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موضوع: آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرایش ها

  1. #1
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    پیش فرض آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرایش ها

    دوستان خوبم

    با توجه به اینکه رشته روان شناسی گرایش های متنوع و زیادی داره که برای اکثر ما که در دانشگاههای ایران تحصیل کردیم نا آشنا هست و اکثرا جزو گرایش های بین رشته ای هستند، در این تاپیک به معرفی این گرایشها و معیارهای اخذ پذیرش در آن گرایش ها پرداخته خواهدشد.

    خواهشم از دوستانی که مایلند اطلاعات خودشون و به مشارکت بذارن اینه که اول هر پست، اسم گرایش مورد نظرشون و حتما بنویسن.

    متشکرم

  2. #2
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای


    SCHOOL PSYCHOLOGY

    School Psychology

    School psychology
    is a field that applies principles of clinical psychology and educational psychology to the diagnosis and treatment of children's and adolescents' behavioral and learning problems, to teachers, politicians and other responsible persons in the instituationalized education systems with pedagogic, didactic or systemic-organizational problems, sometimes also integrating parents of school children to find common solutions. School psychologists are educated in psychology, child and adolescent development, child and adolescent psychopathology, education, family and parenting practices, learning theories, and personality theories. They are knowledgeable about effective instruction and effective schools. They are trained to carry out psychological and psychoeducational assessment, counseling, and consultation, and in the ethical, legal and administrative codes of their profession.


  3. #3
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای

    SCHOOL PSYCHOLOGY

    School psychology services

    School psychologists are experts in both psychology and education. They provide many services that include the educational, emotional, social, and behavioral challenges that many children, youth, and young adults experience (typically ages birth to age 21 years). Children are their primary clients but they also work collaboratively with teachers, school administrators, parents, and community services to best serve children. School psychologists provide intervention and treatment to reach goals. They assist with trauma and crisis; work with children, teachers, and families to deal with hurdles that are preventing success; educate and expand skills to cope with problems. They utilize prevention and early intervention to limit troubles in children’s lives and in the school environment. School psychologists help create an equal and encouraging school, bring attention to mental health issues and develop ways to deal with issues individually and school-wide, they team up with teachers and parents to address effective behavior plans, and ensure acceptance and value of diversity. School psychologists administer assessments and address difficulties all students face in psychological, social, personal, emotional, and educational/learning development. They also review and revise techniques to deal with problems of students and in schools to maintain a good, safe setting. They provide consultation and case management by ensuring students’ needs are met; speak out for students in and out of the school; make sure all people involved with the student are aware of the needs of the student, what resources are available, and how to get the services; aid in the communication between parents, schools, and community services; and modify achievement plans to best meet needs of student. School psychologists seek assistance from community services in mental health, health, and crisis response; educate the public, parents, and schools through trainings on issues facing students and schools. Finally, School Psychologists are experts in research. As noted by the National Association of School Psychologists (NASP, 2007) and the American Psychological Association (APA, 2007), school psychologists adhere to the scientist-practitioner framework and make decisions based on empirical research. School psychologists must be aware of and contribute to the study of the best approaches to helping students, families, and schools reach their goals. Although school psychologists understand that schools are important in the lives of young people, not all school psychologists are employed in schools. Many school psychologists, particularly those with doctoral degrees, practice in other settings, including clinics, hospitals, forensic settings, correctional facilities, universities, and independent practice

  4. #4
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای

    SCHOOL PSYCHOLOGY
    Consultation in School Psychology

    Consultation is an important part of a school psychologist’s career because it allows school psychologists to reach more children than using direct intervention techniques. Consultation is usually thought of as a triadic relationship with the school psychologist working with another individual in hopes of helping change many students' behaviors/grades The individual that school psychologists usually work with during consultation is a parent or teacher. School psychologists consult with parents to address learning and behavioral problems at home that can interfere with school progress. More frequently though school psychologists work with teachers during consultation to reach the many students in their classrooms. School psychologists mainly consult teachers on developing and implementing classroom management techniques and implementing specific interventions for specific students. School psychologists also now consult with administrators on a systems-level. When working on a systems level, school psychologists generally do not just work with one person but instead works with multiple individuals to make changes and help students on a more broad level. This can be to develop school wide programs to combat bullying or improve the entire school’s reading program.

