Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0202-2
Mukti Thapaliya
{"title":"Exploring Inclusive Practices for Students with Autism Spectrum Disorders in Mainstream Classrooms: A Case from New Zealand","authors":"Mukti Thapaliya","doi":"10.37155/2972-3086-0202-2","DOIUrl":"https://doi.org/10.37155/2972-3086-0202-2","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0201-1
M. Moroń, Wiktoria Smołkowska-Jędo
{"title":"COVID-19 Phobia, Dyadic Coping, and Subjective Change in Relationship Quality due to the Pandemic: A Dyadic Approach","authors":"M. Moroń, Wiktoria Smołkowska-Jędo","doi":"10.37155/2972-3086-0201-1","DOIUrl":"https://doi.org/10.37155/2972-3086-0201-1","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"208 1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72889351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0202-1
Alexis Brathwaite, Garry Hornby
This research investigated the views of parents and special education teachers about the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) intervention programme used at a special school for children with autism in Barbados. The purpose was to provide an understanding of the barriers as well as the facilitating factors as perceived by these two stakeholders as they attempt to implement the intervention programme used at the school. A sample of four special education teachers and twelve parents were involved in the study. Focus groups and face to face semi-structured interviews were the procedures used for collecting data from the participants. The results of the study revealed several barriers and facilitators as perceived by participants regarding the implementation of the TEACCH intervention programme at the school. Themes that emerged regarding barriers and facilitating factors were focused on: implementation of the intervention programme; collaboration; bureaucracy; curriculum; frustration; and training.
{"title":"Perspectives of Parents and Teachers of Autistic Children on the TEACCH Intervention Programme used at a Special School in Barbados","authors":"Alexis Brathwaite, Garry Hornby","doi":"10.37155/2972-3086-0202-1","DOIUrl":"https://doi.org/10.37155/2972-3086-0202-1","url":null,"abstract":"This research investigated the views of parents and special education teachers about the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) intervention programme used at a special school for children with autism in Barbados. The purpose was to provide an understanding of the barriers as well as the facilitating factors as perceived by these two stakeholders as they attempt to implement the intervention programme used at the school. A sample of four special education teachers and twelve parents were involved in the study. Focus groups and face to face semi-structured interviews were the procedures used for collecting data from the participants. The results of the study revealed several barriers and facilitators as perceived by participants regarding the implementation of the TEACCH intervention programme at the school. Themes that emerged regarding barriers and facilitating factors were focused on: implementation of the intervention programme; collaboration; bureaucracy; curriculum; frustration; and training.","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136372673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Building the Geropsychology Workforce: A National Survey and Virtual Conference Define Critical Obstacles and Steps Forward","authors":"","doi":"10.1037/pro0000524.supp","DOIUrl":"https://doi.org/10.1037/pro0000524.supp","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135838975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0201-2
Diamantia Symeonidou, V. Giannouli
{"title":"Exploration of Experiences of Trainee Integrative Psychotherapists with Remote Counselling in Their Internship during the COVID-19 Pandemic","authors":"Diamantia Symeonidou, V. Giannouli","doi":"10.37155/2972-3086-0201-2","DOIUrl":"https://doi.org/10.37155/2972-3086-0201-2","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"7 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85818085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0201-4
Garry Hornby
{"title":"Guidelines from Educational Psychology for Education Reform in Barbados","authors":"Garry Hornby","doi":"10.37155/2972-3086-0201-4","DOIUrl":"https://doi.org/10.37155/2972-3086-0201-4","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88148310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0201-3
Gad Sayed Ahmed Sayed Ahmed Elbeheri, F. Theofanides, K. Al Muhareb, H. Al Hamwi, A. Mahfoudhi, J. Everatt
{"title":"Learning Support Provisions for Post-secondary Students with Disabilities in Kuwait","authors":"Gad Sayed Ahmed Sayed Ahmed Elbeheri, F. Theofanides, K. Al Muhareb, H. Al Hamwi, A. Mahfoudhi, J. Everatt","doi":"10.37155/2972-3086-0201-3","DOIUrl":"https://doi.org/10.37155/2972-3086-0201-3","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"7 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85550622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.37155/2972-3086-0202-3
Yueh-Ting Lee, Matthew R. Jamnik, Wenting Chen
Human beings cannot function without the categorical (human) mind. The human mind, via cognition, functions in a both-and manner, affording for the dynamic exchange between the categories of person and environment. However, the categorical human mind has never been examined dialectically via a Daoist Psychology perspective. While dialectical thinking is universal both in the East and West, little attention has been paid to the categorical human mind from a Daoist yin and yang approach (i.e., opposite but interconnected). We explore the relationship between the human mind which could be both yin and yang and it is related to the environment categorically as informed by this view. Like the Daoist yin and yang, the unfolding of mind and environment can be understood as passive (yin) and, equally as much, as active (yang). The categorical human mind can influence the environment and experience (i.e., active mind), and also may be influenced itself (i.e., passive mind) by the environment or experience. Both the mind and environment operate across active (yang) and passive (yin) processes that are independent yet interconnected forces which mutually arise (like yin and yang). We discuss this dialectical Daoist yin-yang perspective of mind by focusing on categorical cognition and perception, social totemic cognition, stereotyping, and human development. These examples help to illustrate the both-and processes underlying the categorical human mind, emphasizing the mind as dialectical (i.e., Daoist yin-yang view); that is, independent while also interdependent and interactive , and featuring both active and passive capacities at the same time. The dialectical Daoist yin-yang view teaches us that human categorical mind is dependent on and independent of the situation and ecological environment.
