A5042268401- Educational and Psychological Assessments
- Behavioral and Psychological Studies
- Child and Adolescent Psychosocial and Emotional Development
- Counseling Practices and Supervision
- Cognitive Abilities and Testing
- Family and Disability Support Research
- Counseling, Therapy, and Family Dynamics
- Academic and Historical Perspectives in Psychology
- Psychometric Methodologies and Testing
- Innovative Teaching and Learning Methods
- Bullying, Victimization, and Aggression
- Community Health and Development
- Early Childhood Education and Development
- Collaborative Teaching and Inclusion
- Language, Discourse, Communication Strategies
- Communication in Education and Healthcare
- Parental Involvement in Education
- Health and Well-being Studies
- Digital Mental Health Interventions
- Complex Systems and Decision Making
- Psychology of Social Influence
- Cognitive Science and Mapping
- Higher Education Research Studies
- Psychological Testing and Assessment
- Reading and Literacy Development
San Francisco State University
2002-2014
University of Nebraska–Lincoln
1988-2000
Nebraska Department of Education
1990-1995
University of North Carolina at Chapel Hill
1993
Louisiana State University
1991
University of Lincoln
1981
University of Manitoba
1969
This article presents the Multicultural Counseling Inventory, a self-report instrument that measures multicultural counseling competencies in counselors.
A conceptual model (paradigm) for school psychology is presented based upon ecological and contextual considerations that frame the practice, training, research agendas of field. We argue despite previous calls by noteworthy scholars, has failed to heed efforts move toward effective prevention intervention models service. provide a synthesis issues have prevailed limit quality psychological services during past decades (i.e., anomaly), integrate contemporary theoretical advances address core...
Abstract Traditional medical model service delivery systems have facilitated the creation of nationwide mental health and education pandemics for children youth. The characteristics shortcomings approaches leading to these problems are explicated, including focus services on individuals rather than populations, relying almost exclusively remediation prevention early intervention, unintentionally creating a severe shortage providers, providing treatments that lack sufficient efficacy. An...
This article systematically reviews the available research on rational emotive behavioral therapy (REBT) with children and adolescents. Meta-analytic procedures were applied to 19 studies that met inclusion criteria. The overall mean weighted effect of REBT was positive significant. Weighted z r sizes also computed for five outcome categories: anxiety, disruptive behaviors, irrationality, self-concept, grade point average. In terms magnitude, largest behaviors. Analyses revealed following...
When attempting to consult with school personnel, psychologists frequently encounter various forms of resistance. This paper conceptualizes resistance consultation services within a behavioral/cognitive behavioral framework, and discusses how can result from contingencies operating at both the system building levels.
We take a look back to 1995 when Conoley and Gutkin shared their vision for an adult-focused practice of school psychology with primary focus on developing health-promoting systems schoolage children. then the present what has happened not substantiate vision. found very encouraging developments continuing challenges in research targets roles psychologists. There is no shortage evidence-based strategies improve experience all The opportunities offered by, example, Multi-Tiered Systems...
This study investigated teacher resistance to real-world school-based consultation services delivered by school psychologists. In 2 analyses, the predictive power of both proximal and distal variables was examined with regard reported use over course 1998—1999 year elementary teachers. primaryfindings,factor analysis survey items yielded 8 variable factors: School Psychologist Characteristics, Principal Support for Consultation, Personal Teaching Efficacy, Teacher—School Similarity,...
This study sought to examine the subjective perceptions of consultees as they related a variety assumptions regarding school-based consultation. Levels II, III, and IV (Meyers, Parsons, & Martin, 1979) consultation services were delivered 191 teachers. Independent variables included consultees' expressed understanding processes, interest in active participation during interactions, consultants' process (i.e., communication) skills, content expertise knowledge psychological principles),...