  5. #5
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای

    SCHOOL PSYCHOLOGY
    Employment prospects in school psychology


    The job prospects in school psychology in the US are excellent. The US Department of Labor cites employment opportunities in school psychology at both the specialist and doctoral levels as among the best across all fields of psychology (U.S. Dept. of Labor, 2006-07).
    According to the NASP Research Committee (2007), 74% of school psychologists are female with an average age of 46. In 2004-05, average earnings for school practitioners ranged from $56,262 for those with a 180-day annual contract to $68,764 for school psychologists with a 220-day contract.

  6. #6
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای


    SCHOOL PSYCHOLOGY

    Difference between educational psychology and school psychology

    School and educational psychology, if you’ll think of it, seem to have no difference at all. Since school and education are two synonymous words, we can’t help but think what made the two subtypes of psychology different. Psychology is the study of behavior. School psychology and educational psychology are both fields under psychology. So what are the differences? Educational psychology deals with the psychology of educating humans, how educational teaching and materials affect humans, evaluation of methods of teaching and these teaching materials, and school organization effectiveness. School psychology, on the other hand, deals with the treatment of learning dilemmas of children and adolescents. They are also responsible in diagnosing such conditions present in them. The history of educational psychology dates back a thousand years ago when educational philosophers began to criticize the method of teaching among others. These philosophers are Comenius, Vives, Quintilian and Democritus while school psychology began during the 17th and 21st centuries. Their curiosity on studying childhood learning and behavioral problems led to this type of psychology. Important personalities behind school psychology are: Lightner Witmer, Granville Stanley Hall, and Arnold Gesell. In educational psychology, research methods are utilized to correlate findings and to solve problems. They either used quantitative or qualitative methods. In quantitative methods, computations and numbers are usually employed in the gathered data. In the qualitative method, it’s more in the use of words through descriptions of “these” and “those.” In school psychology, they usually apply the principles of educational and clinical psychology to carry out their duties and responsibilities. In order to become an educational psychologist (with an average income of $58,000 USD) one must take up a degree in educational psychology. On the other hand, for an individual to become a school psychologist (with an average income of $58,000 USD for 6 months’ contract), one may obtain a bachelor’s degree in psychology and then take up a Master’s and Ph.D. Though not all school psychologists are working in schools, some are working in universities, clinics, forensic hubs, hospitals, etc. while some work as independent contractors.



    Read more: Difference Between Educational Psychology and School Psychology | Difference Between | Educational Psychology vs School Psychology http://www.differencebetween.net/science/difference-between-educational-psychology-and-school-psychology/#ixzz2DgF1Fuuw


  7. #7
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای

    SCHOOL PSYCHOLOGY

    American Psychological Association: Accredited Programs in School Psychology

    Lehigh University (PhD)
    Department of Education and Human Services

    Louisiana State University (PhD)
    Department of Psychology


    Loyola University Chicago (PhD)
    School of Education


    University of Maryland—College Park (PhD)
    Department of Counseling and Personnel Services


    University of Massachusetts—Amherst (PhD)
    Department of Student Development and Pupil Personnel Services


    McGill University (PhD)
    School-Applied Child Psychology Program
    Department of Educational and Counseling Psychology
    Montreal, Quebec H3A 1B1
    Canada


    Michigan State University (PhD)
    Department of Counseling, Educational Psychology, and Special Education


    University of Minnesota (PhD)
    Department of Educational Psychology


    Mississippi State University (PhD)
    Department of Counseling and Educational Psychology


    University of Missouri—Columbia (PhD)
    Department of Educational and Counseling Psychology


    University of Nebraska—Lincoln (PhD)
    Department of Educational Psychology



    New York University (PhD) Department of Applied Psychology
    .
    New York University (PsyD)
    Department of Applied Psychology


    University of North Carolina—Chapel Hill (PhD)
    School of Education


    North Carolina State University (PhD)
    Department of Psychology


    University of Northern Colorado (PhD)
    School of Applied Psychology and Counselor Education


    Northern Illinois University (PhD)
    Department of Psychology


    Oklahoma State University (PhD)
    School of Applied Health and Educational Psychology


    University of Oregon (PhD)
    Department of Special Education and Clinical Sciences


    Pennsylvania State University (PhD)
    Division of Educational and School Psychology and Special Education


    University of Rhode Island (PhD)
    Department of Psychology


    Rutgers, The State University of New Jersey (PsyD)
    Department of Applied Psychology
    Graduate School of Applied and Professional Psychology


