Streszczenie/szczegóły

Understanding School Psychologists' Role Identities Through ADHD Related Practices

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

Streszczenie (podsumowanie)

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.

Indeksowanie (szczegóły)


Temat
Psychology
Klasyfikacja
0621: Psychology
Identyfikator/słowo kluczowe
Psychology; ADHD; Latent class analysis; Roles; School psychology
Tytuł
Understanding School Psychologists' Role Identities Through ADHD Related Practices
Autor
Illouz, Evan
Liczba stron
112
Data uzyskania stopnia
2015
Kod uczelni
0483
Źródło
DAI-B 76/11(E), Dissertation Abstracts International
Miejsce publikacji
Ann Arbor
Kraj publikacji
United States
ISBN
978-1-321-96079-2
Promotor
Stokes, John
Uniwersytet/instytucja
Pace University
Lokalizacja uniwersytetu
United States -- New York
Stopień
Psy.D.
Typ źródła
Dysertacja lub praca dyplomowa
Język
Angielski
Rodzaj dokumentu
Dissertation/Thesis
Numer dysertacji/pracy dyplomowej
3663672
ID dokumentu w serwisie ProQuest
1702105074
Prawa autorskie
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
https://www.proquest.com/unauthdocview/1702105074