International Knowledge Displayed by School Psychology Students in the United States

2012 ◽  
Author(s):  
Carmelo Callueng ◽  
Douglas Jones ◽  
Thomas D. Oakland
Keyword(s):  
United States ◽  
School Psychology ◽  
Psychology Students ◽  
The United States ◽  
International Knowledge ◽  
School Psychology Students

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

2021 ◽  
pp. 009862832110242
Author(s):  
Susan M. Loftus-Rattan ◽  
Mahri Wrightington ◽  
Jenlyn Furey ◽  
Jessica Case
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
School Psychologists ◽  
Ecological Model ◽  
Well Being ◽  
Psychology Students ◽  
The United States ◽  
Ecological Approach ◽  
Tiered System ◽  
Main Components

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

scholarly journals Failing Grade: 89% of Introduction-to-Psychology Textbooks That Define or Explain Statistical Significance Do So Incorrectly

2019 ◽  
Vol 2 (3) ◽  
pp. 233-239 ◽  
Author(s):  
Scott A. Cassidy ◽  
Ralitza Dimova ◽  
Benjamin Giguère ◽  
Jeffrey R. Spence ◽  
David J. Stanley
Keyword(s):  
United States ◽  
Null Hypothesis ◽  
Classroom Instruction ◽  
Statistical Significance ◽  
Psychology Students ◽  
The United States ◽  
Introductory Psychology ◽  
Significance Testing ◽  
Null Hypothesis Significance Testing ◽  
Do So

Null-hypothesis significance testing (NHST) is commonly used in psychology; however, it is widely acknowledged that NHST is not well understood by either psychology professors or psychology students. In the current study, we investigated whether introduction-to-psychology textbooks accurately define and explain statistical significance. We examined 30 introductory-psychology textbooks, including the best-selling books from the United States and Canada, and found that 89% incorrectly defined or explained statistical significance. Incorrect definitions and explanations were most often consistent with the odds-against-chance fallacy. These results suggest that it is common for introduction-to-psychology students to be taught incorrect interpretations of statistical significance. We hope that our results will create awareness among authors of introductory-psychology books and provide the impetus for corrective action. To help with classroom instruction, we provide slides that correctly describe NHST and may be useful for introductory-psychology instructors.

Expectation and Attractiveness of Group Membership as Functions of Task Difficulty and Magnitude of Reward

1966 ◽  
Vol 18 (2) ◽  
pp. 471-482 ◽  
Author(s):  
Carl Wagner
Keyword(s):  
High School ◽  
School Psychology ◽  
Task Difficulty ◽  
Group Membership ◽  
Psychology Students ◽  
Separate Sample ◽  
Post Hoc Analysis ◽  
Independent Variation ◽  
School Psychology Students ◽  
Post Hoc

Expectation and attractiveness of group membership were measured under conditions of concurrent but independent variation of task difficulty and associated reward magnitude. The experiment was initially performed on a sample of 108 high school psychology students and was replicated on a separate sample of 99 Ss from the same population. In both experiments, the results indicated that task difficulty affected neither dependent variable, but that both expectation and attractiveness increased with greater magnitude of reward. With task difficulty held constant, goal attractiveness varied directly with magnitude of reward, and, by implication, with goal expectation. A post hoc analysis suggested that the effects of magnitude of reward upon attractiveness of group membership were mediated via expectation of attaining this goal.

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