Facilitators of and Barriers to Model School Psychological Services

Autor/inn/en	Castillo, Jose M.; Arroyo-Plaza, Javier; Tan, Sim Yin; Sabnis, Sujay; Mattison, Amira
Titel	Facilitators of and Barriers to Model School Psychological Services
Quelle	In: Psychology in the Schools, 54 (2017) 2, S.152-168 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21991
Schlagwörter	School Psychologists; School Psychology; Barriers; Online Surveys; Delivery Systems; School Health Services; Predictor Variables + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Auslieferung; Schuleingangsuntersuchung; Prädiktor
Abstract	This study examined facilitators of and barriers to comprehensive and integrated services. A national sample of 267 full-time practicing school psychologists who were Regular Members or Early Career Members of the National Association of School Psychologists participated. We administered a survey to participants that measured the extent to which they engaged in comprehensive and integrated services and the top facilitators of and barriers to those services using web-based survey procedures. Results indicated that the majority of facilitators identified ("Personal Attributes," "Stakeholder Involvement," "Resources and Support," "School-Specific Variables," "Contextual Variables") predicted greater levels of comprehensive and integrated service delivery. Identified barriers--which often reflected the opposite condition of the facilitators--predicted lower levels of service delivery in some instances; however, they predicted services less often than did facilitators. Implications for research focused on better understanding factors that impact service delivery and on processes for facilitating increased comprehensive and integrated service delivery are discussed. Additionally, implications for practice include the assessment of facilitators and barriers, the use of data to plan for the delivery of comprehensive and integrated services, and advocacy for systems change. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01