System intervention and the school psychologist: Maximizing interplay among roles and functions.

Hannafin, Michael J.; Witt, Joseph C.

doi:10.1037/0735-7028.14.1.128

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…School psychologists have traditionally been trained to have an “in child-in school monocultural” assessment and intervention focus (Fine, 1985; Hannafin & Witt, 1983). Presenting/referral problems are sometimes conceptualized as primarily residing within the child and/or interactive with specific, identifiable contingencies in the classroom, pedagogy, instructional materials, program placement, and so on (Federal Register, 1977; Kabler, Carlton, & Sherwood, 1981; Reynolds & Gutkin, 1982).…”

Section: Widening the School Psychology Assessment And Invervention L...mentioning

confidence: 99%

“…It has been clearly demonstrated that the delivery of mental health and educational services has been relatively insufficient for poor, urban, ethnic-minority groups, among them Hispanics (Abad, Ramos, & Boyce, 1974; Acosta & Evans, 1982; Álvarez et al, 1976; Comer, 1980; Delgado & Scott, 1979; Figueroa, Sandoval, & Merrino, 1984; Henderson, 1979; Montijo, 1975; Padilla, Ruiz, & Álvarez, 1975; President’s Commission on Mental Health, 1978; Ramírez, 1976; Rosenfield & Esquivel, 1985). There is research that strongly suggests that school psychology service delivery and training programs do not clearly elucidate how cultural values, religious beliefs, acculturation status, existence of indigenous support systems, socioeconomic parameters, and differential Hispanic family socialization patterns influence the choice, design, and implementation of psychoeducational services for urban Hispanic students and parents (Almanza & Mosley, 1980; Anchor & Anchor, 1974; Andolfi, Stein, & Skinner, 1977; Badillo-Ghali, 1982; Colón, 1980; Dunston, 1983; Falicov & Karrer, 1980; Hannafin & Witt, 1983; Laosa, 1977; Montalvo, 1974; Pfeiffer & Marmo, 1981; Sattler, 1982; Sue, 1983). Furthermore, there is a relative dearth of policy and practice guidelines instrumental to the development of culturally sensitive school psychological approaches for low-income Hispanic students in urban centers (Durga, 1977; Mizio, 1983; New Jersey State Department of Education, 1980; Oakland, 1977, 1982; Olmedo, 1981; Reschly, 1980; Rosenfield & Esquivel, 1985; Ross, 1977; Sue & Sue, 1977).…”

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Toward an interfacing of Hispanic cultural variables with school psychology service delivery systems.

Rosado¹

1986

Professional Psychology: Research and Practice

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Cultural influences and urban ecological factors are significant mediators in the emotional, sociobehavioral, and academic development of low-income urban Hispanic students. A review of the literature indicates that the school psychology profession has an underdeveloped knowledge base explicating how ethnocultural variables and socialization practices impinge upon the developmental and learning experiences of the Hispanic student. Psychocultural variables and the socioadaptational patterns of Puerto Rican families and students are delineated and elucidated. An organizing assessment and intervention framework as well as an illustrative case with specific approaches are described. Recommendations for psychoeducational policy, training, and practice are also provided. School psychology directors, practitioners, and trainers are urged to reexamine and reconceptualize service delivery strategies to be more culturally and phenomenologically compatible with the needs, differences, and strengths of this specific population.

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Section: Widening the School Psychology Assessment And Invervention L...mentioning

confidence: 99%

mentioning

confidence: 99%

Toward an interfacing of Hispanic cultural variables with school psychology service delivery systems.

Rosado¹

1986

Professional Psychology: Research and Practice

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“…School psychology by its very nature is also contextual. The development of the person and the development of the profession are both contingent on the well being, wise use of resources, and interactions of the various institutions and organizations in which human development occurs (Hannafin & Witt, 1983; Plas, 1981). In school psychology, we have tended to be person-oriented to a fault.…”

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confidence: 99%

Solving educational problems: Working across institutional, cultural and political differences.

