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A survey study of PREPaRE workshop participants' application of knowledge, confidence levels, and utilization of school crisis response and recovery training curriculum.

机译：PREPARE讲习班参与者对知识的应用，信心水平以及对学校危机应对和恢复培训课程的利用的调查研究。

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摘要

This survey study investigated the effects of the National Association of School Psychologists PREPa&barbelow;RE Workshop 2 training on workshop participants. PREPa&barbelow;RE is a comprehensive crisis prevention and intervention model that is specifically designed for schools. This study evaluated the impact of the PREPa&barbelow;RE model and the training of school psychologists in terms of (a) can school psychologists apply the knowledge gained when responding to crisis situations as a result of the PREPa&barbelow;RE training? (b) what are school psychologists' perceptions of their confidence in responding to an actual crisis situation? (c) and have school psychologists utilized PREPa&barbelow;RE response and recovery techniques in actual crisis situations? This survey study utilized a quasi-experimental ex post facto (or causative comparative) research design. Surveys were sent electronically to two groups of school psychologist members of the National Association of School Psychologists; a group that received the PREPa&barbelow;RE Workshop 2 training and a second that had not received the training. Results revealed those who completed Workshop 2 scored higher on the knowledge scale and reported higher levels of confidence in responding to school crises. In addition, although school psychologists reported using various crisis interventions and techniques, there were no significant differences in application of these interventions in schools between the two groups.
机译：这项调查研究调查了全国学校心理学家协会REPA 2研讨会对参加者的影响。 PREPa＆barbelow; RE是专门为学校设计的综合危机预防和干预模型。这项研究从以下方面评估了PREPa＆barbe; RE模型的影响以及对学校心理学家的培训：（a）学校心理学家是否可以将PREPA＆barbelow; RE培训的结果应用于应对危机情况时获得的知识？ （b）学校心理学家对自己对应对实际危机情况的信心有何看法？ （c）学校心理学家在实际危机情况下是否使用PREPA＆barbelow; RE反应和恢复技术？这项调查研究采用了事后准实验（或因果比较）研究设计。调查通过电子方式发送给全国学校心理学家协会的两组学校心理学家；一组接受了PREPA＆barbelow; RE Workshop 2培训，另一组没有接受培训。结果显示，完成第二讲习班的人在知识规模上得分更高，并且对应对学校危机的信心更高。此外，尽管学校心理学家报告使用了各种危机干预措施和技术，但两组之间在学校中应用这些干预措施并没有显着差异。

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  • 作者

    Lazzaro, Brian R.;

  • 作者单位

    Loyola University Chicago.;

  • 授予单位 Loyola University Chicago.;
  • 学科 Education Administration.;Psychology General.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 164 p.
  • 总页数 164
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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