在学校心理学中实施循证实践:去证的挖掘

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2020-12-07 DOI:10.1177/08295735211000513
S. Shaw
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引用次数: 6

摘要

科学家-从业者实践模式是学校心理学专业最常见的方法,并将循证实践作为临床实践的基础。对循证实践的关注不仅涉及利用优势研究来确定什么是有效的,还涉及如何有效地实施这些实践。实施创新循证实践的一个重要障碍是,被证明无效或价值低的干预措施和实践继续被用于教育和心理学。哪些问题有助于终止被广泛使用但已被推翻或有其他问题的做法?如何为更有效、创新和循证实践腾出空间?本期《加拿大学校心理学杂志》致力于探索不同形式的被推翻、低价值或有问题的实践,使这些实践在学校中保持活力的因素,以及如何最好地消除无效、低价值和有问题的做法。如果科学家-从业者模式在很大程度上是由循证实践的实施来定义的,那么去实施将是学校心理学专业发展的一个关键方面。
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Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved
The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative evidence-based practices is that interventions and practices that have been proved ineffective or of low value continue to be used in education and psychology. What are the issues that assist in discontinuing practices that are widely used, but have been disproved or are otherwise problematic? How can room be made for more effective, innovative, and evidence-based practices? This issue of the Canadian Journal of School Psychology is devoted to exploration of different forms of disproved, low value, or problematic practices, factors that keep these practices alive in schools, and how to best de-implement ineffective, low value, and problematic practices. If the scientist-practitioner model is to be defined largely by the implementation of evidence-based practices, then de-implementation will be a critical aspect in the evolution of the profession of school psychology.
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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