Download or read book Teachers Perceptions on Consultation with School Psychologists written by Vivien W. Wong and published by . This book was released on 2007 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of the School Psychologist written by Linda Veronica Wilson and published by . This book was released on 1993 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Consultation written by William P. Erchul and published by Springer Science & Business Media. This book was released on 2010-08-12 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation—consultants, teachers, students, staff, and the school itself—and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher. Key features of the Third Edition include: An integrated mental health/behavioral model for school consultation. An organizational study of the school as a setting for consultation. Assessment issues and strategies particularly relevant to school consultation. Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions. Administrative perspectives on school consultation. A real, transcribed case study analyzed by the authors. In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.
Download or read book Handbook of Research in School Consultation written by William P Erchul and published by Routledge. This book was released on 2014-04-03 with total page 581 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its second edition, the Handbook of Research in School Consultation provides the field of school-based consultation with a comprehensive volume examining research perspectives and methodologies, models of practice, and future research directions. Revised and updated, this collection brings together leading experts in the field, offering both producers and consumers of school consultation an invaluable snapshot of the current boundaries and rapidly growing content of the discipline. It touches upon not only the scientific progress of the field, but also upon the variety of cutting-edge techniques and approaches currently being developed with an eye toward a changing world. Perfect for school psychologists, and also appropriate for researchers, trainers, and school-based professionals such as special educators and school counselors, this handbook is an absolute necessity for those keeping pace with the innovating, evolving world of school consultation.
Download or read book Student Teachers Perceptions and Knowledge of School Psychology written by and published by . This book was released on 2019 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the years following the passage of Public Law 94-142, school psychologists' main role was to facilitate the placement of children into different educational programs (Fagan & Wise, 2000). The role of the school psychologist has shifted since that time, and today school psychology training programs produce practitioners who are equipped to handle much more. A continuation in the departure from the assessment and eligibility determination role of the school psychologist allows for a more proactive approach to problematic childhood and adolescent behaviors. A barrier that stands in the way of this role transformation are teachers' perceptions, knowledge, and reactions toward school psychologists. Teachers' perceptions and knowledge are particularly influential in determining the diversity, variability, and usefulness of school psychological services, as they are the main source of referrals (Merrell, Ervin, & Peacock, 2011). Therefore, it is important to understand teachers' perceptions of the role of the school psychologist because their perceptions influence how school psychologists are utilized to address student needs. Previous research in this area was conducted prior to the passage of Public Law 94-142 and does not reflect the changes mentioned above. The purpose of this study was to add updated research to this area and to understand the connection between teachers' perceptions and the role of the school psychologist. Forty preservice teachers from three teacher training programs completed a survey with different scenarios and were their perceptions about school psychologist would be equipped to handle the situation. Results indicated that the preservice teachers recognized the assessment role of the school psychologist but had less recognition of other roles. This finding suggests that teacher orientation presentations should communicate the breadth and depth of the role of the school psychologist so that they may be used to their full capabilities.
Download or read book Factors Influencing Teacher Perceptions of Effectiveness of Consultations with School Psychologists written by Patrick Joseph Buckus and published by . This book was released on 1984 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Northern California Teachers and School Psychologists Perceptions of School Psychologists written by Terry Michael Garbark and published by . This book was released on 1980 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Theory and Cases in School Based Consultation written by Laura M. Crothers and published by Routledge. This book was released on 2020-02-18 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely second edition provides an applied perspective regarding school-based consultation, including an overview of mental health and behavioral, instructional, social cognitive, Adlerian, solution-focused, and organizational/systems consultation. With updated empirical evidence showcasing the effectiveness of consultation, this book delivers clear procedures for establishing a consultative relationship and includes case examples of problems and critical thinking questions to facilitate discussion among students and educators regarding school-based consultation. Issues of multicultural issues responsiveness, as well as ethical and legal considerations, are raised to broaden the scope of consultation stages and processes. To assist instructors in using this text, PowerPoint lectures and an instructor’s test bank are available as eResources to accompany each chapter.
