The purpose of this research study was to explore what part the identification of processing disorders has in determining eligibility for services within the category of specific learning disabilities. The main objectives were to identify: how school psychologists view their roles in identifying processing disorders, who is involved in the decision making process used when identifying processing disorders, what criteria and assessment tools are being used in determining processing disorders, and what is the frequency with which a variety of processing disorders are being identified today. The data used in this study were collected in two steps. The first step involved identifying which of the continental United States have identification criteria for specific learning disabilities that contain processing phrases. For those 19 states included in this group, a review of how processing disorders are covered in eligibility criteria for a specific learning disability was conducted. The second step of the data collection involved sending out a survey, which addressed the main objectives of the study, to 1056 school psychologists within the 19 states. Of the 1056 surveys sent out, 316 or 32% were returned with usable data. For each of the survey questions, the frequencies of responses were reported and conclusions were drawn. Results of further data analysis suggested the following: School psychologists' views of their roles in identifying processing disorders did not differ by years of experience as school psychologists. There was not an association between school psychologists' views of their roles in identifying processing disorders and their education in school psychology. School psychologists who believed that a certain criteria would be justification for identifying a processing disorder did not differ in years of experience from those who believed that the criteria would not be justification. This study should be viewed as just the first step towards investigating what part the identification of processing disorders has in determining the existence of specific learning disabilities. Because assessing and identifying processing disorders can have a great impact on whether or not a student qualifies for special education services, more information needs to become available on this topic.

No description available.

Ten years have elapsed since the last comprehensive national study of school psychologists' job satisfaction. During this time, a number of forces have affected the field. Practice issues, program changes, and personnel concerns have had the potential to change the working environment and activities of the practicing school psychologist. This study was designed to survey the level of job satisfaction of a national sample of school psychologists, and compare the current level of job satisfaction with that of school psychologists in 1982. Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Four hundred and forty psychologists were mailed survey materials, and 81.5% responded. Of those that responded, 228 full-time practitioners employed in the schools were included in the data analysis. The survey results indicate that 86% of the practicing school psychologists are either satisfied or very satisfied with their jobs, with only 14% indicating that they were dissatisfied with their jobs. School psychologists are satisfied with most aspects of their jobs as measured by the 20 scales of the Minnesota satisfaction Questionnaire. School system policies and practices and opportunities for advancement were the only two scales with which the group was dissatisfied. Four demographic variables combined to predict increased job satisfaction: female gender, national certification, private practice and intention to remain in the current job for the next five years. The level of overall satisfaction for the 1992 and 1982 groups is almost identical. While the order varied somewhat, both groups are most satisfied with the same six factors, and least satisfied with the same seven factors. The present group of school psychologists is more satisfied with it’s opportunities for advancement, opportunities to direct others on the job, the technical quality of the supervision received, and job security than was the group in 1982. Several implications and recommendations were drawn from the study. These included further attention to preparing school psychologists for supervisory roles and private practice; investigation of non-administrative opportunities for advancement and job enrichment for practicing school psychologists; and further study of gender differences in job satisfaction and the job satisfaction of school psychologists employed in non-school settings. / Ph. D.

The purpose of this study was to analyze the effects of job stress and other selected variables on self-reported levels of professional burnout among psychologists practicing in Virginia public schools. The study was also designed to analyze burnout not just as a series of changes resulting from job stressors, but explained by interactions of occupational stress with select demographic characteristics and coping variables. A survey packet containing rating scales and a demographic sheet were mailed to 504 school psychologists, of which 180 responded with usable data. Data analysis primarily involved hierarchical multiple regression, testing the model that interactions of job stress with demographic/coping variables would significantly affect burnout outcomes. Results indicated that burnout, specifically emotional exhaustion partially explained by an unclear or interpersonally conflictual role and having little control over one's work, was significantly mediated by the coping strategy of cognitive problem solving. This exhaustion aspect of burnout was also substantially affected by membership in professional affiliations. However, job stress related to role overload significantly predicted burnout, but was not significantly mediated by any hypothesized demographic or coping variables. It can be concluded that Virginia psychologists experience particular job stressors, such as role overload, that may lead to emotional exhaustion. Membership in collegial, professional organizations, along with inservice in specific problem-solving skills, may help alleviate this occupational stress. Future research is needed to determine how demographic and coping variables mediate specific aspects of work overload for these professionals. / Ed. D.

Exploratory studies in the area of job satisfaction for school psychologists have pointed to a number of variables that predict job satisfaction, but research has not yet attempted to test a model of job satisfaction consistent with theory and previous research. The presented study developed and tested a theoretical model of the influences on job satisfaction for North Carolina school psychology practitioners. Effects of boundary role activities and role diversity, activities that extend beyond the traditional role of psychodiagnostician, were of particular interest. North Carolina school psychologists were surveyed by mail. Data collection addressed personal variables (e.g., age, current degree status, and years of experience), static system variables (e.g., urban vs. rural communities, student—to—psychologist ratio, salary per month, and characteristics of supervision), fluid system variables (e.g., opportunity to engage in boundary role activities and role diversity) and job satisfaction measured by the modified Minnesota Satisfaction Questionnaire (MMSQ). Two hundred and sixty-two of the 463 North Carolina school psychologists surveyed reported their primary role designation as practitioner and were included in the initial path analyses. Boundary role activities had a direct effect on job satisfaction, and characteristics of supervision had a smaller direct effect. Role diversity influenced boundary role activities which in turn affected job satisfaction. After reviewing demographic data, delivery models used in North Carolina, job titles, and job descriptions, the sample was redefined and Charlotte/Mecklenburg Student Services Specialists were excluded. Path analyses conducted on the redefined sample found direct effects for boundary role activities and salary per month with smaller direct effects for characteristics of supervision and role diversity. Indirect effects were also found for urban vs. rural communities and role diversity. / Ed. D.

<p>School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?</p>

<p>School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed?</p>

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Connie Horton (chair), Adena Meyers, Dan Greybill, Susan Smith. Includes bibliographical references (leaves 134-139) and abstract. Also available in print.

Doctor Philosophiae / School psychologists in South Africa are employed by the state to provide psychological services to schools. The role of school psychologists has been debated and contested nationally and internationally for many decades, with the need for a paradigm shift in school psychology practice and redefining the role of school psychologists being highlighted. In this study, the roles and practices of school psychologists are explored, with a focus on the nature of collaborative work engaged in when facilitating school development. In particular, challenges that emerge when school psychologists work with other sectors to facilitate school development are investigated. The overall research question was: What are the challenges that face school psychologists who facilitate school development through intersectoral collaboration and how can these challenges be addressed? / South Africa

No description available.