Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 71-72.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], iii, 38 p. Includes bibliographical references (p. 26-29).

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nessa dissertação, baseada em uma perspectiva genealógica da história, realizo uma análise da psicologia escolar no Brasil, buscando delinear a inserção de suas práticas, em um momento específico da vida política do país, a ditadura militar, durante as conturbadas décadas de 60 e 70. Para tal estudo, foi necessário enfocar momentos históricos anteriores, percorrendo brevemente da Primeira República à Era Vargas. Fundamental à emergência da psicologia escolar preventiva, detive-me no cotidiano brasileiro durante a ditadura militar, enfatizando como o golpe gerou efeitos econômicos, políticos, sociais, afetivos, assim como possibilitou a pregnância de uma cultura psicológica, responsável pela explosão das práticas exercidas pelos profissionais psi, tendo como efeito a produção de subjetividades privatizadas e intimistas. Para retratar a psicologia escolar nesse período, utilizei como fonte primária seis livros sobre essa temática de autores brasileiros. Nesses livros, predominava uma abordagem preventiva, profilática da psicologia escolar, resultando em intervenções junto a alunos, professores e pais, a procura de potenciais desvios que pudessem atrapalhar o andamento desejado para os trabalhos escolares. Antecipando desvios e conflitos, controla-se e normatiza-se todo o espaço escolar. A psicologia, além de atentar para as patologias, engloba também o campo da normalidade, da vida cotidiana. Assim, no compasso dos ideais propagados pelo regime militar e pela emergência da privacidade como fim em si mesma, a psicologia escolar compactua com os modos de subjetivação intimistas e individualizantes. / In this dissertation, which is based in a historic genealogic perspective, I accomplish an analysis of the school psychology in Brazil, with the purpose of delineate the inserting of its practices, in a specific time in the political life of the country, the military dictatorship, during the disturbed decades ofthe 60's and 70's. For such studies, it was needed to focus in previous historical moments, going briefly through The First Republic to The Era of Vargas. As it is fundamental to the emergency of the preventive school psychology, I focused in the Brazilian daily life during the military dictatorship, giving emphasis to how the dictatorship generated economic, political, social and affective effects as it provided the pregnancy of a psychological culture responsible for the explosion of the practices of the psych professionals, having as an effect the producti! on of nationalization of subjectivities and inner subjectivities. To picture the school psychology of that time I've used 6 books, by Brazilian authors on this thematic, as a primary source. In these books there was a predominance of a preventive approach, prophylactic of the school psychology resulting in interventions to students, teachers and parents in search to potential deviations which could disturb the desired course of school works. Anticipating to deviations and conflicts, the whole school space is placed under ruling and controlo The psychology, besides trying to focus on pathologies, algo includes the field of normality of daily life. Thus on the course of those idealisms propagated by the military regime and by the emergency of privacy with a purpose on itself, school psychology shares the ways of intimist and individualizing subjectivity.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nessa dissertação, baseada em uma perspectiva genealógica da história, realizo uma análise da psicologia escolar no Brasil, buscando delinear a inserção de suas práticas, em um momento específico da vida política do país, a ditadura militar, durante as conturbadas décadas de 60 e 70. Para tal estudo, foi necessário enfocar momentos históricos anteriores, percorrendo brevemente da Primeira República à Era Vargas. Fundamental à emergência da psicologia escolar preventiva, detive-me no cotidiano brasileiro durante a ditadura militar, enfatizando como o golpe gerou efeitos econômicos, políticos, sociais, afetivos, assim como possibilitou a pregnância de uma cultura psicológica, responsável pela explosão das práticas exercidas pelos profissionais psi, tendo como efeito a produção de subjetividades privatizadas e intimistas. Para retratar a psicologia escolar nesse período, utilizei como fonte primária seis livros sobre essa temática de autores brasileiros. Nesses livros, predominava uma abordagem preventiva, profilática da psicologia escolar, resultando em intervenções junto a alunos, professores e pais, a procura de potenciais desvios que pudessem atrapalhar o andamento desejado para os trabalhos escolares. Antecipando desvios e conflitos, controla-se e normatiza-se todo o espaço escolar. A psicologia, além de atentar para as patologias, engloba também o campo da normalidade, da vida cotidiana. Assim, no compasso dos ideais propagados pelo regime militar e pela emergência da privacidade como fim em si mesma, a psicologia escolar compactua com os modos de subjetivação intimistas e individualizantes. / In this dissertation, which is based in a historic genealogic perspective, I accomplish an analysis of the school psychology in Brazil, with the purpose of delineate the inserting of its practices, in a specific time in the political life of the country, the military dictatorship, during the disturbed decades ofthe 60's and 70's. For such studies, it was needed to focus in previous historical moments, going briefly through The First Republic to The Era of Vargas. As it is fundamental to the emergency of the preventive school psychology, I focused in the Brazilian daily life during the military dictatorship, giving emphasis to how the dictatorship generated economic, political, social and affective effects as it provided the pregnancy of a psychological culture responsible for the explosion of the practices of the psych professionals, having as an effect the producti! on of nationalization of subjectivities and inner subjectivities. To picture the school psychology of that time I've used 6 books, by Brazilian authors on this thematic, as a primary source. In these books there was a predominance of a preventive approach, prophylactic of the school psychology resulting in interventions to students, teachers and parents in search to potential deviations which could disturb the desired course of school works. Anticipating to deviations and conflicts, the whole school space is placed under ruling and controlo The psychology, besides trying to focus on pathologies, algo includes the field of normality of daily life. Thus on the course of those idealisms propagated by the military regime and by the emergency of privacy with a purpose on itself, school psychology shares the ways of intimist and individualizing subjectivity.

