Author: Charles Hartseil
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 292
Book Description
Perceptions of the Role of the School Psychologist by Administrators and School Psychologists in Illinois Public Schools
Author: Charles Hartseil
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 292
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 292
Book Description
Role of the School Psychologist as Perceived by the Illinois School Psychologists and Directors of Special Education
Author: James S. B. Tan
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 432
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 432
Book Description
Ideal and Real Role Functions of the School Psychologist as Perceived by School Psychologists in Public Schools and Their Immediate Supervisors, School Psychologist Trainees, and School Psychologists in Higher Education
Author: Sherry Lee Holly-Reps
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 408
Book Description
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 408
Book Description
A Comparison of Administrator Perceptions of School Psychologist Roles
Author: Bruce L. Larson
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 76
Book Description
"A regional sample of practicing school administrators including superintendents, special education directors, and principals responded to a questionnaire measuring their perception of seventeen job functions of school psychologists as they perceive them to be and they think they should be. The questionnaires were analyzed by rank ordering the actual and preferred role and function means and using a t test to make inferences about the difference between means with independent groups. The independent variables are the administrators and the dependent variables are the seventeen job functions. Responses (31%) to the questionnaire suggested that school administrators perceive school psychologist actual job functions to be report writing and IQ testing. The administrators perceptions of the job functions school psychologists should be performing are IQ testing, parent consultations, and teacher consultations. Implications for the school psychology field are discussed"--Document.
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 76
Book Description
"A regional sample of practicing school administrators including superintendents, special education directors, and principals responded to a questionnaire measuring their perception of seventeen job functions of school psychologists as they perceive them to be and they think they should be. The questionnaires were analyzed by rank ordering the actual and preferred role and function means and using a t test to make inferences about the difference between means with independent groups. The independent variables are the administrators and the dependent variables are the seventeen job functions. Responses (31%) to the questionnaire suggested that school administrators perceive school psychologist actual job functions to be report writing and IQ testing. The administrators perceptions of the job functions school psychologists should be performing are IQ testing, parent consultations, and teacher consultations. Implications for the school psychology field are discussed"--Document.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 516
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 516
Book Description
The Role of the School Psychologist in Michigan as Perceived by School Psychologists and Directors of Special Education
Author: Nicholas Bernard Fridsma
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 414
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 414
Book Description
Undergraduate Education Majors [sic] Perceptions of the Role of the School Psychologist
Author: Jeffrey Baker
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 122
Book Description
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 122
Book Description
Principals' Attitudes about School Psychological Services
Author: Laura Lynn Greene
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 111
Book Description
The literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 111
Book Description
The literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.
Ethics and Law for School Psychologists
Author: Susan Jacob
Publisher: John Wiley & Sons
ISBN: 0470910895
Category : Psychology
Languages : en
Pages : 386
Book Description
The definitive text completely revised on the professional and legal standards of school psychology Fully revised and now in its sixth edition, the single best source of authoritative information on the ethical and legal issues associated with school psychological practice includes the most up-to-date standards and requirements of the profession. Citing recent legal rulings and publications as well as historical references, Ethics and Law for School Psychologists provides the most comprehensive foundation for scholarship in this area. A key reference for understanding and delivering ethically and legally sound services, the text combines the expertise of three leading professionals at the forefront of the field. Completely updated to reflect the National Association of School Psychologists' (NASP) revised 2010 Principles for Professional Ethics, the new edition of this classic text also addresses the final regulations in implementing the Individuals with Disabilities Education Act (IDEA) and the amended Americans with Disabilities Act (ADA). In addition, the Sixth Edition features: New material on the management of sensitive, private student information and a revised section on privileged communication Broader coverage of ethical-legal issues in school-based intervention, including a new section on interventions in the general education classroom The latest research and professional literature related to ethics and law in school psychology Covering the ethical and legal issues that impact every school psychologist, and with numerous pedagogical features including case vignettes, end-of-chapter questions, and topics for discussion, Ethics and Law for School Psychologists, Sixth Edition is well suited for graduate students in school psychology and is a must-have resource for all practicing school psychologists, educators, and school administrators.
Publisher: John Wiley & Sons
ISBN: 0470910895
Category : Psychology
Languages : en
Pages : 386
Book Description
The definitive text completely revised on the professional and legal standards of school psychology Fully revised and now in its sixth edition, the single best source of authoritative information on the ethical and legal issues associated with school psychological practice includes the most up-to-date standards and requirements of the profession. Citing recent legal rulings and publications as well as historical references, Ethics and Law for School Psychologists provides the most comprehensive foundation for scholarship in this area. A key reference for understanding and delivering ethically and legally sound services, the text combines the expertise of three leading professionals at the forefront of the field. Completely updated to reflect the National Association of School Psychologists' (NASP) revised 2010 Principles for Professional Ethics, the new edition of this classic text also addresses the final regulations in implementing the Individuals with Disabilities Education Act (IDEA) and the amended Americans with Disabilities Act (ADA). In addition, the Sixth Edition features: New material on the management of sensitive, private student information and a revised section on privileged communication Broader coverage of ethical-legal issues in school-based intervention, including a new section on interventions in the general education classroom The latest research and professional literature related to ethics and law in school psychology Covering the ethical and legal issues that impact every school psychologist, and with numerous pedagogical features including case vignettes, end-of-chapter questions, and topics for discussion, Ethics and Law for School Psychologists, Sixth Edition is well suited for graduate students in school psychology and is a must-have resource for all practicing school psychologists, educators, and school administrators.
The School Psychologist's Role
Author: Vernon Keith Watson
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 350
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 350
Book Description