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You searched for subject:(School Psychology). Showing records 1 – 30 of 3356 total matches.

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Temple University

1. Baucum McKinney, Jeri. The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System.

Degree: PhD, 2012, Temple University

School Psychology

The research regarding the benefits and outcomes associated with parental involvement is expansive. However, there is a dearth of empirical research that critically… (more)

Subjects/Keywords: Psychology; School Psychology

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APA (6th Edition):

Baucum McKinney, J. (2012). The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,178729

Chicago Manual of Style (16th Edition):

Baucum McKinney, Jeri. “The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System.” 2012. Doctoral Dissertation, Temple University. Accessed April 26, 2019. http://digital.library.temple.edu/u?/p245801coll10,178729.

MLA Handbook (7th Edition):

Baucum McKinney, Jeri. “The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System.” 2012. Web. 26 Apr 2019.

Vancouver:

Baucum McKinney J. The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Apr 26]. Available from: http://digital.library.temple.edu/u?/p245801coll10,178729.

Council of Science Editors:

Baucum McKinney J. The Evaluation of the Effects of School Newsletters on Parent Perceptions in an Urban School System. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,178729


University of Southern Mississippi

2. Lynne, Shauna. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.

Degree: MA, Psychology, 2015, University of Southern Mississippi

  The Good Behavior Game (GBG) is an example of an interdependent group contingency that can be used in classrooms to manage behavior. The purpose… (more)

Subjects/Keywords: Psychology; School Psychology

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APA (6th Edition):

Lynne, S. (2015). Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/82

Chicago Manual of Style (16th Edition):

Lynne, Shauna. “Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.” 2015. Masters Thesis, University of Southern Mississippi. Accessed April 26, 2019. https://aquila.usm.edu/masters_theses/82.

MLA Handbook (7th Edition):

Lynne, Shauna. “Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.” 2015. Web. 26 Apr 2019.

Vancouver:

Lynne S. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2019 Apr 26]. Available from: https://aquila.usm.edu/masters_theses/82.

Council of Science Editors:

Lynne S. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/82


Eastern Illinois University

3. Quick, Kayla N. Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention.

Degree: Specialist in School Psychology, Psychology, 2018, Eastern Illinois University

  To date, research has yet to be conducted that examines U.S. secondary school teachers' and administrators' attitudes toward intervening with potentially depressed and/or suicidal… (more)

Subjects/Keywords: School Psychology

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APA (6th Edition):

Quick, K. N. (2018). Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4226

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Quick, Kayla N. “Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention.” 2018. Thesis, Eastern Illinois University. Accessed April 26, 2019. https://thekeep.eiu.edu/theses/4226.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Quick, Kayla N. “Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention.” 2018. Web. 26 Apr 2019.

Vancouver:

Quick KN. Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention. [Internet] [Thesis]. Eastern Illinois University; 2018. [cited 2019 Apr 26]. Available from: https://thekeep.eiu.edu/theses/4226.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Quick KN. Factors Influencing Teacher and Adminstrators' Knowledge and Attitudes about Adolescent Depression, Suicide, and Prevention. [Thesis]. Eastern Illinois University; 2018. Available from: https://thekeep.eiu.edu/theses/4226

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

4. Schaub, Rachel. The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder.

Degree: Specialist in School Psychology, Psychology, 2014, Eastern Illinois University

  The Social Skills Intervention (developed specifically for this study) is a social skills plus anxiety reduction program that uses direct instruction, anxiety reduction, and… (more)

Subjects/Keywords: School Psychology

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APA (6th Edition):

Schaub, R. (2014). The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schaub, Rachel. “The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder.” 2014. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/1315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schaub, Rachel. “The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder.” 2014. Web. 26 Apr 2019.

