The role of assistants to complement the work of fully qualified practitioners has been recognised, however, there remains a lack of research (Collyer, 2012) relevant to the current context of service delivery of educational psychology services (EPSs), including the commissioning of services and demands for EPSs. Paper One used A Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework (Moher, Liberati, Tetzlaff & Altman, 2009) to search, screen and identify research relevant to psychology paraprofessionals. An exploratory multiple embedded case study was conducted across two local authorities in England (Paper Two). Participants included five assistants, 12 educational psychologists (EPs), and four senior/principal EPs. Focus groups and group interviews were completed using semi-structured interview schedules. Transcriptions were analysed using Braun and Clarke’s (2006) thematic analysis to draw cross case conclusions. Seven relevant studies were reviewed and synthesized in Paper One to find that within clinical and educational psychology, assistants are used in a variety of ways, completing discrete tasks, or working in conjunction with fully qualified psychologists to extend psychological input. Across the two cases, the rationale for employment was due to difficulties recruiting fully qualified EPs and the interrelationship of function was explored along with the benefits and challenges to the deployment of assistants. Both papers found that assistants contribute to service level developments and work directly with service users. Key features to facilitate the successful deployment of assistants included training and supervision. Employment as an assistant was associated with career progression onto professional training. Implications of findings are considered in relation to practice in Paper Three and the findings dissemination strategy includes; the publication of both studies; presentation of the research to participants; the circulation of a summary to principal EPs; and presenting the research at a practitioner conference.

A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2015 / A novice therapist, by virtue of his or her professional status, is exposed, and often susceptible to a plethora of obstacles and challenges which stem from a variety of sources. These include deficits in clinical experience and reasoning, interpersonal conflicts, intrapsychic dynamics, as well as a multitude of other challenges which exist within the field of psychotherapy. Thus, this research investigation is rooted in fully exploring, understanding and verifying the most significant obstacles and challenges encountered by student and intern psychologists in the greater KwaZulu-Natal region. The uniqueness of the dynamics of the South African society must be highlighted, South Africa being a confluence of cultural, racial, traditional and social norms which add to the body of challenges and obstacles that the psychologist can be expected to encounter and negotiate. The major findings of this research investigation were that majority of the obstacles and challenges faced by student and intern psychologists are indeed linked to clinical inexperience and the chasm between theoretical academic knowledge and practical, clinical application needs to be bridged. Another facet of this investigation analysed the strategies, techniques and methods employed by the participants to overcome or minimise the impact of these obstacles.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Includes bibliographical references (p. 53-61).

No description available.

No description available.

