The Experts below are selected from a list of 138525 Experts worldwide ranked by ideXlab platform
Natalie M V Morrison - One of the best experts on this subject based on the ideXlab platform.
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the effects of gender personal trauma history and memory continuity on the believability of child sexual abuse disclosure among Psychologists
Child Abuse & Neglect, 2018Co-Authors: Alexandra Page, Natalie M V MorrisonAbstract:Abstract Gender, a personal history of trauma and attitudes towards continuous vs recovered memories of abuse significantly impact the believability of Child Sexual Abuse (CSA) disclosures in community samples. Yet, whether these variables influence the believability of CSA disclosure and subsequent clinical decisions made by practicing Psychologists is underexplored. A vignette of trauma disclosure from a hypothetical adult client was presented via an online survey to 292 registered Psychologists. Participants rated the believability of the disclosure, answered an open-ended item regarding treatment planning, and completed the Brief Betrayal Trauma Survey to measure personal trauma history. Results indicated that female Psychologists believed disclosures significantly more than male Psychologists and that disclosures comprised of continuous memories were believed more than recently recovered memories. A significant interaction between gender and personal trauma history was also revealed. Female Psychologists believed disclosures regardless of their personal trauma history, while male Psychologists with a personal history of trauma believed disclosures significantly more than male Psychologists without personal trauma history. Reported believability of the disclosure, while unrelated to treatment planning, was associated with a reported intention to validate the client’s experience. The results support that, similar to community samples, gender and a personal trauma history impact psychologist believability of CSA disclosure. The research further supports that psychologist level of belief then translates into clinical implications.
Daniel H Robinson - One of the best experts on this subject based on the ideXlab platform.
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productivity in educational psychology journals from 2003 to 2008
Contemporary Educational Psychology, 2010Co-Authors: Sara Jones, Carlton J Fong, Laura G Torres, Julia H Yoo, Mark Lowry Decker, Daniel H RobinsonAbstract:Abstract Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist’s productivity from 1991 to 2002. Contemporary Educational Psychology, 29 , 333–343]; Smith et al. [Smith, M. C., Locke, S. G., Boisse, S. J., Gallagher, P. A., Krengel, L. E., & Kuczek, J. E., et al. (1998). Productivity of educational Psychologists in educational psychology journals, 1991–1996. Contemporary Educational Psychology, 23 , 173–181]; [Smith, M. C., Plant, M., Carney, R. N., Arnold, C. S., Jackson, A., Johnson, L. S., et al. (2003). Further productivity of educational Psychologists in educational psychology journals, 1997–2001. Contemporary Educational Psychology , 28 , 422–430.]) spanning the years 1991–2002. The present study updates this literature by examining the same five journals: Cognition and Instruction , Contemporary Educational Psychology , the Educational Psychologist , Educational Psychology Review , and the Journal of Educational Psychology from 2003 to 2008. Individual productivity was calculated by the number of (a) articles published and (b) points based on a formula that considers author position in relation to the number of authors. The University of Maryland and Richard E. Mayer maintained their positions as the top research institution and author, respectively. There was also growth in collaboration as well as international involvement as measured by number of authors.
Shane R Jimerson - One of the best experts on this subject based on the ideXlab platform.