Vancouver:

Schaub R. The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder. [Internet] [Thesis]. Eastern Illinois University; 2014. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/1315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schaub R. The Impact of an Individualized Social Skills Intervention for a High Functioning Child with Autism Spectrum Disorder. [Thesis]. Eastern Illinois University; 2014. Available from: http://thekeep.eiu.edu/theses/1315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

5. Shuemaker, Jessie. Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment.

Degree: Specialist in School Psychology, Psychology, 2014, Eastern Illinois University

  The purpose of the study was to examine how accurately parents were able to report on their own child's play skills. Additionally, the study… (more)

Subjects/Keywords: School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shuemaker, J. (2014). Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Shuemaker, Jessie. “Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment.” 2014. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/1341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Shuemaker, Jessie. “Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment.” 2014. Web. 26 Apr 2019.

Vancouver:

Shuemaker J. Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment. [Internet] [Thesis]. Eastern Illinois University; 2014. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/1341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shuemaker J. Parent Knowledge of Child's Level of Play: Implications for Early Childhood and Preschool Assessment. [Thesis]. Eastern Illinois University; 2014. Available from: http://thekeep.eiu.edu/theses/1341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

6. Estes, Emily. The Effects of the Energizers Program on Children's Moods.

Degree: Specialist in School Psychology, Psychology, 2015, Eastern Illinois University

  This study examined the effects of an eight week classroom-based physical activity program (Energizers) on the moods of third and fourth-grade students. One third… (more)

Subjects/Keywords: School Psychology

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APA (6th Edition):

Estes, E. (2015). The Effects of the Energizers Program on Children's Moods. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2378

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Estes, Emily. “The Effects of the Energizers Program on Children's Moods.” 2015. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/2378.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Estes, Emily. “The Effects of the Energizers Program on Children's Moods.” 2015. Web. 26 Apr 2019.

Vancouver:

Estes E. The Effects of the Energizers Program on Children's Moods. [Internet] [Thesis]. Eastern Illinois University; 2015. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/2378.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Estes E. The Effects of the Energizers Program on Children's Moods. [Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/2378

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

7. Berlinghof, Jessica. Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms.

Degree: Specialist in School Psychology, Psychology, 2016, Eastern Illinois University

  The current study examined six preschool teachers' natural use of praise. Two of the teachers taught in general education classrooms, two taught in at-risk… (more)

Subjects/Keywords: School Psychology

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APA (6th Edition):

Berlinghof, J. (2016). Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Berlinghof, Jessica. “Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms.” 2016. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/2424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Berlinghof, Jessica. “Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms.” 2016. Web. 26 Apr 2019.

Vancouver:

Berlinghof J. Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms. [Internet] [Thesis]. Eastern Illinois University; 2016. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/2424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berlinghof J. Preschool Teacher's Use of Praise: Comparing General, At-Risk, and Special Education Classrooms. [Thesis]. Eastern Illinois University; 2016. Available from: http://thekeep.eiu.edu/theses/2424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

8. DeJong, Andrew. The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children.

Degree: Specialist in School Psychology, Psychology, 2016, Eastern Illinois University

  The present study examined the relationship between diabetic mellitus management, stress, depression, social relationship, and academic achievement in children ages 10 to 18. Diabetic… (more)

Subjects/Keywords: School Psychology

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APA (6th Edition):

DeJong, A. (2016). The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

DeJong, Andrew. “The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children.” 2016. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/2435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

DeJong, Andrew. “The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children.” 2016. Web. 26 Apr 2019.

Vancouver:

DeJong A. The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children. [Internet] [Thesis]. Eastern Illinois University; 2016. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/2435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DeJong A. The Relationship between Diabetes Control, Stress, Depression, Social Relationship, and Academic Achievement of School Age Children. [Thesis]. Eastern Illinois University; 2016. Available from: http://thekeep.eiu.edu/theses/2435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Eastern Illinois University

9. Eldridge, Morgan A. Teacher Characteristics and Influence with the Bystander Intervention Model.

Degree: Specialist in School Psychology, Psychology, 2017, Eastern Illinois University

  Bullying, both traditional and cyber, have been associated with several negative outcomes for students, and teachers have been identified as potential targets for prevention… (more)

Subjects/Keywords: School Psychology

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APA (6th Edition):

Eldridge, M. A. (2017). Teacher Characteristics and Influence with the Bystander Intervention Model. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eldridge, Morgan A. “Teacher Characteristics and Influence with the Bystander Intervention Model.” 2017. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/2669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eldridge, Morgan A. “Teacher Characteristics and Influence with the Bystander Intervention Model.” 2017. Web. 26 Apr 2019.

