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Autor/inn/en | Powers, Kristin; Hagans, Kristi S.; Lacy, Katherine |
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Titel | The Results of a Federally Funded Long-Term Consultation Training Model |
Quelle | In: Journal of Educational and Psychological Consultation, 33 (2023) 1, S.88-113 (26 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Powers, Kristin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1047-4412 |
DOI | 10.1080/10474412.2022.2070494 |
Schlagwörter | School Psychology; School Psychologists; Consultation Programs; Counselor Training; State Universities; Skill Development; Multi Tiered Systems of Support; Student Recruitment; College Students; Nontraditional Education; Curriculum Development; Grants; Alumni; School Holding Power; Training Objectives; Internship Programs; California (Long Beach) Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Fachberatung; Staatliche Universität; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Non-traditional education; Alternative Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grant; Finanzielle Beihilfe; Training objectiv; Ausbildungsziel; Trainingsziel; Berufspraktische Ausbildung |
Abstract | For over 10 years, and prior to the release of the 2020 NASP standards, school psychology faculty at California State University, Long Beach have sought to broaden the training and preservice experiences of our students in consultation and systems change. The coauthors sought and obtained federal funding to provide scholarships for our students to engage in extensive readings, discussions, and fieldwork activities that went beyond our core program to increase students' skill development and confidence in promoting a multitiered system of support (MTSS). Simultaneously, we sought to recruit, retain, and graduate more diverse school psychology students. Our nontraditional training and recruitment activities as well as the short- and long-term outcomes of this project are described. The results of this initiative include a significant increase in diverse school psychologists, curriculum changes to incorporate training grant opportunities for all program students, and alumni who report competence in engaging in consultation at the systems-level. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |