How Can Psychological Assessment Inform Classroom Practice? The Role of the School Psychologist in Canadian Schools

2011 ◽  
pp. 107-132
Author(s):  
Joan Jeary ◽  
Vicki L. Schwean
Keyword(s):  
Psychological Assessment ◽  
Classroom Practice ◽  
School Psychologist

Diabetes Management in the School Setting: The Role of the School Psychologist

1984 ◽  
Vol 13 (2) ◽  
pp. 192-203
Author(s):  
Alan M. Delamater ◽  
Elizabeth Warren-Boulton ◽  
Jeanne Bubb ◽  
Edwin B. Fisher
Keyword(s):  
Diabetes Management ◽  
School Setting ◽  
School Psychologist

The Changing Role of the School Psychologist

1984 ◽  
Vol 1 (1) ◽  
pp. 10-13 ◽  
Author(s):  
Margaret Lord ◽  
Vicki McKenzie ◽  
Sue O'Brien ◽  
Cheryl Semmens
Keyword(s):  
Social Workers ◽  
Student Services ◽  
School Psychologist ◽  
Psychological Services ◽  
School Based ◽  
School Psychological Services ◽  
Changing Role ◽  
Speech Therapists

School psychological services in Victoria are provided by Student Services, which is not a school based service. The staff includes Guidance Officers, Psychology Officers, Social Workers, Welfare Officers, Interpreters and Speech Therapists. Services are provided to pre-schools, special facilities, government and registered schools. This paper focuses on the psychological services provided.

An act of GRACE? What do contemporary understandings in psychology have to contribute to the future of gifted education?

2012 ◽  
Vol 29 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Barry J. Hymer
Keyword(s):  
Social Constructivism ◽  
Gifted Education ◽  
Classroom Practice ◽  
The Future ◽  
Research Domains

Drawing on a variety of research domains and traditions, this article presents a contemporary and evidence-led model for understanding the development of gifts and talents. In so doing and arguing largely – but not exclusively – from within the stance of social-constructivism, it is suggested that accounts of gift-development that emphasise the role of innate capacities lead frequently to tired debates around identification, labelling and resourcing, and away from the more vital discourses around gifted provision and gift-creation. The implications for classroom practice deriving from traditional and emerging ontological and epistemological conceptualisations of giftedness are presented.

scholarly journals Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Addis Ababa ◽  
Pedagogical Beliefs ◽  
Ethical Education ◽  
Policy Narratives

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.

The Role of Stress in Interpreting the Dexamethasone Suppression Test

1992 ◽  
Vol 37 (10) ◽  
pp. 724-727 ◽  
Author(s):  
Jane Blouin ◽  
Eric Spindler ◽  
Edgardo Perez ◽  
Arthur Blouin ◽  
Steven Hotz ◽  
...  
Keyword(s):  
Environmental Stress ◽  
Psychological Assessment ◽  
Confounding Factor ◽  
Dexamethasone Suppression Test ◽  
Blood Tests ◽  
Routine Administration ◽  
Suppression Test ◽  
Cortisol Suppression ◽  
Dexamethasone Suppression

Stress has been implicated as a major confounding factor in the interpretation of Dexamethasone Suppression Test (DST) results. This study was designed to examine the effects of stress on DST results. Fifty patients with high levels of acute, chronic, and environmental stress participated in the study. Each patient was given a comprehensive psychiatric and psychological assessment, a routine administration of dexamethasone, and blood tests of cortisol values. The results indicate that the three measures of stress do not appear to affect levels of cortisol suppression, however, all three measures of stress predicted depression. As expected, DST cortisol levels were related to depression. Results are discussed in terms of their implications for understanding the associations among stress, depression and DST results.

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