Annotate
Rita Annen
March 17, 2014
SSC 101
Introduction to Information Resources for the Social Sciences @ NSCC
Personal Project Final
References
American Psychiatric Association, and American Psychiatric Association. (2013) Diagnostic and statistical manual of mental disorders: DSM-5. 5th ed. Washington, D.C: American Psychiatric Association
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) is used by psychologists and psychiatrists every day to diagnose and classify mental disorders. This book is the “bible” to mental health professionals because the treatment regimens they provide to their patients are dictated by the DSM-5. It is used worldwide as a guide for diagnosing disorders. I consider this book credible because it is written by the American Psychiatric Association (APA). The APA is the professional organization of mental health professionals, and leading authority in all matters related to mental health. This book is useful to my project because my project is about school psychology. School psychologists need to verify that a student has a disability that affects their ability to learn. Many of these conditions will be listed in the DSM-5.
Burns, M. K. (2013). Contextualizing schoolpsychology practice: Introducing featured research commentaries. School Psychology Review, 42, 334-442. Retrieved fromhttp://www.nasponline.org/publications/spr/about.aspx
This is a journal article from School Psychology Review. The article discusses ecological systems theory (EST). There has been talk of reforming the role of school psychologists more closely with EST. A current task force of school psychologists found the best way to deliver services is through a three tiered approach. Tier 1 & 2 emphasize working with the school as a whole to try to intervene before problems arise. Tier 3 is working one-on-one with students. This source is credible because it is a journal article written by Matthew Burns, a school psychologist who is the editor of the journal School Psychology Review. This is a trade journal used by professionals in the field. Matthew Burns is affiliated with the University of Minnesota. He has published books, research articles, and has been invited to make presentations at numerous events about school and educational psychology. The journal article addresses the direction the school psychology field is headed in. Historically school psychologists have been understaffed due to tight school budgets. They are trained to do much more than their limited time allows. There will be a push to increase staffing of school psychologists allowing them to serve more of the student population, not just the students who are facing a serious crisis. This source is useful to my project because it explains the duties school psychologists have historically performed in addition to what the future might hold.
Castillo, J.M., Curtis, M.J., Gelley, C.D. (2013). Gender and race in schoolpsychology.School Psychology Review, 42, 262-279. Retrieved from http://www.nasponline.org/publications/spr/about.aspx
This is a journal article published in School Psychology Review about the current gender and race of today’s school psychologist. Today approximately 80 % of school psychologists are white and 90 % of school psychologists are women. The study was commissioned by NASP. This is a credible source as it is a professional industry journal. The authors of the study are school psychologists from the University of South Florida. The lead author, Jose Castillo, has published numerous articles in professional publications and presented at many professional events. This article illustrates the gender and race of the average school psychologist. The results are not surprising. NASP would like to see an increase in diversity of school psychologists and is exploring how to make it happen. This source is useful for my project as it gives demographic information on who my peers in the school psychology field will be.
Contemporary Educational Psychology/Chapter 8: InstructionalStrategies/CreativeThinking. (2009, June 16). Retrieved March 13, 2014 from http://en.wikibooks.org/wiki/Contemporary_Educational_Psychology/Chapter_8:_Instructional_Strategies/Creative_Thinking
This source is a wikibook about creativity and creative thinking as it relates to children and schools. Creativity involves making something that is new and also useful. Creativity is best when the creative activity is its own reward and the creative person doesn’t worry about the opinions of others. The source is credible because it is a wikibook compiled using nine reputable sources that are cited at the end. This is a free book that anyone can annotate and edit. This source is useful to my project because it is a reminder that a person needs to be creative when working with children because children are unique and the same approach won’t work with each child.
Cranford, L. (2012 Nov 12). College of education touts importance of school psychology : TexasTech Today. Retrieved from http://today.ttu.edu/2012/11/college-of-education-touts-importance-of-school-psychology/
The purpose of this web article on the Texas Tech University website is raising awareness of the field of school psychology. There is a shortage of school psychologists today. In Texas, there are entire school districts that do not employ even one school psychologist because of the shortage. I consider this source credible because it is the Texas Tech University College of Education website. This school offers a school psychology program. This article is useful to my project because it is informative about school psychology and reinforces some of the reasons why I am choosing to pursue a degree in school psychology.
Fagan, T.K. (No date). School psychologist - roles and functions, employment settings, relationship to special education, relationship to other pupil personnel workers, training - StateUniversity.com. Accessed from http://education.stateuniversity.com/pages/2340/Psychologist-School.html.