Vancouver:

Eldridge MA. Teacher Characteristics and Influence with the Bystander Intervention Model. [Internet] [Thesis]. Eastern Illinois University; 2017. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/2669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eldridge MA. Teacher Characteristics and Influence with the Bystander Intervention Model. [Thesis]. Eastern Illinois University; 2017. Available from: http://thekeep.eiu.edu/theses/2669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Lehigh University

10. Pollack, Brittany. Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms.

Degree: PhD, School Psychology, 2017, Lehigh University

 Young adults with attention-deficit/hyperactivity disorder (ADHD) symptoms are more likely than their peers to engage in risk-taking behaviors, including harmful alcohol use, consumption of illicit… (more)

Subjects/Keywords: School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pollack, B. (2017). Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2963

Chicago Manual of Style (16th Edition):

Pollack, Brittany. “Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms.” 2017. Doctoral Dissertation, Lehigh University. Accessed April 26, 2019. https://preserve.lehigh.edu/etd/2963.

MLA Handbook (7th Edition):

Pollack, Brittany. “Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms.” 2017. Web. 26 Apr 2019.

Vancouver:

Pollack B. Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Apr 26]. Available from: https://preserve.lehigh.edu/etd/2963.

Council of Science Editors:

Pollack B. Social Group Membership and Risk-Taking Behaviors Among College Students with ADHD Symptoms. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2963


Lehigh University

11. Ridgard, Tamique. Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice.

Degree: PhD, School Psychology, 2017, Lehigh University

 Due to the lasting, negative impact of poverty on the well-being of millions of children, addressing issues of socioeconomic disparities in early child development is… (more)

Subjects/Keywords: School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ridgard, T. (2017). Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/2964

Chicago Manual of Style (16th Edition):

Ridgard, Tamique. “Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice.” 2017. Doctoral Dissertation, Lehigh University. Accessed April 26, 2019. https://preserve.lehigh.edu/etd/2964.

MLA Handbook (7th Edition):

Ridgard, Tamique. “Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice.” 2017. Web. 26 Apr 2019.

Vancouver:

Ridgard T. Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice. [Internet] [Doctoral dissertation]. Lehigh University; 2017. [cited 2019 Apr 26]. Available from: https://preserve.lehigh.edu/etd/2964.

Council of Science Editors:

Ridgard T. Supporting Positive Parenting in the Context of Home Visiting: An Exploration of Observed Home Visitor Practice. [Doctoral Dissertation]. Lehigh University; 2017. Available from: https://preserve.lehigh.edu/etd/2964


Duquesne University

12. McCobin, Allison. The Impact of Mother and Father Stress on Child Externalizing Behaviors.

Degree: PhD, School Psychology, 2018, Duquesne University

  The impact of parental stress on child behavioral problems has often been examined through research. A large majority of research indicates a strong correlation… (more)

Subjects/Keywords: School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McCobin, A. (2018). The Impact of Mother and Father Stress on Child Externalizing Behaviors. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1462

Chicago Manual of Style (16th Edition):

McCobin, Allison. “The Impact of Mother and Father Stress on Child Externalizing Behaviors.” 2018. Doctoral Dissertation, Duquesne University. Accessed April 26, 2019. https://dsc.duq.edu/etd/1462.

MLA Handbook (7th Edition):

McCobin, Allison. “The Impact of Mother and Father Stress on Child Externalizing Behaviors.” 2018. Web. 26 Apr 2019.

Vancouver:

McCobin A. The Impact of Mother and Father Stress on Child Externalizing Behaviors. [Internet] [Doctoral dissertation]. Duquesne University; 2018. [cited 2019 Apr 26]. Available from: https://dsc.duq.edu/etd/1462.

