Educational, School, and Counseling Psychology presentations (MU)
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Items in this collection represent public presentations made by Department of Educational, School, and Counseling Psychology faculty, staff, and students, either alone or as co-authors, and which may or may not have been published in an alternate format. Items may contain more than one file type.
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Item Something old and something new : future directions in vocational research with people of color in the United States(SAGE Publications Inc., 2019) Flores, L. Y.; Martinez, L. D.; McGillen, G. G.; Milord, J.; Educ, School, & Counsel PsychVocational psychology scholarship has largely overlooked the work experiences of people of color. In this article, we present evidence that vocational research that addresses the work issues of people of color has been neglected in the key outlets for vocational research among vocational psychologists. We outline seven directions for research inquiry with people of color, namely using culturally sensitive research methods, increasing research on the effectiveness of career interventions, integrating interdisciplinary perspectives, merging psychological and educational science with vocational development, using intersectional approaches, examining collective mobility strategies and structural reforms, and assessing the impact of environmental disasters on long-term educational and work outcomes.Item Using Prevention Science to Promote Children's Mental Health(2008-03) Puri, Rohini; Agarwal, Geetika; Reinke, Wendy M.; Herman, Keith C.; International Counseling Psychology Conference (2008 : Chicago, Ill.)In a recent issue of The Counseling Psychologist, Hage et al. (2007) encouraged greater involvement of counseling psychologists in prevention related activities. To support these efforts, the authors described 15 principles of prevention science and provided aspirational guidelines to counseling psychologists. Although the call for counseling psychology participation in prevention activities is not new, the article was unique in connecting counseling psychology to the emerging field of prevention science and in offering suggestions for applying these principles. The present poster is intended to highlight the prevention science principles articulated by Hage et al. (2007) by describing the activities of the Missouri Prevention Center, a program that uses these principles of prevention science within counseling research to enhance children's mental health.Item Combining School and Family-Centered Interventions to Prevent Child Behavior Problems(2010) Robeson, Elise; Splett, Joni D.; Reinke, Wendy M.Although school-wide PBS has been shown to reduce problem behaviors among students, approximately 15-20% of students are still in need of more selective interventions due to disruptive behavior problems. Given that both school (see Reinke & Herman, 2002) and family factors (Banks, et al., 1993) contribute to behavior problems in children, combining interventions that target both the school environment and family context is expected to further improve outcomes for those students. An ecological model combining PBS and the Family Check-up is proposed to prevent and reduce behavior problems in children.Item The Role of Prevention Science in Promoting Children's Mental Health: A Model for School Psychologists(2010) Agarwal, Geetika; Brooks, Connie; Herman, Keith C.; Reinke, Wendy M.; Robeson, EliseResearch has shown that early and focused prevention efforts can greatly reduce the costs, economic, psychological and social, borne by families and societies afflicted by poor mental health. With the help of a model program, the poster highlights school psychologists' involvement in prevention science activities to enhance children's mental health. Specifically, the Missouri Prevention Center exemplifies such a model and it is described in detail.Item Helping Schools Select and Implement Empirically Supported Practices in Prevention(2010) Fu, Chu-Chun; Puri, Rohini; Herman, Keith C.; Reinke, Wendy M.School districts are inundated with innovation. Ongoing developments in academic and social-emotional curriculum, combined with external pressures to improve student outcomes, create challenges for districts to make informed decisions about programs to implement in their schools. In particular, efforts to identify and implement best practices in mental health programming and services are complicated by constantly evolving initiatives, strategies, and delivery systems. Our poster presents a rationale and model for helping school districts select and implement best practices in prevention and mental health promotion programming.