School psychologists and the emphasis placed on student resiliency in the assessment process
File(s)
Date
2009-04-30Author
Nelson, Jordan
Axvig, Melanie
Bell, Jessica
Advisor(s)
Woitaszewski, Scott
Metadata
Show full item recordAbstract
An action research study was initiated involving school psychologists among various Minnesota and Wisconsin school settings. A single ten-item questionnaire was used. This questionnaire included several Likert scale items designed to measure the emphasis and importance school psychologists of various backgrounds and work settings place on student resiliency during the special education eligibility assessment process. Several research questions were examined involving different school psychologist variables which were determined by a demographics information sheet completed by each participating psychologist. While three school psychologist factors showed no relationship to resiliency practices, one variable showed a statistically significant relationship. The results of this study suggested that as a school's socioeconomic status decreases (represented by the percentage of free and reduced lunch), resiliency assessment practices among school psychologists increase.
Subject
Resilience
Resilience (Personality trait)
Disability evaluation
School psychologists
Problem children--Education
Resiliency in schools
School psychology
Special education assessment
Resiliency
Special education
Permanent Link
http://digital.library.wisc.edu/1793/34465Description
School Psychology Program Directed Research Project. 2009. Educational Specialist (Ed.S.) Degree. University of Wisconsin-River Falls.
21 p. Includes bibliographical references (p. 20-21).
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