摘要/索引

Understanding School Psychologists' Role Identities Through ADHD Related Practices

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

摘要 (概要)

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.

索引(详情)


主题
Psychology
分类
0621: Psychology
标识符/关键字
Psychology; ADHD; Latent class analysis; Roles; School psychology
标题
Understanding School Psychologists' Role Identities Through ADHD Related Practices
作者
Illouz, Evan
页数
112
学位日期
2015
学校代码
0483
来源
DAI-B 76/11(E), Dissertation Abstracts International
出版地
Ann Arbor
出版物国家/地区
United States
ISBN
978-1-321-96079-2
导师
Stokes, John
大学/单位
Pace University
大学位置
United States -- New York
学位
Psy.D.
来源类型
学位论文
语言
英语
文档类型
Dissertation/Thesis
学位论文/毕业论文编号
3663672
ProQuest 文档 ID
1702105074
版权
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
https://www.proquest.com/unauthdocview/1702105074