Download or read book Building Competence in School Consultation written by Daniel S. Newman and published by Taylor & Francis. This book was released on 2024-01-22 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building Competence in School Consultation, Second Edition, directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools. School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Drawing from evidence-based approaches as well as experienced instructors’ real-world toolkits, these essential perspectives and activities approach the standard and less common challenges of the school consultant role. Written by two leading experts in consultation, this book brings school psychology research directly to graduate students and both novice and experienced practitioners, providing invaluable context, reflection activities, videos from fellow consultation experts, and resources that translate academic findings into skills ready for immediate use. This revised and expanded second edition includes two new chapters - one on collaboration and consultation on teams and another on teleconsultation – along with thoroughly updated content related to socially just and culturally responsive consultation practices; refreshed practice materials including rubrics and videos; references to newly published research and the latest professional standards; and updated activities for readers, all of which are freely downloadable.
Download or read book Teachers Perceptions of Traditional Versus Progressive School Psychologist Roles Using NASP Extended Principles written by Cathleen M. Wimmers and published by . This book was released on 2003 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The role of the school psychologist has been in a state of flux for decades. Surveys have shown that teachers would like school psychologists to continue the duties of traditional assessment, while school psychologists would like to diversify their assessment duties to activities related more to prereferral, prevention and intervention (Franklin, 1995; Hartshorne & Johnson, 1985; Leach, 1985; Watkins, Crosby & Pearson, 2001). One hundred seventy-three special- and regular-education teachers from six elementary schools (labeled as either "traditional" or "progressive," according to school psychologists' self-reports) were given a questionnaire based on the National Association of School Psychologist (NASP) extended principles. Results indicate that there were neither significant differences between how special-education teachers and regular- education teachers rated their school psychologist, nor were there any significant differences between how teachers rated their school psychologist relevant to working in a traditional or progressive school. Implications and recommendations for the school- psychology profession are discussed"--Document.
Download or read book School Consultation written by William P. Erchul and published by Springer Science & Business Media. This book was released on 2005-12-08 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers a systematic approach to school consultation that differs from those that have been published previously. The authors combine the most useful and/or empirically validated principles from mental health and behavioral consultation with practices shown to be effective in contemporary consultation research (i.e. behavior analysis, social influence, and implementation support). This second edition also includes expanded coverage on a wide range of topics.
Download or read book Effective Consultation in School Psychology written by Jane A. Siegel and published by Hogrefe Publishing. This book was released on 2003 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: Table of Contents Part 1: Perspectives on Consultation and Training bull; Role Expansion for School Psychologists: Challenges and Future Directions, Jane A. Siegel and Ester Cole bull; Multidisciplinary School Teams: A Five-Year Follow-up Study, Ester Cole and Rob Brown bull; Canadian Consultation in an International Context: A Review of the Literature, Ingrid E. Sladeczek, Nancy Lee Heath, Aron Blidner and Lisa Marie Lanaro bull; Problem-Solving Consultation in the New Millennium, Ingrid E. Sladeczek, Thomas R. Kratochwill, C. Lisa Steinbach, Patrick Kumke and Lisa Hagermoser bull; What Does it Mean to Consult? Teeya Scholten bull; Integrating School and Clinical Child Psychology: An Innovative Model for Training School Psychologists, Esther Geva, Judith Wiener, Michele Peterson-Badali, and Nancy Link Part 2: The Psychologist as a Change Agent bull; Collaborative Consultation Training in a Multicultural Context, Solveiga Miezitis bull; Parent-Teacher Mediated Intervention: A Growth-Promoting Process, Ester Cole bull; Underachieving Adolescents: Assessment and Intervention, Janet Zarb bull; Empowerment Plus: A "Wholistic" Approach to Cost-Effective Psychological Service Delivery in the Area of AD/HD, Teeya Scholten bull; School Psychology in Multicultural Inclusive Communities: Responding to Childrens' Needs, Ester Cole and Jane A. Siegel bull; Bringing Narrative Thinking into School Psychology Practice, Ilze Arielle Matiss bull; Deaf Immigrant and Refugee Children: A Different Kind of Multiculturalism? C. Tane Akamatsu and Ester Cole bull; Collaborative Consultation in French Immersion: Observing Communication and Interaction Patterns, LaurieCarlson Berg bull; Consulting about Young Children: An Ecosystemic Developmental Perspective, Sharone Maital and Anat Scher Part 3: Consultation in School-Based Programs bull; Appraisal for a Better Curriculum, Jane A. Siegel and Ester Cole bull; Suicide Preventi
