書誌情報/抄録

Understanding School Psychologists' Role Identities Through ADHD Related Practices

Illouz, Evan.   Pace University ProQuest Dissertations Publishing,  2015. 3663672.

抄録 (要約)

School psychologists are trained and expected to assume a wide variety of roles when functioning within the school system. From traditional roles involving assessment, intervention, and consultation practices, to more emerging roles utilizing data-driven approaches, school psychologists are equipped to work with students with a diversity of difficulties, such as those with attention-deficit/hyperactivity disorder (ADHD).

While previous research has identified the variety and frequency of practices school psychologists engage in when interacting with ADHD students, the present study attempted to take a new approach in organizing this information to better understand role identities and their external correlates. In order to examine school psychologists' identified roles, members from the New York Association of School Psychologists (NYASP) completed a survey assessing their beliefs about school psychologists' involvement in working with children with ADHD.

Utilizing a latent class analysis (LCA), results indicated that three distinct role identities emerged from the survey data: 1) primary assessment role, 2) broad practice role, and 3) standard role. To better understand the characteristics of these roles, emergent classes were then compared on the basis of reported demographic, employment setting, job satisfaction, and practice discrepancy information. Limitations of the present study, directions for future research, and implications for the field of school-clinical child psychology were discussed.

インデキシング (詳細)


主題
Psychology
分類
0621: Psychology
識別子 / キーワード
Psychology; ADHD; Latent class analysis; Roles; School psychology
タイトル
Understanding School Psychologists' Role Identities Through ADHD Related Practices
著者
Illouz, Evan
ページ数
112
学位授与日
2015
学校コード
0483
リソース
DAI-B 76/11(E), Dissertation Abstracts International
出版地
Ann Arbor
出版国
United States
ISBN
978-1-321-96079-2
アドバイザー
Stokes, John
大学/教育機関
Pace University
大学の所在地
United States -- New York
学位称号
Psy.D.
リソースタイプ
学位論文
言語
英語
ドキュメントのタイプ
Dissertation/Thesis
学術論群/論文番号
3663672
ProQuest 文書 ID
1702105074
著作権
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
https://www.proquest.com/unauthdocview/1702105074