The purpose of this dissertation was to determine the most valid language psychologists can use to assess Spanish-speaking students who are English language learners, depending on the students’ English language proficiency level, Spanish language proficiency level, and demographic information. Participants included 84 2nd to 5th grade Spanish-speaking students who were English language learners. These students were given a demographic survey, a WISC-IV in English, and a WISC-IV in Spanish. The school had English and Spanish language proficiency data. Results found that once a student reaches the Bridging and Reaching levels (and possibly the Expanding level) of English language proficiency on the ACCESS for ELLs assessment, the student is likely to receive a similar score on a WISC-IV in English and Spanish. Students who score in the Proficient and Above Proficient levels on the Las Links assessment score higher on the Spanish WISC-IV than on the English WISC-IV. Additionally, these findings show that English and Spanish proficiency scores are more useful to determine the most valid language in which to assess a student than using demographic variables. This research will help psychologists to decide the most valid language in which to assess students who are ELL by looking at English and Spanish language proficiency levels. There may also be policy implications. Further research should address how the outcome might change with the WISC-V and should look at generalization to other intelligence tests and language proficiency tests.

Although there is an increase in publications on the topic of cultural responsiveness in school psychology, the research literature does not interrogate the discourse around cultural responsiveness and the modes of practices it enables. Using a preexisting dataset featuring interviews with 15 school psychologists, I analyzed the discursive formations characterizing the talk about cultural responsiveness. Data analysis using the critical discursive psychology framework illuminated the presence of cognitivism in participant talk. Critical discourse analysis drawing on Foucauldian theory of power effects revealed the ways in which cognitivism both enabled and constrained the discursive production of ‘culture’ and ‘cultural responsiveness’. Culture became a primarily cognitive concept (beliefs, values, and tendencies of various groups), and cultural responsiveness came to be a rational non-discriminatory form of decision making process oriented toward individualistic and micro-level forms of practices that had institutional sanction. Implications and recommendations for further research are discussed.

Very few articles in the published research literature have considered the clinical supervision of school psychology and even fewer articles explore the administrative supervision of school psychologists. The purpose of this study is to describe the roles, and responsibilities, and challenges faced by district leaders who supervise school psychologists. Using a purposeful sample, participants met criteria for this study if they worked at the district level, supervised at least three school psychologists, and were responsible for hiring and firing school psychologists. Nineteen participants qualified for this study and completed a phone interview that included eight open-ended questions. Participants shared that they primarily had managerial and leadership roles during their busy and unpredictable work weeks. Participants also reported challenges directly and indirectly related to the national shortage of school psychologists, difficulties with large workloads, the need to advocate for the field of school psychology, and a lack of professional guidance and training in their role. Implications for practice include developing a professional organization or community of practice for administrative supervisors, establishing best practice guidelines, and providing a defined role for these leaders. By coming to know the roles and challenges that district administrators are facing, the field of school psychology can find ways to support administrative supervision endeavors.