The role and functions of school psychologists and changes in such have been the subject of research by numerous authors both nationally and within the Commonwealth of Virginia. School psychologists have functioned as both direct and indirect service providers to school-aged children, with the former service delivery model, namely that of the diagnostician, taking precedence within the Commonwealth of Virginia. The profession has undergone and continues to undergo noted changes as a result of recent legislation and movements toward educational reform. The purpose of this study is to analyze the role of the school psychologist in the Commonwealth of Virginia, based on a survey of the role expectations of school psychologists. This information will then be compared with the role and function of school psychologists in previous years. The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975 and by Lovern in 1987.</> Data were collected via mailed surveys using a personal data form to gain demographic information, and a modified form of the questionnaire used by Murray (1975) and Lovern (1987). Four hundred and four Virginia members of the National Association of School Psychologists were mailed survey materials. Three hundred and sixty-five surveys were returned and of this total, two hundred and eighty-two met the requirements to be used in the data analysis. This total yielded a final response rate of 78%. Results in terms of practitioner's preferred level of training indicated the specialist (Ed.S.) Level as being adequate. As for the preferred major field, a combination of education and psychology was indicated by most respondents. School Psychology was indicated as the preferred degree specialty with no preference noted for the Doctor of Education, Doctor of Philosophy, or Doctor of Psychology. Preferences for previous experience were mixed, with approximately the same number of respondents rating experience in both the classroom and other psychological and/or psychiatric settings as important. In terms of the perceived importance of various functions, school psychologists rated some of the more traditional direct and indirect services to children as most important. Examples included consultation with teachers, participation in eligibility committee meetings, parent conferences, and diagnostic studies. Those areas rated lower in terms of importance included group test administration, curriculum design, and research activities. As for the actual frequency with which these same functions were performed, practitioners rated diagnostic studies, eligibility committee participation, parent conferences, and consultation with teachers and administrators as being performed most frequently. In contrast, those functions performed less frequently included participation in IEP meetings and transition planning, staff training, curriculum design, prevention programs, and virtually all facets of research. When asked about participation in various professional activities, school psychologists rated membership in The Virginia Academy of School Psychologists (VASP) and The National Association of School Psychologists (NASP) as very important. Other professional activities which were perceived as important included the reading of current professional publications and maintaining professional relationships. Relationships between selected demographic variables and practitioner responses were evident to a limited degree. It was noted that significantly more males than females believed it was important for the school psychologist to conduct research to evaluate the appropriateness of prevention programs. Respondents with higher levels of training attributed greater importance on having a doctorate; school psychologists with fewer years experience believed it was important to conduct parent education classes; and finally, experience as a classroom teacher was seen as more important by those who had experience in the classroom. Comparisons across the three studies (1975, 1987, 1996) reveal similarities in terms of background experience, academic training, and membership in professional organizations. Generally, agreement was present regarding practitioner perceptions of the frequency of functions; yet to a somewhat lesser degree in terms of the perceived importance of various functions. Results of the present study indicated that "diagnostic studies" no longer lead in terms of practitioner importance ratings; "consultant to teachers" has now been ranked in first place. In contrast, "diagnostic studies" ranked first in terms of respondent's actual frequency of functions performed, a finding consistent with the two previous studies. Finally, agreement continues to exist in terms of practitioner rankings of those functions performed less frequently, both in terms of perceived importance and actual performance frequency. Examples include group testing, curriculum design, community service, and research. Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, employers of school psychologists, and professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research. / Ph. D.

Student no 9500767A Masters Report - School of Therapeutics / The aim and objectives of this study were to explore, interpret and describe young children’s experiences of hospitalisation for cardiac surgery and to describe their parents’ opinions regarding significant changes in the children one month after discharge. A qualitative design, grounded in phenomenology was used. Semi-structured interviews were conducted with the children prior to discharge and with their parents one month later. The children’s interviews were augmented by drawings, which were used to keep the children focused and to highlight themes that were not identified from their verbal accounts of hospitalisation. The expertise of a clinical psychologist was sought for the analysis of the children’s drawings. The results of the analysis of the drawings supported the children’s verbal accounts of their experiences in hospital. Children’s interviews revealed that young children experience and cope with hospitalisation for cardiac surgery very differently. Parents’ presence, pain and boredom were dominant themes that emerged from the children’s interviews. Behavioural changes and emotional responses included withdrawal, tearfulness, disturbed sleep patterns, sadness, fear, anger and happiness. Parents’ interviews one month after discharge revealed a lack of communication between the nurses and the children. iv It is recommended that further research be conducted with older children to determine the effects of stringent visitation regulations followed in the paediatric intensive care setting.

