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History of psychology chapter 19
History of psychology chapter 19
History of psychology chapter 19
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In determining what should be the function of a school psychologist, the standards set by the governing professional organization should be considered. The National Association of School Psychologists (NASP) is that organization. Leaders of NASP have a unique view of where the field has been based on its history, and where it is currently. Perhaps most importantly, they have a view of where the field should change for the future based on the results of research.
Tilley suggests that “special education structures have remained fixed for more than 30 years” (2008, p. 23) and raises the question of how school psychology can more to a problem solving model in this “fixed” environment. In response to his own question, he finds a difference between the safeguards that are mandated (due process, procedural safeguards, quality assessments and Individualized Educational Programs) versus how these mandates are achieved.
Reschley (2008) also explores the paradigm shift of the field of school psychology. He states that two thirds of a psychologists time is currently spend on classifying students and possibly placing them in special education. However, based on survey data, these same psychologists would rather spend more of their time in “direct and indirect interventions” (Reschley, p. 5). Reschley identifies several factors that are influencing the field of school psychology away from the emphasis on individual assessment and placement. First, he states that there is a strong emphasis from governmental leaders to implement empirically based interventions to increase achievement levels for all students. Second, he notes that there have been “equivocal results” in the past (Reschley, p. 6) from investments in special education fo...
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...vidence-based practices, much of the research has yet to be completed. Regardless of these challenges, Tilly (2008) calls the implementation of those interventions with proven positive results “a moral and ethical issue” (p. 34). By contributing to this focus, school psychologists will move toward accomplishing their purpose of helping students.
References
Reschly, D. J. (2008). School psychology paradigm shift and beyond. In A. Thomas and J. Grimes (eds.), Best Practices in School Psychology V: Vol. 1 (pp. 3-15). Bethesda, MD: National Association of School Psychologists.
Tilly, W. D. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas and J. Grimes (eds.), Best Practices in School Psychology V: Vol. 1 (pp. 17-36). Bethesda, MD: National Association of School Psychologists.
The World of Psychology. (2002). A Pearson Education Company. Boston, MA: Samuel Wood & Ellen Green Wood p. 593
Hehir, T. (2009). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
According to standard III.2.1, "School psychologists explain their professional competencies, roles, assignments, and working relationships with recipients of services and others in their work setting in a forthright and understandable manner. School psychologists explain all professional services to clients in a clear, understandable manner". Extending on the exclusion of an explanation of service to the students, it is also concerning that the school psychologist did not receive assent from the students. According to standard I.1.4, school psychologist should "encourage a minor student 's voluntary participation in decision making about school psychological services as much as feasible", and there was not mention of the school psychologist attempting to inform the students about the counseling session, or asking for their participation. Finally, according to standard II.3.10, school psychologists should" encourage and promote parental participation in designing interventions for their children". It seems as if the school psychologist determined who would participate in the counseling sessions solely based on the teacher 's opinion of the
A longstanding national issue that continues to concern the public is the disproportionate representation of children from diverse racial and ethnic backgrounds in special education. The fact is that the proportion of minority students in the population of school-age children has risen dramatically to over 35%, which is increasing the diversity of students in many public schools throughout the nation. This makes the phenomenon of disproportionality especially troubling. With a growing population of minority children comprising a greater percentage of public school students, we must be responsive to the growing needs of an increasingly diverse society. The overrepresentation of minority students in special education has been posed as an issue for more than 3 decades, but it is worth asking whether the efforts of legislative actions, educational reforms and legal challenges have really made improvements to this issue. More importantly, disproportionality should be examined as a correlation to underlying conditions that can pose a great effect upon not only the quality of a child’s education, but also ______.
Steve and I explored his feelings about having an IEP and in turn receiving special education courses. Throughout our sessions, Steve became visibly upset, often times expressing dislike towards other kids in special education. Furthermore, Steve was adamant about not needing “slower” classes than other high school students. In Brandell (2010), “A confrontation of resistance should be offered in the spirit of analytic inquiry, with the clear intent to engage the client’s curiosity and self-observation” (p. 248). In a relational working alliance, I challenged Steve in attempt to promote self-awareness. Awareness of the defenses he was embracing in order to deal with the stigma attached to special education labeling, defenses that were interfering with his academic success.
