2007
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Release : 2007
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Book Synopsis The Relationship Between Continuing Professional Development and Demographic Characteristics, Professional Practices, and Employment Conditions of School Psychologists by : Alana D. Lopez

Download or read book The Relationship Between Continuing Professional Development and Demographic Characteristics, Professional Practices, and Employment Conditions of School Psychologists written by Alana D. Lopez. This book was released on 2007. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Multiple issues that impact service delivery, such as changing student demographic characteristics, educational law and policy, and an increased focus on accountability for services, require school psychologists to adapt and acquire new professional skills in order to meet the needs of students and families. Continuing professional development (CPD) could help school psychologists expand their repertoire of professional skills so that they can engage in effective service delivery. The present study examined the CPD subject areas endorsed by practicing school psychologists and the relationship of those areas with selected demographic characteristics, professional practices, and employment conditions. Secondary analyses were performed using the existing 2004-2005 National Association of School Psychologists (NASP) national database. The total sample size included the responses from 1,155 practitioners. Descriptive analyses revealed that the most commonly endorsed CPD subject areas were behavioral interventions and standardized psychoeducational assessment. Logistic regression analyses indicated that selected demographic characteristic variables helped to predict participation in academic interventions and consultation/problem-solving CPD subject areas. However, no one demographic characteristic variable made a significant unique contribution to either model. Selected professional practice variables helped to predict participation in standardized psychoeducational assessment, social/emotional interventions, consultation/problem-solving, and response to intervention CPD subject areas. School psychologists who engaged in non-traditional CPD subject areas (i.e., social/emotional interventions, consultation/problem-solving, and response to intervention) were less likely to engage in professional practices related to special education (i.e., initial evaluations). Selected employment condition variables helped to predict participation in academic screening/progress monitoring and social/emotional interventions CPD subject areas. School psychologists who reported lower ratios were more likely to participate in social/emotional interventions CPD as compared to those who reported higher ratios. A statistically significant association was found between region and participation in academic screening/progress monitoring, behavioral assessment, social/emotional assessment, social/emotional intervention, response to intervention, and crisis intervention CPD. Implications of the findings are discussed within the context of previous research. Suggestions are offered for areas of future study related to the CPD activities of school psychologists.

Dissertation Abstracts International

2009-08 Dissertations, Academic
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Release : 2009-08
Genre : Dissertations, Academic
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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by . This book was released on 2009-08. Available in PDF, EPUB and Kindle. Book excerpt:

School Psychology

2023-07-19 Education
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Release : 2023-07-19
Genre : Education
Kind : eBook
Book Rating : 440/5 ( reviews)

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Book Synopsis School Psychology by : Sally L. Grapin, PhD, NCSP

Download or read book School Psychology written by Sally L. Grapin, PhD, NCSP. This book was released on 2023-07-19. Available in PDF, EPUB and Kindle. Book excerpt: Portrays the current landscape of school psychology practice in the United States and beyond from a social justice perspective Distinguished by its concentrated focus on social justice, this text serves as a comprehensive introduction to the practice and profession of school psychology for advanced undergraduate and graduate students. The second edition delivers updated content that reflects the newly released National Association of School Psychologists (NASP) Professional Standards and offers new chapters on antiracism; international school psychology; school psychology research; crisis prevention and intervention; and family, school, and community collaboration. Woven throughout is pertinent information on telehealth and COVID-19. The second edition reflects the perspectives of authors with a diverse range of cultural identities. It also includes a glossary of key terms and abundant recommendations for further reading. The text first addresses the historical, multicultural, training, legal and ethical foundations of school psychology—critical to understanding the contemporary scope and status of the discipline. The second section, describing the roles and functions of the school psychologist, meets the learner's needs by first outlining the most basic principles of assessment and intervention and then describing their application to various areas of practice. Finally, the book describes anticipated trends in practice and present steps for embarking on a career in school psychology. All chapters—clearly mapped to the NASP Practice Model—integrate content on systematic injustice in schools and the psychologist's role in advancing equity. The text contains many features designed to facilitate learning, including Chapter Objectives, Social Justice Connections, Discussion Questions, and Recommended Readings. Instructors also have access to sample course syllabi, Test Bank, and chapter PowerPoints. New to the Second Edition: New chapters on antiracism; international school psychology; school psychology research; crisis prevention and intervention; and family, school, and community collaboration Embeds new content throughout on telehealth, COVID-19, distance learning, and leadership Clearly maps the new NASP 2020 Professional Standards in each chapter Includes the contributions of accomplished new authors representing diverse multicultural backgrounds Key Features: Infuses a social justice orientation throughout the text Centers antiracism as a critical pillar of school psychology Includes chapter objectives and discussion questions to promote critical thinking Includes a review of foundational and prerequisite concepts essential for understanding school psychology service delivery

Multicultural Issues in School Psychology

2014-02-25 Psychology
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Release : 2014-02-25
Genre : Psychology
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Book Rating : 408/5 ( reviews)

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Book Synopsis Multicultural Issues in School Psychology by : Bonnie K. Nastasi

Download or read book Multicultural Issues in School Psychology written by Bonnie K. Nastasi. This book was released on 2014-02-25. Available in PDF, EPUB and Kindle. Book excerpt: Make a professional commitment to developing knowledge and awareness of your students' cultural differences. Multicultural Issues in School Psychology presents theoretical and empirical models that provide a framework for addressing cross-cultural concerns and introducing culturally specific services in school psychology practice. This unique book connects scientific knowledge with practical applications to address issues related to assessment, intervention, consultation, systems/community intervention, home-school partnerships, and the adoption of evidence-based interventions. The book also looks at the school psychologist’s role in multicultural practice and the implications for developing culturally competent practitioners. Thsi book provides much-needed practical guidance in theory development, research, training, policy, and practice. The books contributors, all active participants in the effort to develop multicultural perspectives and practices in schools, address the importance of an ecological perspective, the broad and varied definitions of culture, the involvement of stakeholders in decision making, innovative approaches to data collection and intervention design, and the reconsideration of the school psychologist’s role. Multicultural Issues in School Psychology examines: a mixed-methods technique for developing culturally sound assessment tools a culture-specific, peer victimization intervention for addressing the effects of bullying on middle school students the instructional needs of English language learners in non-bilingual settings an illustrative case study of Hmong parents in home-school partnerships various issues concerning multicultural interventions at a system level coding criteria for reviewing, evaluating, and identifying effective interventions and much more Multicultural Issues in School Psychology is an essential professional resource for counselors and researchers working in the field of adolescent health, particularly drug abuse, and for practicing psychologists, child clinical psychologists, and mental health professionals working in educational settings.

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