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the california school psychologist brings science to practice university and school collaborations to promote student success
The California School Psychologist, 2009Co-Authors: Shane R JimersonAbstract:This volume of The California School Psychologist is the last this decade that I will be responsible for in my service as Editor. Thus, prior to a synthesis of articles included in the current volume, it is essential to provide appreciation, commendation, and reflection on the recent volumes of The California School Psychologist. In addition, I will provide a brief summary of the history of The California School Psychologist. Accolades to All Who Have Contributed First and foremost it is essential to recognize and applaud those with whom I collaborated as editor, in particular those who have served as associate editors (Michael Furlong, Brent Duncan, Stephen Brock, and Kristin Powers), and co-editor (Marilyn Wilson, 2000) during the past decade, as their collective efforts have contributed to the quality of the articles published in The California School Psychologist. In addition, we are indebted to the many school Psychologists (i.e., faculty, practitioners, and students) who have served on the Editorial Board and Student Editorial Panel during the past decade, as it is their reviews that inform necessary revisions and contribute to the quality of and editorial dispositions regarding each manuscript (each Editorial Board and Student Editorial Panel member is listed on the inside cover of each volume). The faculty and students at the University of California, Santa Barbara are to be commended for their incredibly generous support and contributions to The California School Psychologist, sustaining and enhancing the high quality of the journal through substantive as well as layout production during most of the past decade. Finally, sincere gratitude is expressed for the copyediting and recent formatting completed within the California Association of School Psychologists office, most notably Heidi Holmblad for ensuring the high quality of the publication. A Brief History of The California School Psychologist The California School Psychologist is an invaluable resource for faculty, students, and practitioners in school psychology across the state of California. For faculty, it represents an important venue for disseminating scholarship. For practitioners and students, the journal provides relevant, peer-reviewed information, bringing science to practice and thus contributing to continuing professional development to school Psychologists across the state, as well as those who access the contents across the country and around the world, and emphasizing evidence-based prevention and interventions strategies to enhance student outcomes. The California School Psychologist was established by the California Association of School Psychologists (CASP) 1996 as a member service. The production and layout was completed at the University of California, Santa Barbara up until the 2008 volume, when the CASP office embraced these responsibilities. Leadership for the first three volumes of The California School Psychologist (1996, 1997, and 1998) was provided by Dr. Pauline Mercado, with Dr. Mike Furlong contributing as the associate editor. Dr. Marilyn Wilson served as editor in 1999 and 2000, with Dr. Shane Jimerson joining her as co-editor in 2000. In 2001, Dr. Jimerson continued as the editor, with Drs. Mike Furlong and Brent Duncan contributing as associate editors. In 2003, Drs. Stephen Brock and Kristin Powers joined as associated editors along with Dr. Furlong until 2007, with Drs. Jimerson (editor), Brock and Powers (associate editors) continuing through 2009. As of 2010 Dr. Michael Hass will provide leadership with Drs. Kelly Graydon and Brian Leung serving as associate editors. It has been both an honor and a privilege to collaborate with colleagues and students to contribute to The California School Psychologist. Since its inception, efforts have been made on an on-going basis to improve the quality and contributions of The California School Psychologist. Progress toward these objectives during the past decade includes: 1) refined and further enhanced the editorial board infrastructure, including the addition of a student editorial panel; 2) prepared, submitted, negotiated, and successfully included in PsycINFO database; 3) prepared, submitted, negotiated, and successfully included in ERIC database; 4) funding provided by a grant secured by the UCSB Center for School-Based Youth Development to further enhance the content, including added pages; 5) prepared a series of special topic sections (e. …
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the california school psychologist contributes valuable knowledge to promote student success
The California School Psychologist, 2006Co-Authors: Shane R JimersonAbstract:This volume of The California School Psychologist includes several articles regarding "autism spectrum disorder" as well as other informative articles on topics ranging from California's First 5 Initiative, to school crisis teams, classroom sociograms, and projective assessments. These articles provide valuable information for school Psychologists and other professionals working in the schools, and also contribute to the literature and scholarship that aims to promote the educational success of all students. Previous articles published in The California School Psychologist, including the recent volumes addressing (a) school engagement, (b) strength-based assessment, and (c) response to intervention (RTI), are available on-line at www.education.ucsb.edu/school-psychology. The first article (Akshoomoff, Corsello, & Schmidt, 2006) reports the results of a national survey examining autism diagnosis practices among school and clinical Psychologists. The role of the Autism Diagnostic Observation Schedule (ADOS) was a particular focus of this study. The results of this study revealed that both school Psychologists and clinical Psychologists were similar in following best practice guidelines for screening, diagnosis, and assessment. Both school Psychologists and clinical Psychologists were found to typically include a parent interview and a developmental history in their assessment. It was also found that school Psychologists were more likely to include a home observation or teacher report, relative to clinical Psychologists. Perceived merits of the ADOS included the standardized structure for observation and capturing behaviors specific to autism spectrum disorder. The authors emphasize that more research is needed on how practitioners interpret the various diagnostic criteria and the impact of different practices and level of expertise on classification and service utilization. The second article (Carlson, Brinkman, & Majawicz-Hefley, 2006) provides valuable information regarding the use of biomedical treatments