未来大学和职业准备课程的路径2：对学校心理学家的建议

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL Journal of Applied School Psychology Pub Date : 2020-08-04 DOI:10.1080/15377903.2020.1799130

Emily D. Walden, L. Leve, L. Lindstrom

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引用次数: 2

摘要

摘要鉴于学校心理学家在特殊教育和干预方面的专业知识和技能，他们在残疾青少年的中学后过渡中直接或间接发挥着关键作用。全国学校心理学家协会（NASP）实践领域（2010年）为学校心理学家的服务提供提供了指导方针，其中提到了与培养职业生涯和大学准备相关的活动。《未来之路2》（P2F）是一门循证课程，为残疾年轻女性提供指导，以支持她们的中学后职业生涯和大学入学准备。在这篇文章中，我们建议将P2F课程与NASP实践领域相结合，以说明P2F如何融入学校心理学实践，以满足残疾年轻女性的独特需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Paths 2 the Future College and Career Readiness Curriculum: Recommendations for School Psychologists

Abstract School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists’ service delivery, which reference activities relevant to building career and college readiness. Paths 2 the Future (P2F) is an evidence-based curriculum that provides instruction for young women with disabilities to support postsecondary career and college readiness. In this article, we propose an alignment of the P2F curriculum to the NASP Domains of Practice to illustrate how P2F can be embedded into school psychology practice to serve the unique needs of young women with disabilities.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.