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Impact Of Training On School Psychologists' Knowledge And Attitudes Regarding Children With Chronic Health Issues, Abby Baker
PCOM Psychology Dissertations
Children who have chronic medical illnesses must rely on their families and schools to create an environment that allows goals in the areas of development, of academic, social, familial and life-skills to be individualized to accommodate the capabilities of each child. School psychologists are an essential part of blending a child’s needs and academic fit. Although school psychologists receive some training in child psychopathology, they lack the necessary training in the areas of acute and chronic illness, in order to work with the health care system and to collaborate with pediatricians. The emergence of the field of Pediatric Psychology in …
The Complex Nature Of Bullying: Perceptions Of Bullying In Elementary Schools, Shaheen R. Fazelbhoy
The Complex Nature Of Bullying: Perceptions Of Bullying In Elementary Schools, Shaheen R. Fazelbhoy
PCOM Psychology Dissertations
Bullying has emerged as a serious threat to the safety of children within school environments. Once attributed to normal childhood behavior, research shows that there is nothing normal about the physical and emotional consequences of bullying. The effects of this trauma may last long after the actual bullying is over. If undetected and untreated, bullying has the possibility of creating a climate of fear and anxiety that can affect children physically, emotionally and academically. The purpose of this study is to gain a better understanding of whether behaviors defined as bullying are identified as such by teachers, whether the impact …
Examination Of One District's Identification, Assessment Practices, Preventative Interventions, And Longitudinal Literacy Learning Of At-Risk Readers, Lori J. Lennon
PCOM Psychology Dissertations
The purpose of this longitudinal study was to profile Reading Recovery students in one district to examine: (1) the content and predictability of the district’s early intervention screening assessments and progress monitoring tools, (2) the initial and (3) sustained effectiveness of the Reading Recovery preventative program relative to student achievement in first through third grades (4) rates of identification of educational disabilities and special education placements and (5) common variables in intellectual, process, and achievement characteristics of those students who were slow to respond to reading interventions. Participants consisted of students from fifteen elementary schools, within the years 2000 to …