Discute a formação do psicologo e como o tema da morte e contemplado nessa formação, na medida em que, como profissional de saúde, tem a morte no seu cotidiano profissional. Discute a inserção do tema da morte na graduação em psicologia, tracando um histórico de algumas experiencias entrangeiras. Descreve a criação e implantação de um curso de psicologia da morte no instituto de psicologia da USP, como disciplina optativa, apresentando objetivo, programa, estrategias e bibliografia, seguidos de reflexões e duvidas surgidas nesse processo. Analisa os discursos orais e escritos de 41 alunos que frequentaram o curso, apresenta suas representações de morte, motivos de escolha do curso e expectativas de seu trabalho diante da morte. Avalia o curso junto com os alunos, salientando os pontos positivos e negativos e as sugestões de modificação. Conclui que o curso psicologia da morte deve ser mantido devido a sua importância para a formação dos psicólogos da USP, e sugere que outros cursos de psicologia e os demais da área de saúde tomem esta experiencia como exemplo para a formação de um profissional mais sensível as necessidades de seus clientes / Death is one of man\'s basic worries as it is to Psychology, whose subject is the human being. If death is a social interdict, it can\'t be for the psychologist, that as a health professional, has death in his everyday work. The absence of the subject death in the Psychology Undergraduate Pro­ gram is pointed out. This issue is analysed and experiences of Death Education Courses in the EUA are referred. We suggest the creation of an optative course \"Psychology of Death\" in the Psychology Course at University of São Paulo, to sensibilize and stimulate reflection and discussion about death. The purposes, program, strategies and bibliography of the course are presented. Based on the analysis of oral and written accounts of 41 students that attended the course, we present their representations of death, the reasons for their choice of the course, and their expectations of dealing with death in their work. The course was evaluated by the teacher and students, being emphasized the positive and negative points, as well as, the modifications suggered. The conclusion was for the maintenance of the course \"Psychology of Death\" for two reasons. Firstly it has shown itself to be important in the formation process of the undergraduates in Psychology at the USP. Secondly, due to the need for both Psychology courses and others in the area of Health to take this experience as an example to prepare professionals more sensible to the needs of their clients