    University of South Carolina (PhD)
    Department of Psychology


    University of South Florida (PhD)
    Department of Psychological and Social Foundations


    University of Southern Mississippi (PhD)
    Department of Psychology


    St. John's University (PsyD)
    Department of Psychology


    Syracuse University (PhD)
    Department of Psychology


    Teachers College, Columbia University (PhD)
    Department of Health and Behavior Studies


    Temple University (PhD)
    Department of Psychological Studies in Education


    University of Tennessee—Knoxville (PhD)
    Educational Psychology and Counseling


    Texas A&M University (PhD)
    Department of Educational Psychology


    University of Texas at Austin (PhD)
    Department of Educational Psychology


    Texas Woman's University (PhD)
    Department of Psychology and Philosophy


    Tulane University (PhD)
    Department of Psychology


    University of Utah (PhD)
    Department of Educational Psychology


    University of Washington (PhD)
    Department of Educational Psychology


    University of Wisconsin—Madison (PhD)
    Department of Educational Psychology


    University of Wisconsin—Milwaukee (PhD)
    School of Education






  8. #8
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای

    SCHOOL PSYCHOLOGY


    Some of universities offers two graduate programs in school psychology: the Doctorate in School Psychology degree and the Specialist in School Psychology degree. The School Psychology Doctoral Program is accredited by the American Psychological Association (APA) for the period of 2011 to 2018. Since the Doctoral Program is APA accredited it is automatically NASP approved. The Specialist in School Psychology program has received conditional approval (national recognition with conditions) by the National Association of School Psychologists through December 31, 2013. The school psychology faculty plan to address the NASP standards judged as not being met and submit a report to the NASP Program Approval Board as soon as possible. If the NASP Program Approval Board determines that we have met the training standards, we will obtain full program approval. If the NASP Program Approval Board determines that we have not met the training standards we would lose our program approval. TWU also offers, on a limited basis, a respecialization program for professionals who already have a graduate degree in psychology and are seeking retraining in school psychology

    Some useful links:
    1:
    School Psychology Graduate Programs

    2:

    NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS


    Additional Information:

    NASP-National Association of School Psychologists-Approved/Nationally-Recognized Graduate Programs in School Psychology





    تصاویر پیوست فایل‌های پیوست
    ویرایش توسط Olympia : November 30th, 2012 در ساعت 01:23 PM

  9. #9
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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای

    SCHOOL PSYCHOLOGY

    the differences between the Specialist and Doctoral Programs


    The Specialist in School Psychology (SSP) Program is modeled after the National Association of School Psychologist's entry-level training standards for the practice of school psychology. Graduates of the SSP Program work in the public schools. In Texas, graduates of the SSP Program are able to apply for the Nationally Certified School Psychologist (NCSP) credential from NASP and become licensed as a Licensed Specialist in School Psychology (LSSP) from the Texas State Board of Examiners of Psychologists (TSBEP). The LSSP is a license for practice in the public schools only and does not extend to private practice. Graduate students in the Doctoral School Psychology Program take many of the same classes as the SSP stduents in the first 60 hours of their program. However, the doctoral program is a little over 100 semester credit hours. One of the main differences between the SSP and Ph.D. School Psychology Programs is the increased emphasis on research and added areas of specialization within the doctoral program. Doctoral students take an advanced statistics class in preparation for their doctoral dissertation. Doctoral students also take advanced classes in counseling, consultation, advanced therapeutic interventions, and additional practicum experiences. Many students come to universities for their doctoral studies to specialize in school neuropsychology. The school neuropsychology specialization is composed on 14 credit hours across five classes: Neuropsychological Assessment Techniques I (4 credit hours), Neuropsychological Assessment Techniques II (4 credit hours), Neurodevelopmental and Genetic Disorders (3 credit hours), and Neuropsychology Supervised Practicum (3 credit hours). Doctoral School Psychology Program is unique in offering this concentrated area of study in school neuropsychology.
    Graduates of the Doctoral School Psychology Program are also eligible to apply for the NCSP and LSSP. In addition, graduates of the doctoral program are eligible to apply for licensure as a psychologist from the TSBEP. Once licensed as a psychologist, career options open up beyond the boundaries of the public schools. Licensed psychologists can work in private practice or work for agencies such as hospitals, mental health facilities, etc

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    پیش فرض پاسخ : آشنایی با گرایش های مختلف روان شناسی و مسائل مرتبط با فرایند اپلای در این گرای


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