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Michelle S Whichard - One of the best experts on this subject based on the ideXlab platform.
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School Psychologist and teacher perceptions of social power in consultation
Journal of School Psychology, 2001Co-Authors: William P Erchul, Bertram H Raven, Michelle S WhichardAbstract:Abstract Social power has been recognized as central to understanding aspects of School consultation. This study examined School Psychologist and teacher perceptions of the effectiveness of 11 bases of social power that Psychologists might use with initially resistant teachers. Results suggested that Psychologists and teachers held similar views about power within consultation: Both groups rated expert and informational power as the most effective bases, ranked the 11 power bases in a similar way, and indicated that Psychologists would be more effective using “soft” (i.e., subtle, positive, noncoercive) bases rather than “hard” bases. Findings also suggested that the groups held different views of social power: Psychologists rated impersonal and personal reward power as more effective than did teachers, and teachers rated Psychologists' use of legitimate position, informational, and legitimate dependence power as more effective than did Psychologists.
Shane R. Jimerson - One of the best experts on this subject based on the ideXlab platform.
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the School Psychologist s primer on childhood depression a review of research regarding epidemiology etiology assessment and treatment
Contemporary School Psychology, 2013Co-Authors: Matthew A Ruderman, Skye W F Stifel, Meagan D Omalley, Shane R. JimersonAbstract:The purpose of this article is to provide School Psychologists with a synthesis of important information regarding the epidemiology, etiology, assessment, and treatment of childhood depression. A review of the recent research and relevant literature is summarized reflecting the contemporary knowledge regarding depression during childhood and adolescence. In addition, reputable websites are included for professionals who use the internet as a resource. This article emphasizes the importance of understanding the multidimensional etiology of depression. With regard to depression, a developmental perspective emphasizes how these conditions emerge, considering the dynamic interplay of sociocultural, biogenetic, personality, family, emotional, cognitive and behavioral domains. School Psychologists are in a critical position to facilitate the academic achievement and healthy development of youth who are suffering from depression. This article provides School Psychologists with the foundation, knowledge and resources that are needed to be the most effective advocates and collaborators for students and families facing the challenges of depression.
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the School Psychologist s primer on early onset schizophrenia a review of research regarding epidemiology etiology assessment and treatment
Contemporary School Psychology, 2013Co-Authors: Rafael J C Hernandez, Jeremy W Rime, Shane R. JimersonAbstract:The purpose of this article is to provide School Psychologists and other educational professionals with important information regarding the epidemiology, etiology, assessment, and treatment of early onset schizophrenia (EOS). The central aim herein is to bring science to practice by succinctly highlighting key considerations for School Psychologists and other educational professionals. A review of recent research and relevant literature is presented reflecting the current knowledge regarding EOS during childhood. This paper emphasizes the importance of understanding the multidimensional character of EOS. With regard to EOS, the developmental psychopathology perspective explores how these behaviors emerge, considering sociocultural, biogenetic, personality, family, emotional, cognitive and behavioral domains. School Psychologists are in a critical position to facilitate the academic achievement and healthy development of individuals who meet criteria for EOS. To help accomplish these aims, several web sites are included for professionals who use the internet as a resource. This paper provides School Psychologists with the tools and foundation knowledge needed to be the most effective advocates and collaborators for students and families facing the challenges of EOS.
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how many School Psychologists are there in each country of the world international estimates of School Psychologists and School Psychologist to student ratios
School Psychology International, 2009Co-Authors: Shane R. Jimerson, Kaitlyn Stewart, Mary Skokut, Santiago Cardenas, Heather MaloneAbstract:How many School Psychologists are there in each country of the world? Findings from this study indicate over 76,100 School Psychologists throughout 48 countries from which estimates were available as of 2007. When considering the total number of School Psychologists in a given country, it is essential to also consider the number of School-age children. The School Psychologist-to-student ratio provides an omnibus indicator of the development of the profession of School psychology in countries around the world. Calculations revealed a wide range of School Psychologist-to-School-age children ratios in countries around the globe. It is notable that many of the countries with the largest populations of School-age children in the world have the fewest School Psychologists. Ideas for future scholarship that will further enhance our understanding of School psychology internationally are discussed.
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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 provides valuable information to promote reading success among students
The California School Psychologist, 2008Co-Authors: Shane R. JimersonAbstract:This volume of The California School Psychologist provides valuable information to promote the reading success of students, as well as many other informative articles addressing response-to-intervention; the education of lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students; and School-based interventions for students with autism. Each of these articles provides valuable information for School Psychologists and other professionals working in the Schools, and also contributes 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, c) response to intervention (RTI), d) autism, and e) students with emotional or behavioral disorders, are available on-line at www.education.ucsb.edu/School-psychology and at www.casponline.org (CASP members only). The first article (Christo & Davis, 2008), shares the results of a study that examined the relationships between the cognitive processes of rapid naming, phonological processing and various literacy skills, using data from 65 students in grades two through five. This study used multiple measures, including; phonological processing, rapid naming, reading comprehension, isolated and nonsense word reading, and spelling. Regression analyses revealed that rapid naming was a stronger predictor of word reading, reading comprehension and spelling, relative to phonological processing. Decoding skills were found to account for the largest amount of variance in word reading and spelling. The authors discuss the importance of considering these results when assessing and designing interventions with reading disabled children. Based on the results of this study, the authors emphasize that Psychologists should assess underlying processes of rapid naming and phonological processing to better understand the student’s skills, and inform intervention strategies. A guide for School Psychologists to use in the consultation process when working with teachers to address students’ reading difficulties is provided in the second article (Lilles, Griffiths, Lee, Cardenas, Chacko, & Jimerson, 2008). This article details important facets of instructional consultation and important considerations to take into account including: a) entering the consultation relationship, b) effectively identifying the problem and underlying cause, c) identification of the appropriate intervention, monitoring implementation integrity, and d) the termination of the consultation relationship. This article also provides information regarding possible effective intervention strategies, resources to obtain additional information, and a valuable checklist for School Psychologists. The authors encourage School Psychologists to use a consultation process to contribute resources and support to teachers to improve student reading ability, and prevent negative outcomes associated with poor reading skills. The third article (Huang, Nelson, & Nelson, 2008) reports the results of a study designed to investigate increases in reading fluency following a research-based tutoring method using repeated reading, which was implemented with two second-grade students. This study involved two high School students who trained to be the tutors to provide the directed repeated reading experience. In addition, one parent and one
Douglas T Brown - One of the best experts on this subject based on the ideXlab platform.