A obesidade vem aumentando em crianças e adultos, o que traz sérias conseqüências para a saúde física e mental do indivíduo. Muitos estudos têm demonstrado que o excesso de peso tende a diminuir a expectativa de vida e predispõe à morbidade. A obesidade está relacionada com a redução das atividades motoras, fadiga e problemas psicológicos. É um problema de difícil tratamento. Assim, medidas de intervenção devem ser incentivadas para obter controle em fase precoce. O objetivo deste estudo foi de descrever e analisar os resultados das avaliações psicológicas de crianças que vieram para atendimento no Programa de Atenção Multiprofissional a Obesidade da Universidade de São Paulo nos anos de 2001 e 2002, ao iniciar o atendimento proposto pelo programa e ao final do mesmo, e também analisar peso, altura e IMC iniciais e finais dessas crianças. Os sujeitos desse estudo foram 19 crianças com percentil do IMC igual ou acima de 95, com idades entre 10 e 12 anos, participantes do programa. O Programa de Atenção Multiprofissional a Obesidade da Universidade de São Paulo tinha duração de um ano letivo e contava com uma equipe integrada por psicólogos, professores de educação física, nutricionistas e enfermeiros. O estudo foi realizado por meio da análise dos protocolos das avaliações psicológicas realizadas no início do trabalho e no final, durante os anos de 2001 e 2002. Em 2001 os testes aplicados foram: Teste do desenho da Figura Humana, IDATE – Inventário de Ansiedade Traço-Estado Forma C e Escala Infantil Piers-Harris de Auto-conceito. Em 2002 os testes aplicados foram: Teste do desenho da Figura Humana, Escala de Ansiedade “O que penso e sinto", Escala de Lócus de Controle para crianças e Escala Infantil Piers-Harris de Auto-conceito. Os protocolos das avaliações psicológicas foram analisados de acordo com as normas de padronização de cada instrumento utilizado e foi verificado que, em sua maioria, as crianças deste estudo encontram-se dentro da média, com relação aos aspectos do seu funcionamento psicológico. Foi realizada uma comparação dos resultados dos instrumentos psicológicos de cada criança no início do trabalho e no final, em cada um dos anos, e não foram encontradas diferenças estatisticamente significantes mostrando que, de maneira geral, não houve alteração em relação aos aspectos do funcionamento psicológico das crianças após o trabalho realizado. Com relação ao peso inicial e final, não foi encontrada diferença estatisticamente significativa para o ano de 2001. Já para o ano de 2002 houve diferença, mostrando que as crianças tiveram aumento de peso na avaliação final. Com relação à altura inicial e final, foi encontrada diferença estatisticamente significativa nos dois anos, houve aumento na altura final das crianças. Com relação ao IMC inicial e final não foi verificada diferença estatisticamente significativa nos dois anos. Enquanto grupo, as crianças, ao final do programa, tenderam a manter seus índices de massa corporal (IMC), permanecendo na faixa do percentil 95 e, portanto indicando quão difícil é tratar o problema em crianças. / Obesity has been increasing in children and adults, entailing serious consequences for people’s physical and mental health. Many studies have demonstrated that excess weight tends to decrease life expectancy and predispose to morbidities. Obesity is related to a reduction in motor activities, to fatigue and psychological problems. As it is difficult to treat, intervention measures must be encouraged to get it under control at an early stage. This study aims to describe and analyze the psychological evaluation results of children attended in the Multiprofessional Obesity Care Program offered by the University of São Paulo in 2001 and 2002, at the beginning and end of the assistance proposed by the program, as well as to analyze these children’s initial and final weight, height and BMI. Subjects were 19 children between 10 and 12 years old, with a BMI percentile of 95 or higher, who participated in the program. This Multiprofessional Obesity Care Program by the University of São Paulo took one school year and its team included psychologists, physical education teachers, nutritionists and nurses. We analyzed the children’s psychological evaluation records, realized at the beginning and end of this program, in 2001 and 2002. In 2001, we applied the Human Figure Drawing Test, STAI-C – State-Trait Anxiety Inventory for Children and the Piers-Harris Children’s Self-Concept Scale. In 2002, we used the Human Figure Drawing Test, the Anxiety Scale “What I think and feel", the Locus of Control Scale for Children and the Piers-Harris Children’s Self-Concept Scale. The psychological evaluation records were analyzed according to the standards of each instrument. We verified that most children in this study scored within average levels for the aspects of their psychological functioning. For each child, we compared the results of the psychological instruments at the beginning and end of the work in each year and could not find any statistically significant differences. This shows that, in general, the aspects of the children’s psychological functioning did not change after the program. With respect to initial and final weight, we did not find any statistically significant difference for 2001. The difference found for 2002, on the other hand, shows an increase in the children’s weight on the final evaluation. In terms of initial and final height, we found a statistically significant difference in both years, with an increase in the children’s final height. We did not find any statistically significant difference between initial and final BMI in both years. At the end of the program, this group of children tended to maintain their BMI within the 95 percentile range, which indicates how hard it is to treat this problem in children.

The most thoroughly researched topic in relation to Autism Spectrum Disorders (ASD) is the evaluation of interventions. Despite there being systematic literature reviews identifying evidence-based interventions (EBIs) for students with ASD, it is not clear to what extent educational psychologists (EPs) are using EBIs in their practice. The first paper in this thesis is a systematic literature review exploring which school-based interventions are reported in educational and school psychology journals and highlights the challenges of applying research data to idiographic individual casework. The second paper in this thesis is an empirical study investigating the extent to which EPs are using EBIs in their practice and the factors which influence EPs’ decision-making when planning interventions for students with ASD. The survey findings indicate that EPs are using many EBIs for ASD; however, there are many they are unfamiliar with. The most salient factors influencing EPs’ decision-making when planning interventions for students with ASD include the student’s individual needs and factors related to the school context. The third paper in this study discusses the dissemination of evidence to professional practice and looks at the implications of this research for individual EP roles, Educational Psychology Services and future research. Finally, a strategy for disseminating the findings will be outlined alongside a strategy for evaluating the impact of the dissemination.