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Specific Learning Disabilities: Beliefs about the Construct, Identification Methods, and Job Satisfaction Among Practicing School PsychologistsCottrell, Joseph M. 01 May 2014 (has links)
Students with specific learning disabilities (SLDs) account for approximately 40% of all students receiving special education services. Debate among professionals regarding the causes of SLDs and the most appropriate methods used to identify SLDs persists. This debate may be related to the increase in prevalence of SLDs since the implementation of special education law in 1975. There are three prominent theories regarding the cause of SLDs: (a) environmental theory, (b) biological theory, and (c) interactional theory. The Individuals with Disabilities Education Act (IDEA) allows school districts to implement the following SLD identification procedures: (a) the IQAchievement discrepancy method, (b) response-to-intervention (RtI), and/or (c) alternative research-based methods, such as personal strengths and weaknesses (PSW).
This study employed survey methodology to evaluate the intersection between school psychologists’ beliefs about the cause of SLDs, their preferred practices, their actual practices, and their job satisfaction associated with assessment. School psychologists are one member of a multidisciplinary team aimed toward identifying children with SLDs and are estimated to spend nearly half their time in special education decision making. This study also evaluated the influence alignment between school psychologists preferred and actual practices have on their job satisfaction associated with assessment.
Findings showed that, similar to other professionals, school psychologists’ had varying beliefs about the causes of SLDs. Environmental beliefs were significantly correlated with a preference for RtI for SLD identification, while biological beliefs were significantly correlated with preferences for the IQ-Achievement discrepancy method and alternative research based procedures for SLD identification. Preferred methods of identification impacted all three identification methods, and beliefs about the cause of SLDs impacted actual PSW practices, above and beyond individual and school characteristics. Finally, greater alignment between preferred SLD identification practices and actual SLD identification practices was associated with higher levels of job satisfaction related to assessment. Implications and directions for future research are discussed.
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The utility of peer group supervision for psychologists in practice.Evans, Dylan Jiva. January 2003 (has links)
Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of
peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within
the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis.
The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible
relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.
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Ethical issues in South African psychology : public complaints, psychologists' dilemmas and training in professional ethics.Wassenaar, Douglas Richard. 04 April 2014 (has links)
This study examined three perspectives on ethical dimensions of South African professional
psychology. These perspectives were derived from three data sets. The first data set comprised a
series of public complaints against psychologists; the second a series of ethical dilemmas reported
by psychologists themselves, and the third comprised a study of the training of South African
psychologists in professional ethics.
Clear patterns emerged in the analysis of each data set, and efforts were made to integrate the
findings. Psychologists in particular registration categories, trained at particular universities and
working in particular practice contexts were disproportionately more likely to attract complaints.
Similarly, patterns of dilemmas experienced by psychologists also emerged. Comparison of
complaints with dilemmas suggested that there were significant differences and some similarities
in the ethical issues and contexts associated with public complaints and psychologists' own ethical
dilemmas. The study of ethics training suggested general dissatisfaction with the relevance and
quantity of ethics training nationally.
The main findings were integrated to make recommendations for improving the ethics training of
South African psychologists. The limitations of the data are described, along with suggestions for
future research to examine in greater depth and specificity several dominant patterns described by
the present study. / Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 2002.
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Autism : assessment and intervention practices of school psychologists and the implications for training in the United StatesRasmussen, Jenny Elizabeth. January 2009 (has links)
Autism Spectrum Disorders (ASD) are being diagnosed at alarmingly high rates
and school psychologists are charged with evaluating, identifying, and providing
interventions for students with ASD in the United States’ public school systems. A
national survey probed Nationally Certified School Psychologists (NCSP) to determine
their level of knowledge in the area of autism assessment; the assessment methods,
measures, and techniques they employed; their level of training; and their level of
preparation and confidence. Results indicated training positively affected NCSPs
knowledge about autism; their levels of involvement with students with autism; and their
perceived levels of preparation to work with this population. Of the 662 participants, the
majority accurately identified true and false statements about autism and the diagnostic
features suggesting they had a clear understanding of how to diagnose autism.
Participants with more training reported an increased level of involvement on
multidisciplinary teams and an ability to diagnose autism when compared to those with
less training. Brief rating scales were among the most commonly used instruments, while
lengthier, more robust diagnostic instruments were among the least-often employed
suggesting school psychologists are not trained or are too strapped for time and resources
to use these instruments. Participants felt more prepared to provide consultation and
assessment services and less prepared to provide interventions. More than half (57.5%) of
participants reported they had formal training (completed formal course work or
internship experience) in autism, but just over 40% had only informal training in the form
of workshop or in-service attendance. The National Research Council (2001) stresses that
workshops are not an appropriate substitute for effective training, supervision, and
consultation, indicating too many of the nation’s school psychologists lack sufficient
training in the area of autism. These data and previous research (i.e., Filipek et al., 1999;
Ikeda, 2002; Spears, Tollefson, & Simpson, 2001) suggest school psychologists need
more formal training and experience in meeting the needs of individuals identified with
autism. / Department of Educational Psychology
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Neuropsychology in the schools : school psychologists' current views, practices, and training with neuropsychological measures.Slonaker, Amanda R. January 2009 (has links)
Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology
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Social class bias and the clinical relationshipRivas, Anthony. January 2008 (has links) (PDF)
Thesis (M.A.)--Regis University, Denver, Colo., 2008. / "Psychology"--T.p. Title from PDF title page (viewed on Mar. 11, 2008). Includes bibliographical references.
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An internship report and comparative study of educational psychologists' practices pertaining to attention deficit hyperactivity disorder in St. John's, Newfoundland and Harlow, Essex /Hickey, Colleen, January 1998 (has links)
Thesis (M. Ed.), Memorial University of Newfoundland, 1999. / Bibliography: p. 61-65.
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Getting "layed" : new professional positions in South African psychologyHenderson, Jill 04 June 2013 (has links)
KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in
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The professional identity of counselling psychologists in South AfricaSegal, Robert Daniel 20 May 2014 (has links)
M.A. (Counseling Psychology) / Please refer to full text to view abstract
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The selection paradox: selecting and evaluating trainee psychologists in the context of narrative theoryKaschula, Joanne January 2002 (has links)
Psychology has become an increasingly popular discipline for study in the South African context, with the number of students enrolling for courses increasing rapidly. The selection and evaluation of trainee psychologists is a complex and contested issue. With so few students reaching Masters level and the changing needs of the South African context, it becomes imperative that only the most suitable candidates are selected for entry into the field of professional psychology. This study focuses on the selection process of trainee psychologists at an institution that incorporates the narrative philosophy in both the selection and training of candidates. The question is raised, whether it is possible to utilize narrative principles in a process that is intended to judge and evaluate candidates? This presents a paradox. The paradox is illuminated in both the intentions behind the narrative questions in the application form and in the candidates' experiences of responding to these. The conclusion reached is that the narrative philosophy makes for an enriching and creative experience of the selection process for candidates but this however, does not ameliorate the negative effects of evaluation and the 'gaze'.
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