Faculty Scholarship

Permanent URI for this collectionhttps://hdl.handle.net/10829/24369

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Now showing 1 - 4 of 4
  • ItemOpen Access
    Strategies to Address Racial Microaggressions in Graduate Training Programs
    (New York Association of School Psychologists, 2023) Grant, Geremy
  • ItemOpen Access
    Commentary: Promise and unrealized potential of mixed methods research in school psychology
    (American Psychological Association, 2023-11) Daly, Brad; Truscott, Stephen
    Mixed methods research (MMR) has been proposed as one potential remedy for the persistent research-to-practice gap in school psychology. This commentary underscores MMR’s promise in producing research that can bridge this divide while emphasizing the ongoing need for more exemplary MMR studies within the school psychology literature. We propose Rogers (1995) model of innovation adoption as a framework for understanding why MMR remains underutilized in school psychology research. Factors such as the complexity of well-executed MMR research and the limited MMR expertise within the school psychology field are discussed. The willingness of the field to address these challenges and embrace MMR more fully is pivotal to the future of school psychology research. This commentary invites examination of these issues to help propel school psychology towards greater integration of research and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
  • ItemOpen Access
    From Shared Governance to Shared Leadership: Our COVID Response to Faculty Evaluation, Support, and Advancement
    (Fort Hays State University (FHSU) Scholars Repository, 2022-01) Cowley, Danielle; Burnight, John; Wilson Hawbaker, Becky; Mattingly, James; Pease, Patrick; Petersen, Amy J.; Vallentine, John
    As a state comprehensive university in a small, midwestern metropolitan area, “Students First” is more than a slogan. The preamble to our Faculty Constitution and our University’s mission statement both specify that students and their flourishing are the justification for our institution’s existence. We have learned, however, that a precondition to robust attention to students’ well-being is parallel attention to the well-being and development of our faculty. This article chronicles the principles and practices by which our shared leadership team responded to unique challenges presented by the COVID crisis and its ripple effects. A closing theme acknowledges that COVID revealed latent, pre-existing gaps in our care for faculty and students as well as introducing new and temporary challenges, and that some of our resulting solutions may require institutionalization as permanent fixtures.
  • ItemOpen Access
    Experiences of the Non-religious in Psychotherapy: Implications for Clinical Practice and Therapist Education
    (Brill, 2021-09) Byrne, J. Stephen; Lack, Caleb W.; Taylor, Kara J.
    This study explores the experiences of non-religious clients in psychotherapy, specifically with regard to unwanted religious interventions. Because individuals who identify as non-religious often experience negative judgments of various kinds, they need a safe and accepting therapeutic environment. In the present study, clients expressed that 36 % of therapists reportedly engaged in either unwanted or unhelpful religious discussion, with 29 % explicitly suggesting a religious intervention for their non-religious clients, such as prayer or attendance at church services. For a small percentage of clients, these suggestions led to premature termination. Implications for professional practice, education, and public policy are suggested.