Bardon¹

1992

School Psychology Quarterly

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The resources of various settings located in one geographic area of a state were linked in an attempt to resolve educational problems. Using the concept of "collegium" as the mechanism for working together, the assumptions governing these efforts are presented, rationale for successes and failures are discussed, and suggestions are made about how such undertakings may relate to the field of school psychology.Human development occurs in a context whether it be the family, school, community, or nation. School psychology by its very nature is also contextual. The development of the person and the development of the profession are both contingent on the well being, wise use of resources, and interactions of the various institutions and organizations in which human development occurs (Hannafin & Witt, 1983;Plas, 1981). In school psychology, we have tended to be person-oriented to a fault. While advocating for children, and sometimes for parents and teachers as well, we have too often failed to consider sufficiently that the welfare of those for whom we advocate is critically dependent on how well the systems in which they live and work function, and how the tensions created by divergence in these systems influence behavior, motivation, and attitudes-the three human factors which school psychologists are most concerned about changing or modifying (Sarason, Levine, Goldenberg, Cherlin, & Bennett, 1966).This paper describes efforts to link the resources of various settings (Sarason, 1972) located in one geographic area of North Carolina so that theyThe Collegium described in this paper was jointly created by the author and A. Edward Uprichard, Dean of the School of Education at UNCG. It could not possibly have carried out its work without the contributions of Laura A. Dean, James Runkel, and Nina Starr-Cohen who served as collaborators in most of the projects presented here.Requests for reprints should be sent to Jack I. Bardon

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“…In a chapter section entitled "Behavior Modification and the School System," Franks (Franks et al, in press) explained that he used the word system deliberately: "Ten years ago, most school behavior modification consisted either of traditional one-to-one procedures carried out in the classroom or psychologist's office or some form of straightforward classroom or school-wide token economy" but as behavioral strategies became increasingly sophisticated, it becomes "virtually impossible to think in terms of one-to-one direct S-R relationships." In education, as in other areas and fields of application, investigators using LTE are increasingly focusing on approaches to systems (Hannafin & Witt, 1983;Piersel & Gutkin, 1983). However, Franks notes that there has not yet emerged a "behaviorally compatible clearly articulated theory of systems" (Franks et al, in press).…”

Section: Educationmentioning

confidence: 99%

Applications of learning theory in the environment.

Krasner¹

Psychology and Learning.

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LEONARD KRASNER eonard Krasner is a professor of psychology at the State University L of New York at Stony Brook, where he initiated and directed the doctoral training program in clinical psychology. He received his PhD in clinical psychology from Columbia University in 1950. Krasner is author or coauthor of a number of articles and books that focus on the historical origin, development, ethical implications, and social consequences of behavior modification as a treatment procedure, as a theoretical conception of human nature, and as a revolutionary scientific paradigm. In Case Studies in Behaoior Modification and Research in Behaoior Modification, Krasner and Leonard Ullmann brought together virtually all extant research and applications in behavior modifications. In A Psychological Approach to Abnormal Behauior, Krasner and Ullmann presented a systematic behavioral model, which Krasner further developed in Behavior Influence and Personality: The Social Matrix o f Human Action. Recently Krasner and Arthur Houts published the results of their systematic investigation of the value systems of behavioral scientists in the American Psychologist.Krasner has been a member of the Board of Directors of the American Psychological Association and has been involved in various committee and board activities for APA. LEARNING THEORY APPLICATIONS IN THE ENVIRONMENT introductionhe topic of this chapter, learning theory applications in the environ-T ment (LTE), presents an exciting challenge. In effect, the three concepts in the title, learning theory, applications, and environment, encompass a major portion of psychology's history, philosophy, theory, and research. In preparing this chapter, I had to choose between attempting to cover the topic broadly and concentrating on a limited aspect of the topic. I must confess that I suffer from a serious mental disorder, listed as are all mental disorders in DSM-111 (American Psychiatric Association, 1980), called "compulsive big-picturitis," which compels me to tackle the impossible and to try to cover, at least briefly, the range of research and application implicit in LTE. My aim is to provide a theoretical framework and an historical and philosophical context; to describe the scope of application, the process and complexities of evaluation, and the value implications; and to project future trends. The very scope of this chapter is in itself evidence of the development of LTE and LTE's enormous impact on the broad social environment in which psychologists function. One may, of course, hope that my use of LTE represents the birth of a new sloganistic label that will sweep the country and perhaps culminate in the new "Society for the Advancement of LTE." GO

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System intervention and the school psychologist: Maximizing interplay among roles and functions.

Cited by 5 publications

References 25 publications

Toward an interfacing of Hispanic cultural variables with school psychology service delivery systems.

Toward an interfacing of Hispanic cultural variables with school psychology service delivery systems.

Solving educational problems: Working across institutional, cultural and political differences.

Applications of learning theory in the environment.

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