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Milliren, Al; Wingett, Wes – Journal of Invitational Theory and Practice, 2004
Through the use of case examples, the authors present the concept that behavior might best be viewed from the perspective of "goal directedness" as opposed to internal or external causality. With an understanding of the individual's psychological movement, teachers and counselors might be in a better position to provide more effective and inviting…
Descriptors: Psychological Services, Student Behavior, Goal Orientation, Counseling Effectiveness
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Vondracek, Fred W.; Porfeli, Erik J. – Counseling Psychologist, 2002
The articles in this major contribution on counseling psychology in schools demonstrate that developmental-contextualism is a metatheoretical framework that is relevant and useful for the work of counseling psychologists. The actual utility of the framework depends on the user's having a clear understanding of its basic constructs and underlying…
Descriptors: Psychologists, Systems Approach, Counseling Psychology, Misconceptions
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Oakland, Thomas D. – American Psychologist, 2003
International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development.…
Descriptors: School Psychology, School Psychologists, Children, Youth
Miller, David N.; Nickerson, Amanda B. – California School Psychologist, 2006
Projective techniques continue to be widely used by school psychologists despite frequent criticisms of their use. This article reviews contemporary validity issues in the use of projective techniques with children and adolescents, including incremental validity, treatment validity, and problems associated with professional judgment and…
Descriptors: School Psychologists, Validity, Projective Measures, School Psychology
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Worrell, Travis G; Skaggs, Gary E.; Brown, Michael B. – School Psychology International, 2006
School psychologists have consistently been found to have high levels of job satisfaction. The purpose of this study was to identify the current level of job satisfaction for practicing school psychologists and examine the changes over the past 22 years. Surveys were sent to 500 randomly selected members of the National Association of School…
Descriptors: National Surveys, School Psychology, Job Security, Job Satisfaction
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Psalti, Anastasia – School Psychology International, 2007
The recent dramatic changes in the makeup of the student population in Greek schools pointed to the need for designing and implementing new educational and teacher training programmes that would incorporate the educational needs of newcomers. Such a teacher training programme aiming at developing Greek teachers' cultural awareness and empowerment…
Descriptors: Foreign Countries, Learning Modules, Educational Environment, Educational Needs
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Simner, Marvin L.; Mitchell, John B. – Canadian Journal of School Psychology, 2007
The Test of English as a Foreign Language (TOEFL) is widely used to screen university applicants for whom English is not their native language. Although the cutoff scores vary, in Ontario those with scores much lower than 550 are rarely admitted to any university. Two exceptions are the University of Western Ontario and its affiliate, Brescia…
Descriptors: Foreign Countries, Program Validation, English (Second Language), Standardized Tests
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Spalding, Elizabeth; Savage, Todd A.; Garcia, Jesus – Teachers College Record, 2007
Background: Experiential learning has been posited as an approach to influencing preservice teachers' understanding of diversity and social justice. The research reported here examined the impact of a field-based experience in Poland focused on the Holocaust as it pertained to the beliefs and actions of 12 future education professionals. This…
Descriptors: Social Justice, Preservice Teacher Education, Preservice Teachers, Graduate Students
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Evans, Linda; Oehler-Stinnett, Judy – School Psychology International, 2006
Worldwide children are impacted by natural disasters, including hurricanes, floods, tornadoes, earthquakes, wildfires, landslides and sandstorms, winter and severe storms, heat waves, volcanoes and tsunamis. School psychologists should understand natural disaster effects, such as economic loss, relocation and health concerns and mental health…
Descriptors: School Psychology, Natural Disasters, Mental Health, School Psychologists
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Baker, Jean A.; Kamphaus, Randy W.; Horne, Arthur M.; Winsor, Anne P. – School Psychology Review, 2006
American schoolchildren show tremendous academic as well as intra- and interpersonal behavioral differences in the classroom. Current service delivery models within schools may be insufficient to meet the demand and diversity of students' needs, especially in schools serving students placed at risk by adverse life circumstances, such as poverty.…
Descriptors: Mental Health Programs, High Risk Students, Student Needs, Intervention
Winikur, David W. – 1982
The paper reviews a collaborative effort in New Jersey to review their special education service delivery system with the intention of looking for alternatives to the labeling of children. Problems with the current labeling system are considered, and difficulties in creating change are pointed out. New Jersey's model for change is described in…
Descriptors: Change Strategies, Delivery Systems, Disabilities, Elementary Secondary Education
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Buckhalt, Joseph A. – 1984
The identity problems of school psychologists are complicated by the emergence of applied developmental psychology. Traditionally, school psychology has recognized developmental psychology as one of its major foundations; however, the two fields are not synonymous. School psychology also applies other disciplinary practices, and conversely, all…
Descriptors: Developmental Psychology, Doctoral Programs, Professional Recognition, Program Design
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Burns, Roger G.; Rupiper, Omer J. – Psychology in the Schools, 1977
This investigation was undertaken to determine if there were general and specific trends within school psychology between the years 1960 and 1975 as reflected by both the content presented and the changing amount of emphasis given to specific topics within school psychology textbooks. Data indicated trends in publication were present. (Author)
Descriptors: Educational Change, Publications, Research Projects, School Psychologists
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Fagen, Thomas K. – School Psychology Review, 1986
The professional literature of school psychology has developed from varied educational and psychological sources. Only in the past 25 years has a specific school psychology literature been identifiable. A chronology of literature development and a discussion of trends and potential impact are provided. (Author/LMO)
Descriptors: Educational History, Elementary Secondary Education, Information Sources, Literature Reviews
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Crissey, Marie Skodak – Journal of School Psychology, 1983
Presents an account of the author's early vocational experiences which contributed to a career in school psychology. Provides a practitioner's view of activities and responsibilities and their implications for training and the future. (Author/JAC)
Descriptors: Counselor Role, Counselor Training, Elementary Secondary Education, Personal Narratives
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