Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher education

This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc.     

Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color

In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that had contributed to their leadership development, although not all of the relationships were labeled as mentoring. Whereas female participants (11 in total) relied on these relationships primarily for psychosocial support, three male participants had more actively sought out mentoring relationships to develop career skills and expand their professional network. Particularly, for the female participants, mentoring took place mostly outside their professional settings. We argue that personal and institutional factors contributed to the participants’ limited access to professional mentoring within their higher education contexts. This collaborative autoethnography process, which lasted at least six months for most participants, unexpectedly provided professional mentoring opportunities for these leaders of color.     

Directing an APA-approved school psychology program: Reasons,responsibilities, benefits

Directors of American Psychological Association (APA)-approved school psychology programs were surveyed to determine what responsibilities and benefits attend their role as training director; they also were asked to identify what they liked about serving in the training director role. Of 42 possible respondents, 33 (79%) returned usable questionnaires. Several responsibilities that all or virtually all of the training directors engaged in were identified (e.g., end-of-year APA report preparation); many respondents (61%) received release time from a class, but otherwise any benefits they received were few; and several important, motivating reasons (e.g., contributing to the future of school psychology) for functioning as a training director were identified. The implications of these findings for school psychology programs are briefly discussed.     

Understanding Asian American women's pathways to school leadership

Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities.     

闵斯特伯格的心理学思想评述

雨果·闵斯特伯格(Hugo Münsternberg,1863—1916)是一位旅居美国的德国心理学家。作为20世纪初最著名的心理学家之一,他曾经担任过哈佛大学心理学实验室主任、美国心理学会主席和美国哲学协会主席等职务。闵斯特伯格的研究范围很广,涉及心理学的多个领域。他在实验心理学、美学心理学、教育心理学、临床心理学、司法心理学与工业心理学等领域都做出了突出的理论与实践贡献,是心理学研究领域不可多得的一位巨匠、应用心理学的先行者、工业心理学的奠基者和心理学科普工作的实践者,对现代应用心理学的发展具有非常深远的影响。     

美国民族心理学研究的发展历史

美国少数民族心理学历经了百年的发展,对各国少数民族心理研究产生了重要影响。本文分析了“科学种族主义”、科学心理学、心理测量、临床心理学对20世纪美国少数民族心理学发展的影响,以及美国民族心理学发展过程中,美国心理学会(APA)所采取的一系列改革措施。美国民族心理学研究仍然存在着欧洲文化中心或白人中心向适应多元文化社会转向的问题。     

Involving peers in the evaluation and improvement of teaching: A menu of strategies

Various approaches to conducting peer coaching and peer review are described in this article. Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.Kathleen M. Quinlan is a doctoral candidate in the Stanford University School of Education. A former research assistant with the American Association for Higher Education' s Teaching Initiative, she is now an American Association of University Women Dissertation Fellow. After she completes her Ph.D. in June 1996, she will continue to pursue her interests in disciplinary and departmental cultures and peer involvement in teaching improvement and evaluation as a lecturer at the Centre for Academic Development and Educational Methods at the Australian National University, Canberra, Australia.     

Mentoring Within the Field of Counseling: A Preliminary Study of Multicultural Perspectives

Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American, Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes (trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed.     

Working with Arab American families: Culturally competent practice for school psychologists

Individuals of Arab descent residing within the United States currently number between 1.2 million and 3.9 million. These families are characterized by considerable diversity depending upon their nationality, religion, and extent of acculturation to both Western and Arab cultures. More recently, Arab families have immigrated to the United States in response to traumatic events, such as war, a situation that has complicated their subsequent adjustment and acculturation to life in the United States. The growth in the Arab American population suggests that school psychologists are increasingly likely to work with their children and families. However, despite the National Association of School Psychologists (NASP; 2000) and American Psychological Association (APA; 2002) ethical guidelines requiring culturally competent practice, little has been written to guide the school psychologist's work with this population. This article draws on the available literature on Arab cultural values and acculturation to enhance culturally sensitive school psychology practice at the individual and systems levels. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 183–198, 2007.     

