|
|
|
|
| LEADER |
01000caa a22002652 4500 |
| 001 |
NLM253162327 |
| 003 |
DE-627 |
| 005 |
20250219050119.0 |
| 007 |
tu |
| 008 |
231224s2014 xx ||||| 00| ||eng c |
| 028 |
5 |
2 |
|a pubmed25n0843.xml
|
| 035 |
|
|
|a (DE-627)NLM253162327
|
| 035 |
|
|
|a (NLM)26412911
|
| 040 |
|
|
|a DE-627
|b ger
|c DE-627
|e rakwb
|
| 041 |
|
|
|a eng
|
| 100 |
1 |
|
|a Atkinson, Cathy
|e verfasserin
|4 aut
|
| 245 |
1 |
0 |
|a Facilitators and barriers to the provision of therapeutic interventions by school psychologists
|
| 264 |
|
1 |
|c 2014
|
| 336 |
|
|
|a Text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a ohne Hilfsmittel zu benutzen
|b n
|2 rdamedia
|
| 338 |
|
|
|a Band
|b nc
|2 rdacarrier
|
| 500 |
|
|
|a Date Revised 16.03.2022
|
| 500 |
|
|
|a published: Print
|
| 500 |
|
|
|a Citation Status Publisher
|
| 520 |
|
|
|a There is growing concern internationally about the prevalence of mental health problems among school-aged children and their access to specialist services. School psychologists (SPs) may be one group of professionals well-positioned to support the well-being of children and young people, due to their position as applied psychologists working within educational settings and their capability to deliver therapeutic interventions. This research considers findings from a large scale, United Kingdom (UK)-wide survey of the views of SPs (N = 455) about facilitators and barriers to the provision of therapeutic interventions to children and young people. Principal Components Analyses of ranked questionnaire responses yielded three components: The role of the SP; training and practice; and support and psychology service context. Quantitative findings were then triangulated, using qualitative responses from the survey. Greater direction and clarification of the role of the SP as a provider of therapeutic interventions is recommended, particularly given the diverse roles undertaken by SPs and competing demands, particularly from assessment activities
|
| 650 |
|
4 |
|a Journal Article
|
| 650 |
|
4 |
|a Mental health
|
| 650 |
|
4 |
|a United Kingdom
|
| 650 |
|
4 |
|a school psychologist role
|
| 650 |
|
4 |
|a therapeutic intervention provider
|
| 650 |
|
4 |
|a therapy
|
| 650 |
|
4 |
|a well-being
|
| 700 |
1 |
|
|a Squires, Garry
|e verfasserin
|4 aut
|
| 700 |
1 |
|
|a Bragg, Joanna
|e verfasserin
|4 aut
|
| 700 |
1 |
|
|a Muscutt, Janet
|e verfasserin
|4 aut
|
| 700 |
1 |
|
|a Wasilewski, David
|e verfasserin
|4 aut
|
| 773 |
0 |
8 |
|i Enthalten in
|t School Psychology International
|d 1995
|g 35(2014), 4 vom: 01. Aug., Seite 384-397
|w (DE-627)NLM098178148
|x 0143-0343
|7 nnns
|
| 773 |
1 |
8 |
|g volume:35
|g year:2014
|g number:4
|g day:01
|g month:08
|g pages:384-397
|
| 912 |
|
|
|a GBV_USEFLAG_A
|
| 912 |
|
|
|a SYSFLAG_A
|
| 912 |
|
|
|a GBV_NLM
|
| 912 |
|
|
|a GBV_ILN_350
|
| 951 |
|
|
|a AR
|
| 952 |
|
|
|d 35
|j 2014
|e 4
|b 01
|c 08
|h 384-397
|