Student Paraprofessionals in School Psychology: Practices and Possibilities

McManus, John

doi:10.1080/02796015.1986.12085205

Cited by 3 publications

(2 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although this makes intuitive sense, large efforts to provide children at risk with lasting relationships within the school setting have yet to be implemented. The pioneer work of Cowen and his associates in the use of volunteers and paraprofessionals in schools can be emulated and upgraded in light of the findings described above (Cowen et al, 1975; McManus, 1986). It would be important, for instance, to bear in mind the need for continuity in those relationships.…”

Section: The Possibilitiesmentioning

confidence: 99%

“…Recurrent experiences of attachment and separation from significant others may lead to reluctance on the part of the child to allow him/herself to bond with new figures in his/her life (Bowlby, 1988; Field, 1987). The school psychologist can mobilize paraprofessionals and/or community volunteers, train them, and help schools contract with them for two or three years of committed work with a particular needy child (McManus, 1986).…”

Section: The Possibilitiesmentioning

confidence: 99%

See 1 more Smart Citation

The social ethics of school psychology: A priority for the 1990's.

Prilleltensky¹

1991

School Psychology Quarterly

View full text Add to dashboard Cite

Like most other branches of applied psychology, school psychology has adopted a narrow interpretation of ethics that gives primacy to the welfare of the individual client at the expense of actions designed to enhance the welfare of the entire community. It is argued that the moral responsibilities of school psychologists toward their clients and society at large necessitate a more active pursuit of social ethics. The methods whereby this goal may be attained and the likely obstacles to be encountered in the promotion of more socially sensitive approaches in school psychology are presented. Finally, a blueprint for the implementation of social ethics in the profession is proposed. It is obvious that without an improvement in the social conditions in which many of our clients live, they will continue to experience a myriad of emotional disorders (Albee, 1989; Honig, 1986a, 1986b; Mirowsky & Ross, 1989; Commission on Prevention of Mental-Emotional Disabilities, 1987). The United Nations Convention on the Rights of the Child, recently adopted by its general assembly, "refers many times to the maintenance of the child's mental health, as well as to the preconditions for achieving these ends (e.g., adequate shelter, nutrition, health care, education)" (Cohen & Naimark, 1991, p. 63). Hence, school psychologists have a moral responsibility to promote not only the wellbeing of their clients but also of the environments where their clients function and develop. In spite of the fact that very few school psychologists will likely dispute these assertions, our profession has devoted a disproportionate amount of

show abstract

Section: The Possibilitiesmentioning

confidence: 99%

Section: The Possibilitiesmentioning

confidence: 99%

The social ethics of school psychology: A priority for the 1990's.

Prilleltensky¹

1991

School Psychology Quarterly

View full text Add to dashboard Cite

show abstract

Using Students to Assess Physical Fitncss Performance

Hill

2003

Strategies

View full text Add to dashboard Cite

The Irvine Paraprof essional Program

Kotkin¹

1998

J Learn Disabil

View full text Add to dashboard Cite

The Irvine Paraprofessional Program (IPP) looks promising for serving elementary-school children with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. This article describes the components of the IPP, preliminary research studies that support its efficacy, and the benefits of the model. The IPP is a 12-week intensive intervention that includes (a) direct intervention to children with ADHD by specially trained paraprofessionals, (b) teacher consultation by the school psychologist on the use of effective classroom management strategies, (c) school-based reinforcement, and (d) social skills training. Preliminary studies suggest that paraprofessionals can effect positive changes in children with ADHD that can be maintained by the teacher once the paraprofessional is removed from the classroom. The purpose of this article is to provide a description of the IPP as an effective model for serving children with ADHD in the general education classroom.

show abstract

Student Paraprofessionals in School Psychology: Practices and Possibilities

Cited by 3 publications

References 42 publications

The social ethics of school psychology: A priority for the 1990's.

The social ethics of school psychology: A priority for the 1990's.

Using Students to Assess Physical Fitncss Performance

The Irvine Paraprof essional Program

Contact Info

Product

Resources

About