Council of Science Editors:

McCobin A. The Impact of Mother and Father Stress on Child Externalizing Behaviors. [Doctoral Dissertation]. Duquesne University; 2018. Available from: https://dsc.duq.edu/etd/1462


University of Arizona

13. Chapman, Ovett George, Jr. Ethnic Identity and Psychosocial Outcomes in Foster Care Youth .

Degree: 2015, University of Arizona

 The vast majority of studies on ethnic identity development in adolescence have primarily focused on those youths who reside with their biological parents. The disproportionate… (more)

Subjects/Keywords: School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chapman, Ovett George, J. (2015). Ethnic Identity and Psychosocial Outcomes in Foster Care Youth . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/581319

Chicago Manual of Style (16th Edition):

Chapman, Ovett George, Jr. “Ethnic Identity and Psychosocial Outcomes in Foster Care Youth .” 2015. Doctoral Dissertation, University of Arizona. Accessed April 26, 2019. http://hdl.handle.net/10150/581319.

MLA Handbook (7th Edition):

Chapman, Ovett George, Jr. “Ethnic Identity and Psychosocial Outcomes in Foster Care Youth .” 2015. Web. 26 Apr 2019.

Vancouver:

Chapman, Ovett George J. Ethnic Identity and Psychosocial Outcomes in Foster Care Youth . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/10150/581319.

Council of Science Editors:

Chapman, Ovett George J. Ethnic Identity and Psychosocial Outcomes in Foster Care Youth . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/581319


University of Southern Mississippi

14. Bellone, Katherine Marie. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.

Degree: MA, Psychology, 2011, University of Southern Mississippi

  Problem behaviors occur frequently among preschool children in classrooms, impeding academic development. Past methods employed for development of behavioral interventions include functional assessment and… (more)

Subjects/Keywords: Child Psychology; Psychology; School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bellone, K. M. (2011). A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/223

Chicago Manual of Style (16th Edition):

Bellone, Katherine Marie. “A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.” 2011. Masters Thesis, University of Southern Mississippi. Accessed April 26, 2019. https://aquila.usm.edu/masters_theses/223.

MLA Handbook (7th Edition):

Bellone, Katherine Marie. “A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.” 2011. Web. 26 Apr 2019.

Vancouver:

Bellone KM. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. [Internet] [Masters thesis]. University of Southern Mississippi; 2011. [cited 2019 Apr 26]. Available from: https://aquila.usm.edu/masters_theses/223.

Council of Science Editors:

Bellone KM. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. [Masters Thesis]. University of Southern Mississippi; 2011. Available from: https://aquila.usm.edu/masters_theses/223


Eastern Illinois University

15. Rader, Rebecca A. Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms.

Degree: Specialist in School Psychology, Psychology, 2016, Eastern Illinois University

  This study examined the natural occurrence of externalizing behaviors within six preschool classrooms (two general education classrooms, two at-risk classrooms, and two special education… (more)

Subjects/Keywords: Child Psychology; School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rader, R. A. (2016). Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rader, Rebecca A. “Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms.” 2016. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/2419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rader, Rebecca A. “Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms.” 2016. Web. 26 Apr 2019.

Vancouver:

Rader RA. Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms. [Internet] [Thesis]. Eastern Illinois University; 2016. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/2419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rader RA. Examination of Externalizing Behaviors within General Education, At-Risk, and Special Education Preschool-Aged Classrooms. [Thesis]. Eastern Illinois University; 2016. Available from: http://thekeep.eiu.edu/theses/2419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Kucer, Priscilla Naomi. Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists.

Degree: 2018, Grand Canyon University

  This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The… (more)

Subjects/Keywords: School counseling; Psychology; Occupational psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kucer, P. N. (2018). Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10742692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kucer, Priscilla Naomi. “Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists.” 2018. Thesis, Grand Canyon University. Accessed April 26, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kucer, Priscilla Naomi. “Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists.” 2018. Web. 26 Apr 2019.