Private practice of school psychology: Implications from the APA specialty guidelines

A model of school psychology private practice is developed that is appropriate to the unique training and experience of school psychologists and is consistent with the professional functions outlined in the Specialty Guidelines for rhe Delivery of Services by School Psychologists developed by the American Psychological Association. Each of the six functions is examined to see how it could be conducted effectively within the parameters of private practice. Client populations and recruitment efforts are addressed briefly. A cautionary note is sounded about several potential ethical conflicts that have particular relevance to the private practice of school psychology; i.e., competence, communication of services to the public, and conflicts of interest.     

Scholarly Productivity and Impact of School Psychology Faculty in APA‐Accredited Programs

The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure‐track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by faculty rank and gender between 2005 and 2009. Results of our study reflected considerable variability in scholarly impact and productivity. For example, on average, school psychology faculty published slightly more than one refereed journal article per year, with productivity rates ranging from zero to eight articles per year. Similar variability in results was observed for scholarly impact. Results of this study also revealed no significant differences in productivity and impact by scholarly rank. Significant differences were observed for gender, however, with higher productivity and impact for men than women. A secondary objective of this study was to rank the most productive and impactful faculty by total authorship credit, number of publications, and number of citations, and to examine the relationships among these different rankings. Implications and limitations are discussed.     

Counselor Education and Counseling Psychology: Where are the Jobs?

Employment opportunities for persons with doctoral degrees in counselor education and counseling psychology were studied. Over 15 months, 708 positions were identified and analyzed to determine frequency of advertised positions calling for either degree, types of positions, and references to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) or the American Psychological Association. Additional analyses were conducted for counselor education. Results found the counselor education degree to have a clear identity in the marketplace, especially for faculty positions, whereas the degree in counseling psychology was more often 1 of multiple degrees listed for an advertised position. Implications are discussed, including implications for CACREP‐accredited doctoral programs and needs for future research.     

The Secret Sauce: How Developmental Relationships Shape the Leadership Journeys of Women Leaders in Christian Higher Education

Although women are now graduating in greater percentages then men at all degree levels—associate through doctorate—the senior-level leadership on most postsecondary campuses in the United States continues to be predominantly White and male. Numerous internal, institutional, and systemic barriers have been identified that hinder women from aspiring to leadership and advancing into senior-level roles. However, new streams of research in the leadership literature are addressing the motivations, encouragers, and discouragers that influence women’s leadership aspirations and experiences, including a growing body of scholarship focused on the process of leadership identity development rather than simply leadership development. This article presents the relevant literature and discusses the findings of interviews with 30 emerging and current women leaders in the Council for Christian Colleges & Universities; the interview questions focused on the extent to which various kinds of developmental relationships (specifically mentoring, coaching, and sponsorship) have been experienced by the participants. Three primary themes emerged from the data analysis of developmental relationships vis-à-vis the participants’ leadership journeys: (a) the value of having a network of influential relationships was key in the leadership journey; (b) the perceived benefits of distinct developmental relationships, either present or desired; and (c) the contribution of developmental relationships in navigating women leaders’ professional challenges. Although many of the 30 participants reported having benefited from mentoring of various types in the past, only a few reported having been coached or sponsored. Notably, such developmental relationships were not only desired but also viewed as potentially critical to professional advancement. Recognizing that the influence of developmental relationships (particularly coaching and sponsorship) in later career stages merits greater research attention, this article proposes a slightly modified version of a Women’s Leadership Development Model in which developmental relationships are recognized as a motivator for women to aspire to or step into leadership, with coaching and sponsorship playing a larger role in the later stages of women’s career development.     

Novice teachers' perspectives on mentoring: The case of the Estonian induction year

This study explores Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching. The induction year with mentoring as one of the support structures was introduced into Estonian teacher education a few years ago. Experiences indicate that this is a valuable support, but there are areas of mentoring that need to be developed. The data are based on thematic interviews with sixteen novice teachers in the second half of their first year of teaching, i.e. the induction year. A content analysis revealed that the novice teachers experienced support for personal development and professional knowledge development, feedback, collegiality, reciprocity of the relationship, mentor availability and mutual trust as components of the mentor–mentee relationship. The study identified undeveloped potential in mentoring related to three main areas: 1) facilitation of reflection, 2) mentor training, and 3) integration of mentoring into the school community as a whole. The last area also includes matters pertaining to socialization and school leadership.     