{"title":"Categorical Human Mind: A Dialectical Daoist Yin-Yang Perspective","authors":"Yueh-Ting Lee, Matthew R. Jamnik, Wenting Chen","doi":"10.37155/2972-3086-0202-3","DOIUrl":"https://doi.org/10.37155/2972-3086-0202-3","url":null,"abstract":"Human beings cannot function without the categorical (human) mind. The human mind, via cognition, functions in a both-and manner, affording for the dynamic exchange between the categories of person and environment. However, the categorical human mind has never been examined dialectically via a Daoist Psychology perspective. While dialectical thinking is universal both in the East and West, little attention has been paid to the categorical human mind from a Daoist yin and yang approach (i.e., opposite but interconnected). We explore the relationship between the human mind which could be both yin and yang and it is related to the environment categorically as informed by this view. Like the Daoist yin and yang, the unfolding of mind and environment can be understood as passive (yin) and, equally as much, as active (yang). The categorical human mind can influence the environment and experience (i.e., active mind), and also may be influenced itself (i.e., passive mind) by the environment or experience. Both the mind and environment operate across active (yang) and passive (yin) processes that are independent yet interconnected forces which mutually arise (like yin and yang). We discuss this dialectical Daoist yin-yang perspective of mind by focusing on categorical cognition and perception, social totemic cognition, stereotyping, and human development. These examples help to illustrate the both-and processes underlying the categorical human mind, emphasizing the mind as dialectical (i.e., Daoist yin-yang view); that is, independent while also interdependent and interactive , and featuring both active and passive capacities at the same time. The dialectical Daoist yin-yang view teaches us that human categorical mind is dependent on and independent of the situation and ecological environment.","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135662235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. DeBlaere, David G. Zelaya, Jhodi-Ann B. Dean, Caleb N. Chadwick, Don E. Davis, J. Hook, Jesse Owen
{"title":"Multiple microaggressions and therapy outcomes: The indirect effects of cultural humility and working alliance with Black, Indigenous, women of color clients.","authors":"C. DeBlaere, David G. Zelaya, Jhodi-Ann B. Dean, Caleb N. Chadwick, Don E. Davis, J. Hook, Jesse Owen","doi":"10.1037/pro0000497","DOIUrl":"https://doi.org/10.1037/pro0000497","url":null,"abstract":"","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47782144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01Epub Date: 2022-09-01DOI: 10.1037/pro0000462
Aileen Aldalur, Tiffany Bridgett, Lawrence H Pick
According to the national census, approximately a fifth of the adult population in the United States uses a language other than English in their home. Less precise information is available regarding the language preferences of children and adolescents, D/deaf individuals, and other individuals in the United States who are not represented in national surveys. The field of psychology has increasingly acknowledged and addressed the lived experiences of culturally and linguistically minoritized individuals in the United States through relevant research and clinical practice guidelines. As a result, more accessible and equitable practices for psychological assessments have been developed when working with linguistically minoritized clients. Unfortunately, there is a paucity of information in the extant literature regarding drafting psychological assessment reports for linguistically minoritized clients. This article explores the ethical and professional responsibilities of psychologists when engaged in this work, and provides proposed practices for drafting and delivering accessible assessment reports for linguistically minoritized clients. Recommendations are provided regarding how psychologists can share the results of an assessment with a referral source using written English and also support a client in accessing the information in their primary language.
{"title":"Psychological Assessment Reports for Linguistically Minoritized Clients: Considerations for Ethical and Professional Practice.","authors":"Aileen Aldalur, Tiffany Bridgett, Lawrence H Pick","doi":"10.1037/pro0000462","DOIUrl":"10.1037/pro0000462","url":null,"abstract":"<p><p>According to the national census, approximately a fifth of the adult population in the United States uses a language other than English in their home. Less precise information is available regarding the language preferences of children and adolescents, D/deaf individuals, and other individuals in the United States who are not represented in national surveys. The field of psychology has increasingly acknowledged and addressed the lived experiences of culturally and linguistically minoritized individuals in the United States through relevant research and clinical practice guidelines. As a result, more accessible and equitable practices for psychological assessments have been developed when working with linguistically minoritized clients. Unfortunately, there is a paucity of information in the extant literature regarding drafting psychological assessment reports for linguistically minoritized clients. This article explores the ethical and professional responsibilities of psychologists when engaged in this work, and provides proposed practices for drafting and delivering accessible assessment reports for linguistically minoritized clients. Recommendations are provided regarding how psychologists can share the results of an assessment with a referral source using written English and also support a client in accessing the information in their primary language.</p>","PeriodicalId":48217,"journal":{"name":"Professional Psychology-Research and Practice","volume":"53 6","pages":"606-614"},"PeriodicalIF":1.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10512426/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41152389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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