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Trauma-Informed Knowledge and Practices in School Psychology: A Pilot Study and Review
Journal of Applied School Psychology, 2019Growing acknowledgement that adverse childhood experiences are widespread and can threaten healthy development has led to advocacy for schools to systematically incorporate trauma-sensitive practices and policies.
Aaron A. Gubi +5 more
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School Psychology and School Psychologists
School Psychology International, 1982The non-defined professional activity of the school psychologist has brought him to cope with a variety of school problems which need knowledge from other branches of psychology. Thus school psychology as a discipline becomes unclear regarding the limits of its approach and activities.
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Canadian Journal of School Psychology, 2019
The Canadian Journal of School Psychology (CJSP) is offering scholars the opportunity to register research reports and make research protocols publicly available to promote replication, transparency, credibility, and utility for clinical practice.
S. Shaw +2 more
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The Canadian Journal of School Psychology (CJSP) is offering scholars the opportunity to register research reports and make research protocols publicly available to promote replication, transparency, credibility, and utility for clinical practice.
S. Shaw +2 more
semanticscholar +1 more source
A Lack of Exposure to School Psychology Within Undergraduate Psychology Coursework
Teaching of psychology, 2019School psychology is experiencing a personnel shortage crisis, and scholars suggest that a possible contributing factor is its underrepresentation in undergraduate psychology curricula.
Joel O. Bocanegra +4 more
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Charter Schools and School Psychology
Contemporary School Psychology, 2019Charter schools are a growing phenomenon in the contemporary educational landscape. In this article, charter schools are defined, and the various reasons that contributed to the creation of, and interest in, charter schools are briefly described. Select examples of successful, well-performing charters are profiled, along with criticisms of charter ...
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2015
Central to building a positive institution is the integration of psychological services into the daily operation of schools. While an ideal model would see the psychologist as a specialist staff member it also focuses on building organisational capabilities to strengthen the reach of psychological specialists. With current psychologist-tostudent ratios
Zoë Alford, Mathew A. White
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Central to building a positive institution is the integration of psychological services into the daily operation of schools. While an ideal model would see the psychologist as a specialist staff member it also focuses on building organisational capabilities to strengthen the reach of psychological specialists. With current psychologist-tostudent ratios
Zoë Alford, Mathew A. White
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1975
The principles of psychology are as old as mankind itself yet as an independent science psychology is one of the youngest. This paradoxical state of affairs can be readily understood by a brief review of its interesting history — from psychology as a division of philosophy to the scientific psychological knowledge gained almpst exclusively during the ...
R. R. Tilleard-Cole, J. Marks
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The principles of psychology are as old as mankind itself yet as an independent science psychology is one of the youngest. This paradoxical state of affairs can be readily understood by a brief review of its interesting history — from psychology as a division of philosophy to the scientific psychological knowledge gained almpst exclusively during the ...
R. R. Tilleard-Cole, J. Marks
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School Psychology International, 1992
This article considers the report by Oakland and Cunningham (this issue, pp. 99-129) in the light of four broad issues: (1) conceptions about present-day psychology and education; (2) topics which appear to be central to school psychology; (3) requirements for effective research and evaluation; and (4) limits to the resources available to school ...
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This article considers the report by Oakland and Cunningham (this issue, pp. 99-129) in the light of four broad issues: (1) conceptions about present-day psychology and education; (2) topics which appear to be central to school psychology; (3) requirements for effective research and evaluation; and (4) limits to the resources available to school ...
openaire +1 more source