No description available.

No description available.

No description available.

This study was designed to replicate nationwide surveys completed in 1982 and 1992. The purpose was to examine and describe the levels of job satisfaction and the relationship between the variables in a national sample of school psychologists belonging to the National Association of School Psychologists (NASP). The sample for this study consisted of respondents who reported being full-time school practitioners. Data were collected through mailed survey packets including a data form and a modified version of the 1977 Minnesota Satisfaction Questionnaire (MSQ). Packets were mailed to 500 randomly selected members of the National Association of School Psychologists. Of the 308 packets returned, 234 were full-time school practitioners and were included in the analysis. Results indicated that 90% of school psychologists were satisfied or very satisfied with their jobs. The findings showed a gradual increase in overall job satisfaction when compared to the 85.7% in 1982 and the 86% in 1992 who reported being satisfied or very satisfied with their jobs. Participants in the current sample were more satisfied with their job security, independence, and creativity. The only variables demonstrating a significant relationship with job satisfaction were the intent to remain in current position and supervisor certification. Several recommendations and implications were drawn from the study. Trends in the field relating to gender, psychologist-to-student ratio, salary, degree status, and numerous other factors were discussed along with recommendations for future research. / Ph. D.

Orientador: Paulo Rennes Marçal Ribeiro / Banca: Ana Claudia Bortolozzi Maia / Banca: Andreza M. Castro Leão / Banca: Lilian Claudia Urlian Junqueira / Banca: Maria Cristina Zampieri / Resumo: O Psicólogo é chamado a contribuir para a compreensão sobre a sexualidade e educação sexual, que envolve a construção da subjetividade humana através de um processo sócio histórico e cultural. O presente trabalho teve por objetivo realizar um Estado da Arte sobre a produção acadêmico/científica dos Congressos Nacionais de Psicologia Escolar (CONPEs) promovidos pela ABRAPEE de 2007 a 2017, nas temáticas sexualidade e educação sexual. Buscou-se, nos resumos publicados em Anais dos congressos, as palavras Sexualidade, Educação Sexual e Orientação Sexual, tanto nos títulos como no corpo dos resumos ou em palavras-chave. A análise dos dados foi realizada de forma quantitativa e qualitativa, seguindo os critérios de Minayo para a análise qualitativa. Foram localizados 42 artigos nos seis CONPEs analisados, o que corresponde a 1,09% do total de resumos, tendo sido apresentado em todos os CONPEs. Houve oscilação quanto ao percentual de resumos relacionados à temática em cada um dos anos, não havendo regularidade entre eles. A maior parte dos trabalhos são provenientes da região sudeste do Brasil, há um predomínio de autoras e quase a totalidade dos trabalhos tem entre os autores ao menos um graduado em Psicologia. A análise de conteúdo foi agrupada em dois eixos: Relato de Experiência (aproximadamente 47% dos trabalhos) e pesquisas cientificadas (aproximadamente 53% dos trabalhos). No eixo de Relato de Experiência, pudemos observar que há um predomínio de trabalhos sendo realizados c... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The psychologist is to contribute about sexuality and sexual education, involving the construction of the subjectivity of the human being, through a cultural and social-historic process. This paper tried to analyze the State of Art about the academic/scientific production of the National Congresses of School Psychology (CONPE), promoted by ABRAPEE from 2007 to 2017, in the sexuality and sexual education thematic. It was searched in the abstracts published in the annals of the congresses the words Sexuality, Sexual Education and Sexual Orientation in the abstract title, as well as in the scope and key words. The analysis of the data was made in a qualitative and quantitative way, using the Minayo criteria for the qualitative one. The 42 articles were found on the six CONPEs analyzed, which correspond to 1,09% of the total of abstracts, being presented in all the CONAPEs. There was an oscillation regarding the percentage of abstracts related to the thematic in each of the years, without a regularity between them. The biggest part of the papers was from the southeast of Brasil, and there is a predominance of female authors and almost all the papers have, among the authors, one person graduated in psychology. The analysis of the content was grouped in two axes: experience report (around 47% of the papers) and scientific research (around 53% of the papers). In the axe of experience report, we could observe that there was a predominance of works being done with teenagers in a pedag... (Complete abstract click electronic access below) / Doutor

The primary purpose of this study was to determine whether or not the reported educational level and occupation of a child's parents affects school psychologists' judgments about the child. Specifically, given data which might support recommendations for either inclusion in or exclusion from programs for the learning disabled, the question is, would the parents' socioeconomic status significantly affect conclusions reached by school psychologists about placement in learning disability classes? A secondary purpose of the study was to determine the affects of implied socioeconomic status on psychologists' recommendations for integration in regular classes and prognosis for future school success, with and without provision of special help to the child.Three hundred subjects were selected from the 1979 Membership Directory of the National Association of School Psychologists. The Ss were selected randomly by assigning a number to each and drawing the numbers at random from a box. One hundred subjects were randomly assigned to each of three groups, two for experiemntal and one for control purposes. In February of 1980 all subjects were mailed psychological reports which included identifying and background information, referral reasons, and test results. Three versions of this report were used. These reports were identical in every respect except for information on parental education and occupation. The report provided to subjects in one experimental group indicated that the parents of the child in question had attained relatively high educational and occupational status. The report provided to subjects in the second experimental group indicated that the parents of the child in question had not finished high school and had public assistance as their main source of income. The subjects in the control group were given no information on parental education or occupation.The subjects in all three groups were asked to make judgments on four Likert-type affirmative statements. These pertained to the subjects' judgments regarding the appropriateness of placement in programs for the learning disabled, the likelihood of future academic success with and without the provision of special services, and the desirable percentage of integration in regular classes. The subjects were also asked to provide information on their own age, experience, education, certification status, and state where employed.172 of the 300 subjects (57.) returned usable response forms. Inspection of the demographic information revealed similar characteristics among the subjects in the three groups on mean age, mean years of experience, education certification status, and geographic location.Chi-Square and one-way analysis of variance were used to determine significant relationships and differences among the three groups' judgments or the Likert-type scales. Hypothesis I, which stated no significant relationship existed between the subjects' recommendations for placement in classes for the learning disabled and the parents' education and occupation, was not rejected.Hypothesis II, which stated that no significant relationship existed between the subjects' judgment regarding the likelihood of future academic success without the provision of special help and the parents' education and occupation, was not rejected. No significant relationship was found between the subjects' judgment regarding future academic success with the provision of special help and the parents' education and occupation. Thus, Hypothesis III was also not rejected.A one-way analysis of variance indicated no significant differences between the three groups on the mean percentage of integration in regular classes; thus, Hypothesis IV was not rejected.Within the limitations of the present study, several conclusions were made based on the statistical analyses of the data. In the present study parental education and occupation did not influence school psychologists' judgments regarding placement of a child in classes for the learning disabled, prognosis for future academic success with or without special help, and percentage of integration in regular classes.Recommendations were made for further research on the effects of bias caused by socioeconomic status and other variables. These included research utilizing similar designs in vivo studies, and matched group comparison of children already placed in classes for the learning disabled.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

No description available.

Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.