RESUMEN
School psychology graduate students experience many risk factors for problems with mental health, including high workloads, financial distress, and challenging relationships with faculty that can exacerbate feelings of anxiety and depression. Although there have been studies that have investigated depression and anxiety amongst graduate students in general (Eisenberg et al., 2007) and health service psychology students in particular (Hobaica et al., 2021), there are reasons to believe that school psychology graduate students may have different experiences. To date, no research has been found investigating the depression and anxiety symptoms of graduate students in school psychology programs. A survey was sent to 194 school psychology training programs, and 291 graduate students completed it. Approximately one in four graduate students reported moderate to severe levels of depressive symptoms, while one in three reported moderate to severe levels of anxiety symptoms. These symptoms were significantly higher in graduate students identifying as lesbian, gay, bisexual, transgender, queer/questioning, and more identities, women, or reported being from a lower socioeconomic background. There were no differences in depression or anxiety symptoms between the type of program (i.e., doctoral or specialist) or years in program. Implications for trainers of school psychology are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
RESUMEN
This is an official statement of School Psychology, Division 16 of the American Psychological Association, and does not represent the position of the American Psychological Association or any of its other divisions or subunits. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Asunto(s)
Psicología Educacional , Sociedades Científicas , Humanos , Instituciones AcadémicasRESUMEN
A current issue in the field of school psychology is the extreme shortage of school psychologists, and this is likely to persist in the future. Effective recruitment into school psychology programs is one of the most important strategies to increase the number of school psychologists. Within the present study, researchers created the Graduate Enrollment Admissions Rating Scale (GEARS), a survey measuring several different factors that school psychology students consider when applying to graduate programs, to determine what factors contributed to school psychology students' choice of program. The GEARS was sent via email to current school psychology graduate students. Overall, current students rated program quality, including faculty friendliness, as the most important factor influencing their decision. Second, considerations reflecting the program cost were influential. Diversity issues were the third most important factor in students choosing their school psychology programs. Costs and research/teaching opportunities were more important in the recruitment of doctoral students than specialist students, but specialist students valued convenience of a program more than doctoral students. Results of this study suggest that faculty members in charge of recruiting need to consider ways to manage tuition costs, develop relationships with future students, and strive toward high-quality programs as the best ways to increase the likelihood that students will attend their university. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
RESUMEN
Using fidget toys is one way to allow students with attention-deficit/hyperactivity disorder (ADHD) to move while completing academic assignments in the classroom. This study investigated the effect of fidget spinners on the on-task behavior of three second-grade students with ADHD. Before beginning treatment, the rules of use were briefly explained and demonstrated to students by the researchers; students were then provided with fidget spinners during treatment sessions in language arts class. A multiple-baseline design across students was used to determine whether each student had higher levels of on-task behavior when using the fidget spinner. Momentary time sampling was used to record on-task behavior; visual analysis of time-series graphs showed large immediate and sustained increases in on-task behavior during fidget spinner use. Implications for implementing a fidget spinner intervention and suggestions for future research are discussed.
RESUMEN
The Wechsler intelligence scale for children--fourth edition (WISC-IV) Integrated contains the WISC-IV core and supplemental subtests along with process approach subtests designed to facilitate a process-oriented approach to score interpretation. The purpose of this study was to examine the extent to which WISC-IV Integrated subtests measure the constructs they are purported to measure. In addition to examining the measurement and scoring model provided in the manual, this study also tested hypotheses regarding Cattell-Horn-Carroll abilities that might be measured along with other substantive questions regarding the factor structure of the WISC-IV Integrated and the nature of abilities measured by process approach subtests. Results provide insight regarding the constructs measured by these subtests. Many subtests appear to be good to excellent measures of psychometric g (i.e., the general factor presumed to cause the positive correlation of mental tasks). Other abilities measured by subtests are described. For some subtests, the majority of variance is not accounted for by theoretical constructs included in the scoring model. Modifications made to remove demands such as memory recall and verbal expression were found to reduce construct-irrelevant variance. The WISC-IV Integrated subtests appear to measure similar constructs across ages 6-16, although strict factorial invariance was not supported.
Asunto(s)
Inteligencia , Escalas de Wechsler , Adolescente , Niño , Comprensión , Análisis Factorial , Femenino , Humanos , Masculino , Memoria a Corto Plazo , Recuerdo Mental , Psicometría , Reproducibilidad de los ResultadosRESUMEN
Published empirical evidence for the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) does not address some essential questions pertaining to the applied practice of intellectual assessment. In this study, the structure and cross-age invariance of the latest WAIS-IV revision were examined to (a) elucidate the nature of the constructs measured and (b) determine whether the same constructs are measured across ages. Results suggest that a Cattell-Horn-Carroll (CHC)-inspired structure provides a better description of test performance than the published scoring structure does. Broad CHC abilities measured by the WAIS-IV include crystallized ability (Gc), fluid reasoning (Gf), visual processing (Gv), short-term memory (Gsm), and processing speed (Gs), although some of these abilities are measured more comprehensively than are others. Additionally, the WAIS-IV provides a measure of quantitative reasoning (QR). Results also suggest a lack of cross-age invariance resulting from age-related differences in factor loadings. Formulas for calculating CHC indexes and suggestions for interpretation are provided.