<p> This qualitative case study explored educator beliefs and behaviors for the tenets of trauma-informed care and if those beliefs or behaviors change in relation to years of service or specialized training. Ecological systems theory guided the theoretical approach. Review of historical research revealed a gap in linking trauma-informed care into the ecological system surrounding the traumatized child in the educational setting. Research questions asked what educator beliefs and behaviors are reflective of the tenets of trauma-informed care, and if those beliefs or behaviors change in relation to years of service or specialized training for educators. Data were collected from eight educators from two Arizona schools using questionnaires, individual interviews and field notes. Results were analyzed using inductive thematic coding and descriptive reporting. Interview data revealed six major themes including: types and causes of problem behavior including withdrawal, physical and verbal behavioral disruptions; identifying and responding to trauma; teacher identity; and educator training. Questionnaire outcomes showed respondents scores averaged 65, out of a possible score of 90. Major findings of the study indicated participants broadly reflected some tenets of trauma-informed care. Divergence in responses was consistent, indicating a shared set of educational beliefs at odds with certain aspects of trauma-informed care. Participants felt increased experience equipped them to manage disruptive behavior better. Participants lacked professional development in behavior management and trauma. Participants unanimously expressed a strong desire for such training to be made available.</p>

<p> This inquiry follows several threads: Adolescence as an archetypal complex; manifestations of trauma and countertransferential responses in the alternative high school classroom; and resistances to self-transformation, the hallmark of heuristic self-search inquiry. Guiding questions address the necessary, ethical, and compassionate practice of honoring a mythopoetic approach and the imaginal field in the alternative high school classroom. Using a heuristic self-search inquiry approach, research was conducted in four nonlinear and nonchronological phases: immersion, acquisition, realization, and synthesis. The inquiry can be viewed as a poetic reverie of the author&rsquo;s transformative journey of healing from personal trauma by encountering and working through resistance. Alternately, the inquiry can also be viewed as an example and extended praxis of archetypal reflectivity, a professional development practice that fosters mythopoesis in education. </p><p> Held within the metaphoric framework of the myth of Dionysos, including motifs of Ariadne&rsquo;s Thread, <i>Duende,</i> and the archetype of indestructible life, the research is presented as a journey through the Passages of the labyrinth to a final encounter with the Minotaur. The concluding chapter includes a psychoanalysis of the author&rsquo;s journey, identifies unconscious countertransferential responses in the classroom which curtailed effective student progress, and argues that nuturing the archetypal Adolescent plays a vital role in our humanity. </p><p> Keywords: adolescence, alternative education, archetypal reflectivity, Dionysos, trauma, mythopoesis.</p>

Thesis (Ph. D.)--University of Chicago, 1916. / "Published as no. 99 of the Psychological monographs." Bibliography: p. [79]-80.

Thesis (Ph. D.)--University of Chicago, 1916. / "Published as no. 99 of the Psychological monographs." Bibliography: p. [79]-80.

Thesis (Ph. D.)--University of Chicago, 1916. / "A Private Edition Distributed by The University of Chicago Libraries." "The Trade Edition is Published by the Psychological Review Company, Princeton, N.J., As Psychological Monograph, no. 104, 1917." Includes bibliographical references. Also available on the Internet.

<p>Response to Intervention (RtI) is a prevention-oriented approach to helping all students succeed academically. It is a framework that, when applied properly, influences all decision-making within a school building and/or district. Currently, most American school districts report using an RtI framework. Specifics regarding implementation, however, are unknown at this time. Given that RtI is a systems-wide approach which is philosophically disparate from traditional ways of viewing students struggling academically, it has the potential to shift traditional school psychological roles. Our knowledge regarding the degree to which RtI has changed school psychologists&rsquo; practices is incomplete at this time. Additionally, there is extremely limited information regarding school psychologists&rsquo; self-efficacy for RtI-related tasks, yet the literature highlights that school psychologists should be prepared to take an active role in RtI implementation efforts. The current study attempted to a gain a broader understanding of current RtI implementation, by surveying a national sample of 392 school psychologists working in elementary school buildings. The results suggest that most schools are using an RtI framework, but are still in the beginning stages of implementation. A large percentage of participants (33&ndash;50%) were unable to identify whether the foundational components of RtI were in use. School psychologists described RtI as an effective method to help students succeed academically. They also reported being more often involved in data-based decision making activities within an RtI framework, as opposed to data-gathering activities. Furthermore, respondents indicated RtI was related to a decrease in assessment-related school psychological activities and an increase in intervention and consultation-related tasks. Most school psychologists reported that they are either not involved in RtI program evaluation and/or there was no program evaluation in their schools. Those surveyed perceived administrators as more heavily invested in teacher evaluation processes than in RtI processes currently. Most participants reported moderate-to-high levels of self-efficacy for all school psychological practices, including RtI-related tasks. Respondents also delineated those things that are likely to both facilitate and impede RtI implementation. The findings from this study have implications for university trainers; educational professionals; and, school psychologists. </p>