with school-aged children diagnosed with autism. Noting the increasing prevalence of autism and the increased frequency of pharmacological interventions, this article provides a synthesis of research informing the outcomes and risks associated with psychotropic medications. No medications are currently PDA-approved for treating autism; however, such interventions are often implemented as an adjunct to behavioral, social, and educational interventions. The authors identify specific domains where pharmacological treatments demonstrate promise in treating specific symptoms commonly associated with autism, including aggression, anxiety, agitation, cognitive inflexibility, overactivity, self-injury, and stereotypic behaviors. School Psychologists are in a critical position to monitor the effects of various interventions, including medications. Moreover, it is important that school Psychologists be knowledgeable of the effects of pharmacological interventions. The third article (Brock, 2006) examines the changing rates of autism in special education using data from the U.S. Department of Education. The U.S. Department of Education included "Autism" as a specific special education eligibility category beginning in 1991, whereas previously students with ASD who required special education assistance were identified as eligible by meeting other eligibility category criteria (e.g., mental retardation, speech/language impairment). This article explores whether classification substitution may be an explanation for increases in the number of students found eligible for special education using the autism criteria. The trends illustrate that as the rates of autism classification have gone up, the classification rates of mental retardation (MR), emotional disturbance (ED), and specific learning disability (SLD) have gone down. The author concludes that it is possible that the increased numbers of students found eligible for special education using autism criteria are at least in part a function of IEP teams being increasingly more willing and able to use autism criteria instead of MR, ED, and SLD criteria. …
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the california school psychologist provides valuable information regarding strength based assessment youth development and school success
The California School Psychologist, 2004Co-Authors: Shane R JimersonAbstract:This issue of The California School Psychologist includes important information regarding strengthbased assessment in facilitating youth development and school success. This collection of articles provides valuable insights that will inform contemporary school Psychologists working in the schools, as well as contribute to the foundation and future direction of scholarship in the field of school psychology. Previous articles published in The California School Psychologist, including those in the recent volume addressing school engagement, are available on-line at www.education.ucsb.edu/schoolpsychology.
Sara Jones - One of the best experts on this subject based on the ideXlab platform.
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productivity in educational psychology journals from 2003 to 2008
Contemporary Educational Psychology, 2010Co-Authors: Sara Jones, Carlton J Fong, Laura G Torres, Julia H Yoo, Mark Lowry Decker, Daniel H RobinsonAbstract:Abstract Productivity of individuals and institutions in educational psychology journals has been previously examined in three separate studies (Hsieh et al. [Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G. D., et al. (2004). An alternate look at educational psychologist’s productivity from 1991 to 2002. Contemporary Educational Psychology, 29 , 333–343]; Smith et al. [Smith, M. C., Locke, S. G., Boisse, S. J., Gallagher, P. A., Krengel, L. E., & Kuczek, J. E., et al. (1998). Productivity of educational Psychologists in educational psychology journals, 1991–1996. Contemporary Educational Psychology, 23 , 173–181]; [Smith, M. C., Plant, M., Carney, R. N., Arnold, C. S., Jackson, A., Johnson, L. S., et al. (2003). Further productivity of educational Psychologists in educational psychology journals, 1997–2001. Contemporary Educational Psychology , 28 , 422–430.]) spanning the years 1991–2002. The present study updates this literature by examining the same five journals: Cognition and Instruction , Contemporary Educational Psychology , the Educational Psychologist , Educational Psychology Review , and the Journal of Educational Psychology from 2003 to 2008. Individual productivity was calculated by the number of (a) articles published and (b) points based on a formula that considers author position in relation to the number of authors. The University of Maryland and Richard E. Mayer maintained their positions as the top research institution and author, respectively. There was also growth in collaboration as well as international involvement as measured by number of authors.
Alexandra Page - One of the best experts on this subject based on the ideXlab platform.
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the effects of gender personal trauma history and memory continuity on the believability of child sexual abuse disclosure among Psychologists
Child Abuse & Neglect, 2018Co-Authors: Alexandra Page, Natalie M V MorrisonAbstract:Abstract Gender, a personal history of trauma and attitudes towards continuous vs recovered memories of abuse significantly impact the believability of Child Sexual Abuse (CSA) disclosures in community samples. Yet, whether these variables influence the believability of CSA disclosure and subsequent clinical decisions made by practicing Psychologists is underexplored. A vignette of trauma disclosure from a hypothetical adult client was presented via an online survey to 292 registered Psychologists. Participants rated the believability of the disclosure, answered an open-ended item regarding treatment planning, and completed the Brief Betrayal Trauma Survey to measure personal trauma history. Results indicated that female Psychologists believed disclosures significantly more than male Psychologists and that disclosures comprised of continuous memories were believed more than recently recovered memories. A significant interaction between gender and personal trauma history was also revealed. Female Psychologists believed disclosures regardless of their personal trauma history, while male Psychologists with a personal history of trauma believed disclosures significantly more than male Psychologists without personal trauma history. Reported believability of the disclosure, while unrelated to treatment planning, was associated with a reported intention to validate the client’s experience. The results support that, similar to community samples, gender and a personal trauma history impact psychologist believability of CSA disclosure. The research further supports that psychologist level of belief then translates into clinical implications.
