Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists

Autor/inn/en	Davies, Susan C.; Ray, Ashlyn M.
Titel	Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists
Quelle	In: Contemporary School Psychology, 18 (2014) 1, S.81-89 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-013-0003-5
Schlagwörter	Trauma; Brain; Injuries; School Psychologists; School Psychology; Improvement Programs; Capacity Building; Training Methods; Counselor Training; Statistical Analysis; Qualitative Research; Skill Development; Followup Studies; Decision Making; Decision Making Skills; Self Efficacy; Program Effectiveness; Program Evaluation + Suchen Sie Ihr Suchwort? Gehirn; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Effizienzsteigerung; Didaktik; Trainingsmaßnahme; Statistische Analyse; Qualitative Forschung; Kompetenzentwicklung; Qualifikationsentwicklung; Follow-up studies; Kontaktstudium; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Programme evaluation; Programmevaluation
Abstract	The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative survey analysis indicated there was little increase in knowledge and skills from pre-training to 1-year follow-up, although participants did increase in confidence related to their decision-making abilities in working with students with TBI. The data indicate a need for future study of more effective training models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10