Vancouver:

Kucer PN. Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists. [Internet] [Thesis]. Grand Canyon University; 2018. [cited 2019 Apr 26]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kucer PN. Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists. [Thesis]. Grand Canyon University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10742692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

17. Williams, Jessica Carfolite. Assessment of Quality Preschool Programming.

Degree: PhD, Psychology, 2010, University of South Carolina

  Understanding the contributing variables that promote high-quality preschool is a complex and multilayered endeavor. Mounting evidence indicates that the structural measures of quality indicators… (more)

Subjects/Keywords: Education; Educational Psychology; School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams, J. C. (2010). Assessment of Quality Preschool Programming. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/423

Chicago Manual of Style (16th Edition):

Williams, Jessica Carfolite. “Assessment of Quality Preschool Programming.” 2010. Doctoral Dissertation, University of South Carolina. Accessed April 26, 2019. https://scholarcommons.sc.edu/etd/423.

MLA Handbook (7th Edition):

Williams, Jessica Carfolite. “Assessment of Quality Preschool Programming.” 2010. Web. 26 Apr 2019.

Vancouver:

Williams JC. Assessment of Quality Preschool Programming. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Apr 26]. Available from: https://scholarcommons.sc.edu/etd/423.

Council of Science Editors:

Williams JC. Assessment of Quality Preschool Programming. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/423

18. Sims, Holleigh. Programmatic changes in school psychology training programs from 1997 to 2007.

Degree: PhD, School Psychology, 2010, Texas Woman's University

 The purpose of this study was to report the results of a national survey of school psychology training programs conducted by the National Association of… (more)

Subjects/Keywords: School psychology; Training programs; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sims, H. (2010). Programmatic changes in school psychology training programs from 1997 to 2007. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/5175

Chicago Manual of Style (16th Edition):

Sims, Holleigh. “Programmatic changes in school psychology training programs from 1997 to 2007.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed April 26, 2019. http://hdl.handle.net/11274/5175.

MLA Handbook (7th Edition):

Sims, Holleigh. “Programmatic changes in school psychology training programs from 1997 to 2007.” 2010. Web. 26 Apr 2019.

Vancouver:

Sims H. Programmatic changes in school psychology training programs from 1997 to 2007. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/11274/5175.

Council of Science Editors:

Sims H. Programmatic changes in school psychology training programs from 1997 to 2007. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: http://hdl.handle.net/11274/5175


Eastern Illinois University

19. Wenger, Jordan L. Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes.

Degree: Specialist in School Psychology, Psychology, 2015, Eastern Illinois University

  Victimization is associated with several negative outcomes; however, social support has been identified as a potential moderator. Social support can come from different sources,… (more)

Subjects/Keywords: bullying; School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wenger, J. L. (2015). Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wenger, Jordan L. “Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes.” 2015. Thesis, Eastern Illinois University. Accessed April 26, 2019. http://thekeep.eiu.edu/theses/2188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wenger, Jordan L. “Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes.” 2015. Web. 26 Apr 2019.

Vancouver:

Wenger JL. Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes. [Internet] [Thesis]. Eastern Illinois University; 2015. [cited 2019 Apr 26]. Available from: http://thekeep.eiu.edu/theses/2188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wenger JL. Sources of Social Support and Their Relationship with Victimization and Social Emotional Outcomes. [Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/2188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Arizona State University

20. Rogers, Adam Apffel. Masculinity and School Engagement in Middle School.

Degree: Family and Human Development, 2015, Arizona State University

 The primary goal of this study was to extend previous research on traditional masculinity by examining the longitudinal associations between traditional masculinity, school engagement and… (more)

Subjects/Keywords: Developmental psychology; Psychology; School counseling; Gender; Masculinity; School Attitudes; School Engagement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rogers, A. A. (2015). Masculinity and School Engagement in Middle School. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/29844

Chicago Manual of Style (16th Edition):

Rogers, Adam Apffel. “Masculinity and School Engagement in Middle School.” 2015. Masters Thesis, Arizona State University. Accessed April 26, 2019. http://repository.asu.edu/items/29844.