This website provides an overview of school psychology. It reviews the school psychologist’s role and function and shows how a typical school psychologist splits their time between various duties including assessment, consultation, intervention, research and evaluation, etc. There is information on different employment settings, training and credentialing, and the job market. I feel this is a credible source as it is a compilation of all kinds of data from different sources and includes a bibliography at the bottom with numerous reputable sources including the NASP. This webpage is useful to my project because it contains information from many different sources. It is organized in an easy to read manner.
Floyd, R.G., &, Cooley, K.M., & Mercer, S.H., & Arnettt, J.E. & Fagan, T.K. & Hingle, C. (2011). An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields. Journal of School Psychology. 49(6). 617-647. Retrieved from http://www.sciencedirect.com/science/article/pii/S0022440511001038
This journal article looks at three studies of other journals to find the impact on school psychology journals. They looked at peer-review practices, classification of articles and differences in trends of the data in the studied school psychology journals. The article looked at how the authors and journal personnel are affected. The information can affect how school psychologists view these school psychology journals. I believe this source is credible because the authors of the study: Randy Floyd, Thomas Fagan, and Sterett Mercer all serve on the editorial board of various school psychology journals including Journal of School Psychology, Psychology In The Schools and School Psychology Review. I believe this source is useful for my project because my project involves school psychology. This source opens my eyes to the volume of professional school psychology journals that are out there and that there is a great deal of research that has been done regarding so many aspects of this field.
Forman, S. G., & Shapiro, E.S., & Codding, R.S., & Gonzales, J.E., & Reddy, L.A., &Rosenfield, S A., & Sanetti L. M.J., & Stoiber K.C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2). 77-100. http://www.apa.org/pubs/journals/spq/
This journal article explains implementation science and relates it to school psychology. The article starts with identifying evidence based interventions (EBI) which are research based prevention and intervention strategies showing demonstrated positive outcomes for students. The use of EBI’s in the schools is relatively low for a variety of reasons. EBI’s are used regularly in medical settings and mental health organizations with success. They are working to get their use in schools established. The article is credible because it is written by eight school psychologists affiliated with universities and published in the trade journal, School Psychology Quarterly. The main author, Susan Forman PhD, has published 70 journal articles and book chapters and is the director of the school psychology program at Rutgers, The State University of New Jersey. I feel this source is useful to my project because this is the latest research on the direction the NASP wants school psychology to take. It will allow school psychologists to help the greatest number of children.
Gilman, R., & Medway, F. (2007). Teachers' perceptions of school psychology: Acomparison of regular and specialeducation teacher ratings. School Psychology Quarterly. 22(2), 145-161. doi:10.1037/1045-3830.22.2.145:
This journal article discusses how different teachers view the role of the school psychologist. Overall special education teachers have a more favorable impression of school psychologists than regular education teachers probably because they have more contact with them. School psychologists are trained to provide many services but the most requested services are assessment and behavioral & academic consultations. School psychologists can also provide: individual & group counseling as well as curriculum development services. Work is necessary to educate teachers as to what services school psychologists can provide. Collaboration between school psychologists and school counselors is necessary because school counselors are usually seen as the go-to person for mental health issues. This source is credible because it was written by Rich Gilman who is associated with the College of Education at the University of Kentucky. The article was published in the trade journal, School Psychology Quarterly, which is a respected publication for professionals. This source is useful to my project because it gives me information on how teachers in the schools feel about the role of school psychologists and may impact if they feel comfortable discussing student’s problems with them.
Huebner, E.S., (1991). Bias in specialeducationdecisions: The contribution of analogueresearch. School Psychology Quarterly. 6(1) 50-65. doi 10.1037/h0088240.
This journal article examines bias shown when determining which children get referred to a school psychologist for evaluation for special education services. Minority and male students are disproportionately provided special education services. There can be bias based on who made the referral to the school psychologist such as a teacher or a parent and how the student is described in the referral, bright vs dull. This source is credible because the study was published in the NASP trade journal, School Psychology Quarterly and written by E. Scott Huebner PhD. Dr. Heubner is a professor in the school psychology department at the University of South Carolina. He has published more than 200 scholarly works and has worked as a school psychologist. I feel this source is useful for my project because it addresses real issues facing the field of school psychology.
Journal of Educational and Developmental Psychology (JEDP). Published bi-annually.Retrieved from http://www.ccsenet.org/journal/index.php/jedp.
This is a peer reviewed journal published in Canada. The journal focuses on educational and developmental psychology articles. It is published in print and on-line two times each year. It is an openly accessible journal. This source is credible because the articles go through a double blind peer review before being published. This source is useful for my project because it gives me another source to obtain information for my chosen field of school psychology.