There are several school-level processes that may affect student outcomes either as direct effects of instructional practice or indirectly through support of students’ social-psychological needs (Rowan, B., Chiang, F.-S., Miller, R. J., 1996).
The role of a pediatric psychologist is to overall treat children with behavior disorders and have the basic concerns of prevention; therefore, a passion for helping children is vital. When asked how important it was to have a passion for helping children, Arthur Robin, the Director of Psychology Training at the Children’s Hospital of Michigan, quickly responded, “Passion is fundamental. It is the key difference between being a clarinetist and playing the clarinet” (Robin). Along with passion and enthusiasm for their work, it is crucial for psychologists to be able to develop clear, swaying messages and listen and respond to the grievances of children. With an increase in child crime, child abuse and mental illnesses among children due to unhealthy negative environment, the job of a child psychologist has gained significant importance in recent years.
Synopsis of Article: This article explains the relationship between Education and Psychology and how Psychology plays a dominant role in understanding ideas and the material in Education. It delineates the contribution of psychology to education from the view of society and then from the work of a psychologist. It focuses on natural tendencies in human nature that influence the learning process and also the affect our surroundings have on learning. The article shows how Psychology contributes to methods of teaching and also methods of learning tremendously. It explains the importance of psychologists in making new discoveries and progression in all aspects of psychology and the role these discoveries play in Education. The article also informs us how intelligence stems from our offspr...
American Psychologists, 47(2), 308-318. Robins R.W, Gosling S.D & Craik R.H (1999) An Empirical Analysis of Trends in Psychology. American Psychologists, 54(2), 117-128. Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND INSTRUCTION.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
The debate of mainstreaming children with a disability challenges the idea of having an enclosed environment where they can effectively learn. University of Missouri, College of Education states, “The term ‘special needs’ is used to collectively define those that require assistance due to physical, mental, behavioral, or medical disabilities or delays” ( .) Opponents who encourage mainstreaming argue that mainstreaming special needs children is beneficial. They claim children with a disability should receive equivalent access to public education and not be left behind because of an impairment. Many also dispute attempts should be made to develop tests to measure academic achievement. Aron and Loprest state “Reforming special education cannot be done in isolation; it requires integration with reforms being made in general education” (116). However, there are many problems the education system is going to face if children with a disability are integrated into standard classes.
However, it still met with inconsistent criticism due to the myth that “positive intervention” doesn’t work and draining resources of regular courses. However, evidences shown prove the opposite effect. Special education is constant need of more funding – especially when it constantly gets budget cuts from congress and thus, schools are unable to keep up with the afford to provide the necessary need of special education (Wall 2014). So the myth of special education draining resources is the no way the truth. How could they be able to drained resources from other students if the programs themselves are in limited supply? Lack of understanding and easy to become a scapegoat for the blame of overall score of a school being poor is quite easy to pit the blame. Another reasoning is due to socialization—the label of being placed in special education is rather an unfortunate burden that could follow the child (Huerta 2015). Often times, stereotypes are attached and are considered inferior to other students, potentially adding onto potential fears. In order to improve any form of education for special education, funding a provided them resources should be considered the first thing to look
Special education is such a broad and sensitive topic to talk about as well as the several issues that come with the Special education topic. And although there are a variety of issues, such as: special education children being accepted, segregated from their peers, the financial ability to support many special education programs, and the fact that a lot of teachers are not properly certified and do not know how to handle special needs children; there are also many resolutions. Special education Awareness, peer understanding, support from the local and state government, proper teacher certification, and most importantly social unity and understanding amongst peers are all a part of this controversial issue and they will also help maintain and resolve the growing concerns in the Special education programs and the children.
One of the more popular areas of psychology is Educational Psychology. Educational Psychology can be explained several ways. The idea is to study theories and concepts from different parts of psychology and apply them in educational settings. These educational settings may occur in different school settings such as preschool. The goal of educational psychology is to create a positive student-teacher relationship. Educational psychology uses five different types of psychology, behavioral, cognitive, developmental, and social cognitive, and constructivist in this research paper I will be briefly discussing each type of psychology listed above.