MLA Handbook (7th Edition):

Rogers, Adam Apffel. “Masculinity and School Engagement in Middle School.” 2015. Web. 26 Apr 2019.

Vancouver:

Rogers AA. Masculinity and School Engagement in Middle School. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2019 Apr 26]. Available from: http://repository.asu.edu/items/29844.

Council of Science Editors:

Rogers AA. Masculinity and School Engagement in Middle School. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29844


University of North Carolina

21. Keroack, Jessica. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.

Degree: 2015, University of North Carolina

 It is well documented that sport is a positive youth development context that has the potential to foster the development of life skills that surpass… (more)

Subjects/Keywords: Psychology; Developmental psychology; School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keroack, J. (2015). Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Web. 26 Apr 2019.

Vancouver:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arkansas

22. Sourk, Meredith. Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?.

Degree: MA, 2018, University of Arkansas

  This study explores whether the parents or guardians of youth participating in community-based (CBM) and school-based (SBM) mentoring programs differ in their level of… (more)

Subjects/Keywords: Child Psychology; Community Psychology; Educational Psychology; School Psychology; Social Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sourk, M. (2018). Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2648

Chicago Manual of Style (16th Edition):

Sourk, Meredith. “Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?.” 2018. Masters Thesis, University of Arkansas. Accessed April 26, 2019. https://scholarworks.uark.edu/etd/2648.

MLA Handbook (7th Edition):

Sourk, Meredith. “Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?.” 2018. Web. 26 Apr 2019.

Vancouver:

Sourk M. Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2019 Apr 26]. Available from: https://scholarworks.uark.edu/etd/2648.

Council of Science Editors:

Sourk M. Community- versus School-Based Mentoring Matches: Do Mentees’ Parents Differ in Family Risk, Perceived Support or Reasons for a Mentor?. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2648


University of North Carolina

23. O'Neill, John. Are Schools Prepared for Suicide Contagion Effects? An Analysis of School Psychologists’ Perceived Competency in Suicide Postvention Response.

Degree: 2018, University of North Carolina

 Suicide is a leading cause of death of school-aged youth, with adolescent and young adult populations considered to be most at risk for suicide clusters… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

O'Neill, J. (2018). Are Schools Prepared for Suicide Contagion Effects? An Analysis of School Psychologists’ Perceived Competency in Suicide Postvention Response. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:5ef7b4fd-2570-439a-8828-6648ccbb30a5

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

O'Neill, John. “Are Schools Prepared for Suicide Contagion Effects? An Analysis of School Psychologists’ Perceived Competency in Suicide Postvention Response.” 2018. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:5ef7b4fd-2570-439a-8828-6648ccbb30a5.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

O'Neill, John. “Are Schools Prepared for Suicide Contagion Effects? An Analysis of School Psychologists’ Perceived Competency in Suicide Postvention Response.” 2018. Web. 26 Apr 2019.

Vancouver:

O'Neill J. Are Schools Prepared for Suicide Contagion Effects? An Analysis of School Psychologists’ Perceived Competency in Suicide Postvention Response. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:5ef7b4fd-2570-439a-8828-6648ccbb30a5.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Neill J. Are Schools Prepared for Suicide Contagion Effects? An Analysis of School Psychologists’ Perceived Competency in Suicide Postvention Response. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:5ef7b4fd-2570-439a-8828-6648ccbb30a5

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

24. Zatko, Paula. Survey of Suicide Prevention for Resident Advisors at a State University: The Impact of Training on Knowledge, Attitudes, Perceived Competency, Perceived Role Responsibility, and Intervention Behavior.

Degree: 2018, University of North Carolina

 Suicide is the tenth ranking cause of death in the United States (CDC, 2015); however, alarmingly, suicide is the second leading cause of death in… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zatko, P. (2018). Survey of Suicide Prevention for Resident Advisors at a State University: The Impact of Training on Knowledge, Attitudes, Perceived Competency, Perceived Role Responsibility, and Intervention Behavior. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:6a7d89eb-f472-4ac4-95d6-8bbd300e7340

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zatko, Paula. “Survey of Suicide Prevention for Resident Advisors at a State University: The Impact of Training on Knowledge, Attitudes, Perceived Competency, Perceived Role Responsibility, and Intervention Behavior.” 2018. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:6a7d89eb-f472-4ac4-95d6-8bbd300e7340.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zatko, Paula. “Survey of Suicide Prevention for Resident Advisors at a State University: The Impact of Training on Knowledge, Attitudes, Perceived Competency, Perceived Role Responsibility, and Intervention Behavior.” 2018. Web. 26 Apr 2019.