Merrell, K. W. (2012). School psychology for the 21st century: Foundations and practices. 2nd ed. New York: Guilford Press.
This textbook describes the role of a school psychologist in working with struggling children. The struggles can be academic or emotional. It explains what it takes to be a successful school psychologist in today’s diverse schools. I consider this source to be credible because the three PhD’s who wrote the book are experienced school psychologists who are also professors of school psychology. In addition, Dr. Merrell, the lead author, has published over 90 peer-reviewed journal articles. This book is useful to my project because it is a school psychology textbook. It provides an overview of the basic foundations and practices related to this subject.
Morgan, R.D., & Kuther, T. L., & Habben, C. J. (2005). Life after graduate school in psychology: Insider’s advice from new psychologists. New York: Psychology Press.
This book is written by three professionals who have completed graduate school with advanced degrees in psychology. The book examines career choices available to those graduating with advanced degrees in psychology. The authors discuss careers in academia and private practice, as well as in corporate settings. I consider this source credible because it is written by three psychologists. Robert Morgan is Assistant Professor of Psychology at Texas Tech University, Tara Kuther is Associate Professor of Psychology at Western Connecticut State University and Cory Habben is a Clinical Psychologist at Walter Reed Army Medical Center in Washington DC. They are all successful professionals and are able to speak from personal experience. This source is helpful to my project because it is useful for me to know about career opportunities available after graduation. Psychology is such a big field and it is helpful to get information from those who have already graduated and have found satisfying careers.
NASP. What is a school psychologist? Retrieved from http://www.nasponline.org/about_sp/whatis.aspx
This website has been created by the National Association of School Psychologists (NASP). It is loaded with information for all different types of people including: prospective students to the field, professionals, information on becoming a NASP member, trade publications, information on the annual convention and much more. I consider this source to be credible because it is written by the NASP organization. They are the authority on all things related to school psychology. There is no source more credible than the NASP when it comes to issues involving school psychology. This website is useful to my project because it includes a great deal of information on school psychology. Membership in the NASP will open up a new source of information in the field.
Nemko, M. (2007, Dec 19). School psychologist: Executive summary. US News &World Report Money Careers. Retrieved from http://money.usnews.com/money/careers/articles/2007/12/19/school-psychologist-executive-summary
This short magazine article gives a brief summary of the job outlook and includes median salary information for school psychologists. It lists the positive attributes of the job and explains why the job market is so good. I consider the source to be credible because US News & World Report is a credible and well regarded news magazine. The article is helpful to my project as it includes rudimentary information on the school psychology field. It reinforces my opinion about why this is a good career to pursue.
This is an image of a school psychologist helping a student. The essence of a school psychologist’s role is working with children, one-on-one. The image alludes to the fact that rapport has been established between the child and adult. I consider this source to be credible because this is a typical interaction between a child and school psychologist. This is the kind of intercommunication that goes on every school day and is nothing extraordinary. This image is useful to my project because it visually shows what a school psychologist spends the majority of their day doing, interacting with students one-on-one. While this image is useful to my project I do not have copyright permission to use it.
Protecting Students with Disabilities. Retrieved from http://www2.ed.gov/about/offices/list/ocr/504faq.html.
This web page from the Office for Civil Rights (OCR) answers questions about section 504 of the federal law that provides services to children with disabilities. Section 504 of the Rehabilitation Act of 1973 requires that all public schools hire school psychologists to evaluate students for special education. I believe this source is credible because it was published by the OCR / US Department of Education. The mission of the OCR is to ensure that students have equal access to school and educational opportunities. This is an agency that is tasked with doing all they can to help students succeed. This Q & A is useful to my project because it covers the legal ramifications of the law and spells out the duty that is owed to disabled students. A school psychologist is sometimes involved in legal disputes when special education services are denied and it is important that all sides of the conversation know their rights and responsibilities. This source is useful to my project because it addresses the federal law that created the position of school psychologist mandated in all K-12 public schools.
Seifert, K., & Sutton, R. (2009) Educational Psychology. Global Text Project. Retrieved from http://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf.
This is a 376 page textbook for an educational psychology class. There is all kinds of information including discussion about the challenges of working with children. It starts by looking at trends in schools which include a greater diversity in today’s public school students, and the increased presence of technology. This source is credible because it is a college textbook written by Kelvin Seifert. Dr. Seifert is a professor of educational psychology at the University of Manitoba in Canada. This source is useful to my project because it has information on educational psychology, a topic closely related to school psychology.