This study includes two papers that aimed to provide insights into the experiences of high-achieving Latinx and Native American college students studying science. We wanted to better understand factors that influence these students’ ability to develop a sense of identity that weaves together their hoped-for careers as scientists as well as their cultural identities. We looked at how they feel about working with mentors in science fields who were like them in a variety of ways. We found that many students (especially those with a stronger sense of cultural identity) valued working with mentors who were similar to them in demographic characteristics; but overall, the whole group of students agreed that the most important areas of similarity in their opinions were their values and thoughts about how to interact with other people. Students who felt they were similar to their mentors on demographic characteristics were also more likely to believe they were similar in values and ways of interacting. We also examined identity development in three different aspects: ethnic identity, scientist identity, and combining the two into one identity that incorporates being a Native American scientist or a Latinx scientist. We found that the students in this study may find it difficult at times to develop a strong sense of their identity that weaves together both parts of themselves without favoring one over the other, and without seeing the two identities as separate or conflicting. At the same time, we found that when mentors do behave in ways that are more similar with students’ ways of interacting, those students develop a stronger sense of themselves as scientists, and when students have a stronger sense of themselves as scientists, they are more likely to commit to their education. We suggest that people working with Native American and Latinx college students studying science should work on understanding those students’ cultural backgrounds and find ways to relate with them, in order to make it more likely that those students will finish school and choose to continue with a career in science.

Decision making and decision changes were studied in late adolescents regarding post-high school choices. A branching questionnaire was constructed and mailed to 1239 late adolescents who during the preceding year had indicated on the American College Test (ACT) that Utah State University (USU) was their first choice for college attendance, but whose names did not appear on the USU Registrar's list of enrolled freshmen, Fall 1969. 62% of the questionnaires were returned. Questions were asked concerning post-high school decision making and decision change: What alternatives to attendance at USU were chosen? Was the alternative chosen college-related or was the change made to a non-college alternative? Who most influenced the decision to change alternatives? Was the change of decision permanent or was future attendance at USU planned? What factors were most important and least important in making the decision to change to a college-related alternative? What factors were most important and least important in making the decision to change to a non-college alternative? Were future plans, following the present course of action, decided or undecided? What effect did location have on college decision plans? To what extent were the college decision changes rational? It was found that the 768 late adolescents who changed their decision to attend USU in the fall of 1969, chose a variety of alternative courses of action. Nearly half of these Ss chose to attend another college or university, while another one fourth chose to enroll at USU at a later date. Thus, nearly three fourths of the Ss remained within the domain of their original decision, that being to attend college. The Ss most often saw themselves as being the primary influencers of their decisions, with friends and fathers being less frequently mentioned influencers. Religious advisors, recruiters, and employers were least frequent primary influencers. It was seen that nearly 4d% of the decision changes not to enroll at USU were permanent, while another approximate 40% were temporary -- the Ss having already enrolled or planning to enroll at USU in the future. Expenses, location, and financial aid were the leading factors determining college choice, and housing, social opportunities, and recruitment were least important factors. The most important factors leading to the selection of non-college alternatives were basic indecision and doubt about college attendance, and financial and practical considerations. As to continued future planning in the development of these late adolescents, it was found that approximately 70% did have definite plans for the future, whereas 30% were undecided or gave no response. Two thirds of the Ss who changed colleges chose to attend another college located within the state of Utah, with the remaining choices covering a wide geographical area. Considerable variation in the degree of rationality in these decisions was implied by the factors that did or did not influence their decisions. The model of Koontz and O'Donnell for rational decision making was applied, but adult models may not be appropriate for the late adolescent stage of development. The results were discussed in relation to the literature reviewed and recommendations were made for future research.