<p> A nationwide survey of school psychologists across the four NASP regions was conducted in order to discern if school psychologists&rsquo; community setting related to school psychologists&rsquo; role and function as well as job satisfaction. Community setting was operationalized using a zip code database to precisely define urban, suburban, and rural. Two thousand schools were sent surveys for distribution to school psychologists; 220 school psychologists participated. Respondents completed a researcher created survey called the Regional Role and Function Survey (RRFS) and the Minnesota Job Satisfaction Questionnaire &ndash; Short Form (MSQ &ndash; SF). The respondents answered questions pertaining to personal demographics, demographics about their workplace, their roles and functions as a school psychologist, and their job satisfaction. The findings indicated that school psychologists across community settings engage in assessment related to special education for the highest percentage of time out of all possible roles and functions. School psychologists in suburban community settings were more likely to engage in supervision and to have lower job satisfaction than school psychologists in all other community settings. School psychologists who were stationed in one school building or a K-12 campus were more likely to spend time in roles and functions other than special education assessment. The importance of school psychologist community setting is discussed; additionally the varying roles and functions of school psychologists, boundary-spanning, factors influencing job satisfaction, as well as methodology associated with rural research were explored.</p>

<p> Cyber bullying; the act of hurting someone with the use of advanced technology, has become a significant problem in educational institutions around the world. While schools have policies in place related to on-site bullying, they have yet to develop policies related to cyber bullying. Administrators found assessing educator responses to student concerns difficult. However, the proposed hermeneutic phenomenological study is to discover how educators in the secondary school experience managing cyber bullying. Specifically, the purpose is to explore the perceptions of secondary educators&rsquo; experience from the direct experiences related to them by their students. The goal of this hermeneutic phenomenological study is to explore the phenomenon of cyber bullying and its perceived management by educators who have dealt with students&rsquo; ages 12&ndash;17 years old. The overarching research question that this qualitative study will evaluate is: how do educators experience managing cyber bullying? The use of Vygotsky&rsquo;s (1986) sociocultural learning theory along with Maslow&rsquo;s (1943) hierarchy of needs may give a focused perspective at the problem and possible solutions. Securing a safe environment for students assists parents of school-aged children who have been cyberbullied. With the impact of social networking, the home has become a high priority where safety is now threatened. The findings of this study may initiate a closing of gap to understand how policies may assist in cyberbullying issues.</p><p>

<p> Research has shown that the autonomy supportive motivating style benefits students, yet the controlling motivating style, which has detrimental effects on students, remains prevalent in K-12 classrooms. Few studies have explored determinants of teachers&rsquo; motivating styles. Furthermore, research on the basic psychological needs satisfaction of teachers and teacher demographic factors as determinants of teachers&rsquo; motivating styles is scarce. A better understanding of which psychological needs variables might predict teachers&rsquo; motivating styles for particular demographic groups of teachers might allow school leaders to better meet the needs of teachers in order to ultimately enhance the self-determination of K-12 students. A Pearson correlation coefficient revealed a positive, strong correlation that was statistically significant between years of teaching experience and teachers self-reported motivating styles. A linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 32.4% of the variance in motivating styles scores for teachers with 1&ndash;5 years of experience. Additionally, a linear regression analysis revealed that satisfaction of the basic psychological need for relatedness explained 20.6% of the variance in motivating styles scores for teachers with 1&ndash;10 years of experience. Finally, a linear regression analysis revealed that satisfaction of the basic psychological need for competence explained 20.7% of the variance in motivating styles scores for teachers with at least 11 years of experience.</p><p>

<p> Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common childhood psychiatric disorder. Those with ADHD are at increased risk for academic problems, social problems, and chronic unemployment. Children from lower socio-economic status (SES) levels have higher rates of ADHD diagnoses than do children from middle and high SES backgrounds. One theoretical explanation is the increased environmental stresses and limited language stimulation associated with poverty adversely affect developmental domains. Support for this two-factor theory with respect to attention comes from observed deficits in verbal attention, but language development completely mediates the relationship between SES and verbal attention, which confirms the relationship between SES levels and language development rather than with attention. Environmental stresses have not been related to verbal attention. Investigating the association between SES levels and visual attention eliminates the confounding effects of language, but previous researchers have found contradictory results when investigating the relationship between SES levels and visual attention. The focus of this quantitative, non-experimental, predictive-relationship study was to investigate the relationship between SES levels and visual attention. The data came from 97 archival files, which represented academically referred students in grades first through sixth. Hollingshead&rsquo;s Four Factor Index of Social Status (ISS) was the quantification of SES levels. The four subtests of the Test of Variables of Attention (TOVA) were the quantifications of visual attention skills. Regression procedures were used to estimate the extent of the relationship between ISS scores and TOVA scores. The results showed that SES levels contributed less than 1% to the variance in visual attention skills. The environmental stresses and language environment associated with SES levels do not appear to play a significant role in the development of visual attention. The application of the two-factor theory with respect to attention appears to be limited to the influence of the language environment on verbal attention through language development. The extent of the relationship between language development and ADHD symptoms is unclear, and future researchers could investigate this relationship as well as other factors, such as diet, that might contribute to the increased diagnostic rates of ADHD among children from lower SES levels.</p><p>