Sheltraw, K.S. (2013). West Virginia School Psychologists’ Roles in Contrast to the NASP Practice Model (thesis, Marshall University 2013). Retrieved from http://mds.marshall.edu/cgi/viewcontent.cgi?article=1484&context=etd
This document is a graduate school thesis written by Kimberly S. Sheltraw who is a student seeking an Education Specialist degree in school psychology at Marshall University in Huntington, West Virginia. The 46 page document explores what school psychologists in the State of West Virginia spend their time working on. It turns out that the majority of time is spent making decisions based on data they collect. The NASP guidelines recommend more time be spent on other activities such as counseling, crisis intervention or academic and social skill intervention. This source is useful to my project because it shows the type of school work that is expected in a graduate program in school psychology. I will be entering a similar program in June.
This is an image of a school assignment with a failing grade. There are many reasons why a student receives failing grades. School psychologists work to determine why a student is failing and if a child is eligible for special education services to help them succeed in school. The source is Google and it’s just an image I thought could visually represent the type of situations school psychologists work to improve. This image is useful to my project because it indicates academic failure. If this is a pattern then a school psychologist may need to explore reasons why the child is failing. While this image is useful to my project I do not have copyright permission to use it.
Sulkowski, M.L., & Joyce, D.J. (2012). School psychology goes to college. Psychology in the Schools, 49, 809-815. doi: 10.1002/pits.21634
This is a journal article from Psychology in the Schools that discusses the role of school psychologists in the college setting. Today, it is rare to find a school psychologist in a college setting but there is a need. Only 6 % of all school psychologists work in a college or university. The college population is becoming younger (Running Start type programs) and more diverse (more minority enrollment) and school psychologist services are needed. The source is credible because the lead author is a school psychologist, PhD, and professor at University of Florida. He has published numerous journal articles and received numerous reviews. This article is useful to my project because it illustrates another place where school psychologists work. Most articles discuss the role of school psychologist in K-12 education. I never knew they worked in colleges and universities.
Thomas, A. (2012, Apr 19). The art of school psychology. [Video file]. Video post to https://www.youtube.com/watch?v=YLJUP_zCPjY&list=PLCMJvhqh7glP_6nsHBqOArYRs1-eHhUS6.
This video is of a talk by Dr. Alex Thomas at the spring conference of the Ohio School Psychologists Association (OSPA) in 2012. In the science driven field of school psychology, he speaks of the importance of considering the artistic side when evaluating a student’s needs. He talks at great length about factors that make an effective school psychologist and many are “outside the box” ideas, others more common sense. I consider this source credible because Dr. Thomas worked as a school psychologist for 18 years. He is currently a professor of Educational Psychology at Miami University. He is a published author in the school psychology field. This video is useful to my project because it is the reflection of a very experienced school psychologist, Dr. Alex Thomas. He has been in the field in multiple capacities. He shares his unique thoughts and viewpoints.
US Department of Labor. Section 504, Rehabilitation Act of 1973. Retrieved fromhttp://www.dol.gov/oasam/regs/statutes/sec504.htm.
This is the federal code that states that any person with a learning disability cannot be discriminated against through being excluded from an activity that receives tax dollars from the federal government. Included in the definition of “activity” are education agencies, or schools. There are remedies available under the Civil Rights Act of 1964 if this law if not followed. Section 504 is basically civil rights in the educational arena. I consider this source to be credible because it is US law. As citizens of the US we are subject to abiding by federal law. Being aware of this law is useful to my project because school psychologists have a duty to determine if children are suffering from a disability that adversely impacts their education. There are serious repercussions for not doing the job correctly.
Weisz, G. (Writer). Is it working? [audio podcast]. School psychology podcast with Dr.Gaston Weisz, episode 1. Retrieved from https://archive.org/details/GastonWeiszSchoolPsychologyPodcastwithDr.GastonWeisz_episode1
This is a podcast with Dr. Gaston Weisz, a school psychologist, who discusses Positive Behavior Intervention and Supports (PBIS). This program involves using interventions that are effective, evidence based and focused on behavior. Dr. Weisz says it is important to determine what necessary expectations are and teach them to all the students in the school in a positive way. It could be as simple as “be safe, be caring, be responsible and be respectful.” It is important to continually monitor if the system you have set up is working. Dr. Weisz is a certified school psychologist who has spoken at numerous regional, state and national school psychology events and conventions. He writes a blog and hosts a podcast on subjects relating to school psychology. Dr. Weisz’s podcast is useful to my project because it has information on concepts important to the work of school psychologists.