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will the real School Psychologist please stand up is the past a prologue for the future of School psychology the consolidation of the profession
School Psychology Review, 1994Co-Authors: Douglas T BrownAbstract:(1994). Will The Real School Psychologist Please Stand Up: Is The Past a Prologue for the Future of School Psychology? School Psychology Review: Vol. 23, No. 4, pp. 589-600.
Thomas K Fagan - One of the best experts on this subject based on the ideXlab platform.
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literary origins of the term School Psychologist
School Psychology Review, 2019Co-Authors: Thomas K Fagan, Frances J DelugachAbstract:The study of early literature related to School psychology provides a fruitful source for understanding contemporary professional events and issues. It also reveals historical information in confli...
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literary origins of the term School Psychologist revisited
School Psychology Review, 2005Co-Authors: Thomas K FaganAbstract:Abstract. Previous research on the literary origins of the term "School Psychologist" is revisited, and conclusions are revised in light of new evidence. It appears that the origin of the term in the American literature occurred as early as 1898 in an article by Hugo Munsterberg, predating the usage by Wilhelm Stern in 1911. The early references to the School Psychologist suggest different, but compatible, roles for Psychologists functioning in School settings, and these roles continue to be reflected in the practice of School psychology. ********** In 1984, an article was published in this journal on the earliest usage of the term, "School Psychologist" (Fagan & Delugach, 1984). The findings grew out of an extensive search of the literature of School psychology and related fields across the 20th century. The authors concluded that the earliest usage of the term "School Psychologist" in the English language literature emanated from the work of Stern (1910) in Germany, which was translated and appeared later in English (Stern, 1911). The authors were comfortable that they had identified the earliest usage of the term in the English language literature and that earlier usages were unlikely. Never say never. Recently, while reviewing an article related to child study (Noon, 2004) in the APA Division 26 (Society for the History of Psychology) journal, History of Psychology, Fagan noticed what appeared to be an earlier usage of the term. The child study movement was a significant point of origin for early School psychological services. Although the content of Noon's article was of indirect importance to early School psychology services, Fagan accidentally stumbled upon a citation of a work by Hugo Munsterberg that used the term "School Psychologist" in 1898. Reviewing the original 1898 publication, Fagan found the term in Munsterberg's discussion of the differences between child study and child psychology, and the relationship of what is currently considered as research into practice. Munsterberg uses the term in the following context: When in the quiet experimental working place of the psycho- educational scholar, through the steady co-operation of specialists, a real system of acknowledged facts is secured, then the practical attempts of the consulting School Psychologist and of the leader of experimental classrooms have a safer basis, and their work will help again the theoretical scholar till the co-operation of all these agents produces a practical education which the teacher will accept without his own experimenting. (pp. 131-132) The term "School Psychologist" is nowhere else described in the 1898 article, nor in other Munsterberg chapters on applied psychology (Munsterberg, 1914, 1920). Aspects of Munsterberg's usage are noteworthy. First, it clearly predates that of Stern. Second, the context places the School Psychologist in a consulting role between research Psychologists and teachers, a concept observed as well in Witmer's (1907) conceptualizations of a clinical Psychologist connected to the School. Munsterberg was talking about a mediating role between research and practice that would better clarify the roles of child Psychologists and educators, and distinguish the science of psychology from the softer methodologies of child study and the duties of the classroom teacher. A controversial Psychologist at Harvard, Hugo Munsterberg (1863-1916) served as president of the American Psychological Association in 1898, and was a widely known contributor to the fields of applied psychology, especially industrial psychology (for brief biographies, see Hilgard, 1978, 1987). Writing shortly after Witmer had founded the first psychological clinic and before the founding of the Chicago Bureau of Child Study in 1899, it is doubtful that Munsterberg had a clear conceptualization of a School Psychologist in the sense posited by Stern (1911) or Witmer (1907). …
William P Erchul - One of the best experts on this subject based on the ideXlab platform.
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School Psychologist and teacher perceptions of social power in consultation
Journal of School Psychology, 2001Co-Authors: William P Erchul, Bertram H Raven, Michelle S WhichardAbstract:Abstract Social power has been recognized as central to understanding aspects of School consultation. This study examined School Psychologist and teacher perceptions of the effectiveness of 11 bases of social power that Psychologists might use with initially resistant teachers. Results suggested that Psychologists and teachers held similar views about power within consultation: Both groups rated expert and informational power as the most effective bases, ranked the 11 power bases in a similar way, and indicated that Psychologists would be more effective using “soft” (i.e., subtle, positive, noncoercive) bases rather than “hard” bases. Findings also suggested that the groups held different views of social power: Psychologists rated impersonal and personal reward power as more effective than did teachers, and teachers rated Psychologists' use of legitimate position, informational, and legitimate dependence power as more effective than did Psychologists.
