Preparation of School Psychologists To Serve as Consultants for Teachers of Emotionally Disturbed Children.

Autor/inn/en	Kratochwill, Thomas R.; Sheridan, Susan M.
Institution	Wisconsin Center for Education Research, Madison.
Titel	Preparation of School Psychologists To Serve as Consultants for Teachers of Emotionally Disturbed Children.
Quelle	(1987), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Consultants; Emotional Disturbances; Graduate Students; Higher Education; Intervention; Program Evaluation; School Psychologists; Special Education; Special Education Teachers; Student Problems + Suchen Sie Ihr Suchwort? Consultant; Berater; Gefühlsstörung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Studienproblem
Abstract	Training behavioral consultants in the school psychology field has emerged as a high priority, with most efforts centering on training consultants to assist teachers in solving children's academic and behavioral problems in the regular classroom. With the growing success of consultation procedures in applied settings, a corresponding need has developed for effective training of behavioral consultants to work with special education teachers whose students experience more severe academic and social problems. This project involved a preservice training program in which five school psychology graduate students were required to master such behavioral consultation skills as problem identification, problem analysis, intervention strategies, and treatment evaluation. These students then served as consultants to five special education teachers of severely emotionally distured children. Four dimensions of the preservice training program were evaluated: (1) student acquisition of specific consultation skills; (2) teachers' implementation of intervention programs developed through the consultation process; (3) individual programs implemented with children identified as severely emotionally disturbed; and (4) the training program itself, by comparing it to a matched control sample in the public school. Implications for future training of school psychologists and resolving barriers in working with teachers in applied settings are presented. A five-page reference list is provided. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01