"Dr. Future, we presume," said school psychology.

Conoley, Jane Close

doi:10.1037/h0090540

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…Although future research certainly is needed, findings from the current study illustrate the need for school psychologists themselves to advocate for changes that would reduce systemic barriers to comprehensive and integrated service delivery. Although participants in the current study focused on systemic changes that need to occur, no themes emerged regarding how they personally could advocate for and facilitate change as individual school psychologists despite calls for school psychologists to become more active leaders and advocates for effective policy and systems change (e.g., Adelman & Taylor, ; Conoley, ; Lochman, ). Assertions that school psychologists should actively advocate for systems change, however, may not have matched the reality of participants’ capacity to serve in such a role.…”

Section: Discussionmentioning

confidence: 99%

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A Qualitative Study of Facilitators and Barriers Related to Comprehensive and Integrated School Psychological Services

Castillo

Wolgemuth

Barclay

et al. 2016

Psychology in the Schools

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Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.

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Section: Discussionmentioning

confidence: 99%

“…Participants described how relationships with these stakeholders and buy‐in and support from them helped facilitate service delivery. Specific guidance regarding how school psychologists can advocate for the types of services they can provide is available (e.g., Adelman & Taylor, ; Conoley, ; Lochman, ).…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Study of Facilitators and Barriers Related to Comprehensive and Integrated School Psychological Services

Castillo

Wolgemuth

Barclay

et al. 2016

Psychology in the Schools

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“…Perbedaan BDI-II dan versi terbaru yakni BDI-II terletak pada instrumen untuk mengukur keparahan depresi pada remaja usia 13 tahun dan atas, maupun orang dewasa. BDI-II berisi kriteria DSM-IV untuk depresi tidak termasuk dalam dua versi sebelumnya (Conoley, 1987). Alat ukur ini diambil dan dimodifikasikan agar pasien dapat memahami item-item skala BDI-II yang disajikan sehingga dapat terjaringnya seberapa besar depresi individu tersebut, dan ini merupakan tujuan diberikannya alat ukur ini.Tabel 3 menunjukkan kisikisi Beck's Depression Inventory (BDI) (Beck dkk., 1996): Setiap area diwakili oleh empat hingga lima pertanyaan yang menjelaskan keparahan simptom mulai dari ringan hingga berat.…”

Section: Sosial Budayaunclassified

Pengaruh Cognitive Behavior Therapy Untuk Menurunkan Depresi Pada Pensiunan yang Mengalami Penipuan di PT X

Ermilda

2022

J.Qualhealth

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Pendahuluan: Sebanyak 30 pensiunan dari 1512 pensiunan menjadi korban penipuan pada perusahaan minyak dan gas PT X. Munculnya pikiran pesimis dalam memandang masa depan setelah tertipu merupakan bentuk ketidakberdayaannya memberikan jaminan masa depan keluarga. Mereka berpikir bahwa semua orang berlaku baik karena ada maksud tertentu, kemudian berkhianat mengakibatkan korban penipuan menilai dirinya orang yang bodoh. Akibatnya mereka mengalami penurunan kondisi fisik, kesulitan tidur, menarik diri, sedih, putus asa, dan terlintas ingin mengakhiri hidupnya. Salah satu terapi untuk mengurangi gejala depresi dengan membantah pikiran otomatis yang menyimpang yaitu dengan Cognitive Behavior Therapy (CBT). Tujuan: Menurunkan Gejala Depresi Pada Pensiunan PT X Yang Mengalami Korban Penipuan. Metode: Pre eksperimen dengan desain pretest dan posttest satu kelompok atau one-group pretest-posttest design yaitu desain penelitian pra eksperimen yang dilaksanakan pada satu kelompok saja tanpa kelompok pembanding. Hasil: Pada penelitian ini diperoleh bahwa terapi CBT berperan dalam menurunkan gejala depresi. Objek penelitian dapat mengenali gejala-gejala depresi sehingga mampu membantah pemikiran irasional dengan pemikiran rasional, sedangkan perusahaan PT X di bagian HR Training Center dapat mengidentifikasi karakteristik korban maupun modus penipuan baik dari orang terdekat maupun orang asing. Simpulan: CBT berperan terhadap menurunkan gejala depresi. Penurunan gejala depresi yang dialami oleh kedua subjek (H dan N) cenderung pada simptom kognitif dan simptom emosional. Kedua simptom tersebut menurun ditandai dengan munculnya pemikiran rasional yang menimbulkan perasaan positif.

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“…Although seemingly far-fetched at this point in time, scenarios such as these become more probable if health care reform should restrict or even eliminate third-party insurance funds for private practice psychologists and these practitioners begin searching for new market niches (Conoley, 1987). Foreseeing this possible threat to the field, Knoff warned at the First Annual CDSPP/TSP School Psychology Training Conference that clinical psychologists stand poised to become the “dictators” of mental health agendas within school settings (Knoff & Batsche, 1994).…”

Section: Protecting the Guild Interests Of School Psychologymentioning

confidence: 99%

School psychology and health care: Moving service delivery into the twenty-first century.

Gutkin¹

1995

School Psychology Quarterly

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As we approach the twenty-first century, school psychology must articulate its legitimate relationship with health care. Failing to do so, the field risks becoming marginalized in American professional psychology. In light of the central educational elements of psychotherapy and major health crises such as smoking, the indirect contributions of education to health, and the need to focus more aggressively on prevention, it is clear that the field of school psychology has the potential to make important contributions to health care. Given that some form of health care reform is imminent, school psychology now has a unique opportunity to realize long-standing agendas for role expansion and enhance the quality of services provided to our nation's children, youth and adults.

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"Dr. Future, we presume," said school psychology.

Cited by 5 publications

References 22 publications

A Qualitative Study of Facilitators and Barriers Related to Comprehensive and Integrated School Psychological Services

A Qualitative Study of Facilitators and Barriers Related to Comprehensive and Integrated School Psychological Services

Pengaruh Cognitive Behavior Therapy Untuk Menurunkan Depresi Pada Pensiunan yang Mengalami Penipuan di PT X

School psychology and health care: Moving service delivery into the twenty-first century.

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