COMPONENTS OF QUALITY COMMUNITY COLLEGE CHILD CARE PROGRAMS

A critical information literacy model centers libraries within the curriculum where students find, evaluate and use information in order to conduct successful research (Swanson, 2011). This report documents the process by which the El Centro College (Dallas County Community College District) librarians and the psychology faculty collaborated in bringing information and research skills into the psychology curriculum. The sessions included (a) the research process of finding articles in professional psychology journals, (b) instruction on creating references using NoodleTools ? (an integrated tool for note-taking, outlining, and building references), and (c) how to write in American Psychological Association (APA) style. The integration of the library sessions within the classroom setting of team teaching with the instructor suggests an ideal opportunity for educators to enhance the academic, research, and information literacy education for all students.     

Code of Fair Testing Practices in Education (Revised)

A note from the Working Group of the Joint Committee on Testing Practices:
The Code of Fair Testing Practices in Education (Code) prepared by the Joint Committee on Testing Practices (JCTP) has just been revised for the first time since its initial introduction in 1988.
The revision of the Code was inspired primarily by the revision of the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999) and recent changes in testing practices in a variety of professions.
The revised Code (JCTP, 2004) has been endorsed by all seven member associations of the Joint Committee, which includes representatives of the National Council on Measurement in Education, as well as the American Counseling Association, American Educational Research Association, American Psychological Association, American Speech-Language-Hearing Association, National Association of School Psychologists, and National Association of Test Directors. The mission of the JCTP is to provide "a means by which professional organizations and test publishers can work together to improve the use of tests in assessment and appraisal."
The revised Code is likely to continue having a major impact on the development and use of testing and assessment in education. It is presented in this issue of Educational Measurement: Issues and Practice and may be reproduced in whole or in part without fees or permission, provided that any reproduction includes appropriate citation. Additional information about the Code may be obtained from: Joint Committee on Testing Practices, Science Directorate, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242.     

Conversations with Four Highly Productive Educational Psychologists: Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman

This article seeks to answer the questions: Who are the most productive and influential educational psychologists? What factors characterize these educational psychologists? And, what advice might they pass along to budding scholars? To determine the top educational psychologists, we surveyed the membership of Division 15 (Educational Psychology) in the American Psychological Association. The four top scholars were Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman. To determine characterizing factors, we used qualitative research methods that uncovered the scholars’ trademark characteristics, influences, time management practices, writing techniques, collaboration patterns, mentoring practices, and other intriguing aspects. Finally, we asked the top scholars what advice they might pass along to budding scholars.     

Mentoring African American Faculty in Predominantly White Institutions

Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty.     

EXPERIENCE OF RETIREMENT By Robert S. Weiss

A survey was conducted in the 1989‐1990 academic year of 421 American Psychological Association (APA) approved programs offering graduate study at the doctoral level in psychology and associated fields. The purpose was to provide continuing documentation of opportunities for doctoral training in adult development and aging. Results were compared to similar surveys conducted in 1975 and 1984. From 1975‐1984 there was dramatic growth in programs offering specialized training in adult development and aging. For the 1984‐1990 time period, growth proceeded at a much slower rate. Additional survey results indicate that most programs offering specialized training in adult development and aging are located in developmental psychology programs in general psychology departments. In addition, respondents were asked to provide information about opportunities for professional experiences offered doctoral students specializing in adult development and aging. Approximately 50% of programs with specialized doctoral training offer students some combination of teaching, research, or practicum/internship experiences. The need for continued growth in programs offering doctoral students specialized training in adult development and aging is discussed.     

Prevention in the twenty-first century: promoting health and well-being in education and psychology

This paper explores the science of prevention, with special attention to prevention research and applications in education and psychology, and the importance of prevention in Asian countries. One example that will be highlighted is the recently adopted Korean government policy on Internet addiction which addresses the problem from prevention to treatment. In addition, the paper provides background by summarizing the history of prevention and definitions of prevention. Research and conceptual papers that have been published in the Asian Pacific Education Review serve as examples of important topics to address from a prevention perspective. The topics are school bullying, school achievement, career development, and educator professional development and educational reform. The paper also discusses prevention best practices by summarizing the recently adopted American Psychological Association Guidelines for Prevention in Psychology, emphasizing that the Guidelines are applicable for professions beyond psychology and they also apply in different parts of the world. Finally, the paper discusses prevention in the future, especially noting that advances in science, technology, and population demographics will increase the importance of prevention in the twenty-first century.