Download or read book The Role of Interpersonal Processes in Facilitating School Consultation written by Nancy B. Berkson and published by . This book was released on 2015 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evaluating teachers' acceptance of interventions developed through consultation has been highlighted in the school consultation research during the last 15 years. Attention has focused on the effects of the type of intervention and behavior problem severity on ratings of acceptance. However, the effects of specific variables, such as empathy of the school psychologist, on teachers' acceptance of interventions have received little attention in the school consultation literature. This study used a particular methodology, case studies (treatment protocols), in which the two independent variables, the type of intervention (positive, a token reinforcement system, or negative, a time-out procedure) and the presence or absence of empathy in the verbal interactions between teacher and school psychologist were embedded. The case studies included a description of a severe behavior problem, a description of the type of intervention proposed (positive or negative), and a description of the verbal interactions between teacher and psychologist, indicating the presence or absence of consultant empathy. The case studies (treatment protocols) were based on two pilot studies in which they were developed. The procedures included two data collection periods. During the first data collection, 93 participants (89 female, 4 male) who were regular elementary school teachers from two northeastern suburban public school districts, signed consent forms and completed a demographic form and the Consultant Effectiveness Scale (CES) (Knob Vines, & Kronvey, 1995). During the second data collection two weeks later, participants received the case studies (treatment protocols) and completed the IRP-15. Teachers were randomly assigned to a case, varying on the independent variables (2 x 2 design). The following hypotheses were tested: First, negative interventions (a time-out procedure) will be rated as more acceptable than positive interventions (a token reinforcement system); second, responses with empathy present in the verbal interactions between teacher and psychologist will be rated as more acceptable than responses which do not contain empathy. Empathy is defined as being nonjudgmental, listening actively, and repeating what the other person says (Rogers, 1975). For both hypotheses one and two, the dependent variable is teachers' ratings of acceptance of interventions, as measured by the Intervention Rating Profile (IRP-15) (Wilt & Martens, 1983); and third, teachers' overall perceptions of the effectiveness of consultants may influence their ratings of acceptance of consultation interventions. The covariate, teachers' perceptions of consultant effectiveness, as measured by the Consultant Effectiveness Scale (CES), was examined for its relationship to the independent and dependent variables. The results of a 2 x 2 Analysis of Covariance indicated that teachers' acceptance of interventions, as measured by scores on the IRP-15, was not affected by their overall perceptions of consultants, as measured by total scores on the CES, the type of intervention, or perceived empathy of the school psychologist. Discussion focuses on teachers' understanding of the case study methodology and its effect on the participants' ratings of acceptance. An alternative method of videotaped presentations of interactions between teachers and psychologists, depicting empathic and non-empathic responses, is suggested as a more direct and concrete presentation of the desired treatments.
Download or read book Teacher Perception of School Psychological Services written by Apryl L. Yearout and published by . This book was released on 2014 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of School Psychologists written by Robin M. Rix and published by . This book was released on 2003 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Theory and Cases in School Based Consultation written by Laura M. Crothers and published by Routledge. This book was released on 2011-04-27 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: This casebook provides an applied perspective regarding school-based consultation, including an overview of mental health consultation, behavioral consultation, social learning theory consultation, Adlerian consultation, and ecological/organizational consultation. Along with relevant discussion of the issues in each case study, critical thinking questions are included for discussion among students and educators regarding school-based consultation. This text includes many more and diverse case examples than the competing casebooks available, and is designed to be used in conjunction with any of the established primary texts in Consultation. School-Based mental health professionals, educators, and graduate students will find Theory and Cases in School-Based Consultation an indispensable guide in their work and study.
Download or read book Teachers Perceptions of School Psychologists written by Ilana Christine Ricks and published by . This book was released on 2015 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