Vancouver:

Zatko P. Survey of Suicide Prevention for Resident Advisors at a State University: The Impact of Training on Knowledge, Attitudes, Perceived Competency, Perceived Role Responsibility, and Intervention Behavior. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:6a7d89eb-f472-4ac4-95d6-8bbd300e7340.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zatko P. Survey of Suicide Prevention for Resident Advisors at a State University: The Impact of Training on Knowledge, Attitudes, Perceived Competency, Perceived Role Responsibility, and Intervention Behavior. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:6a7d89eb-f472-4ac4-95d6-8bbd300e7340

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

25. Wright, Jonathan. THE CHALLENGE OF COMMUNITY COLLEGE STUDENT ACADEMIC MOTIVATION: THE GO FOR GROWTH! INTERVENTION.

Degree: 2018, University of North Carolina

 The community college student population has been found to be less academically prepared than their four-year counterparts. This relatively at-risk group is argued to struggle… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wright, J. (2018). THE CHALLENGE OF COMMUNITY COLLEGE STUDENT ACADEMIC MOTIVATION: THE GO FOR GROWTH! INTERVENTION. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:04a1af69-5afa-480c-ac2b-8f94f2005f2e

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wright, Jonathan. “THE CHALLENGE OF COMMUNITY COLLEGE STUDENT ACADEMIC MOTIVATION: THE GO FOR GROWTH! INTERVENTION.” 2018. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:04a1af69-5afa-480c-ac2b-8f94f2005f2e.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wright, Jonathan. “THE CHALLENGE OF COMMUNITY COLLEGE STUDENT ACADEMIC MOTIVATION: THE GO FOR GROWTH! INTERVENTION.” 2018. Web. 26 Apr 2019.

Vancouver:

Wright J. THE CHALLENGE OF COMMUNITY COLLEGE STUDENT ACADEMIC MOTIVATION: THE GO FOR GROWTH! INTERVENTION. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:04a1af69-5afa-480c-ac2b-8f94f2005f2e.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wright J. THE CHALLENGE OF COMMUNITY COLLEGE STUDENT ACADEMIC MOTIVATION: THE GO FOR GROWTH! INTERVENTION. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:04a1af69-5afa-480c-ac2b-8f94f2005f2e

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

26. Verstrat, Alice. STUDENT, SCHOOL AND COMMUNITY PREDICTORS OF WORK-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER.

Degree: 2018, University of North Carolina

 ABSTRACT Alice H. Verstrat: Student, School and Community Predictors of Work-Based Learning Experience for High School Students With ASD (Under the direction of: Rune Simeonsson)… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Verstrat, A. (2018). STUDENT, SCHOOL AND COMMUNITY PREDICTORS OF WORK-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:f79db03a-883c-4025-83ff-bc25474e4c1d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Verstrat, Alice. “STUDENT, SCHOOL AND COMMUNITY PREDICTORS OF WORK-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER.” 2018. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:f79db03a-883c-4025-83ff-bc25474e4c1d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Verstrat, Alice. “STUDENT, SCHOOL AND COMMUNITY PREDICTORS OF WORK-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER.” 2018. Web. 26 Apr 2019.

Vancouver:

Verstrat A. STUDENT, SCHOOL AND COMMUNITY PREDICTORS OF WORK-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:f79db03a-883c-4025-83ff-bc25474e4c1d.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Verstrat A. STUDENT, SCHOOL AND COMMUNITY PREDICTORS OF WORK-BASED LEARNING EXPERIENCE FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:f79db03a-883c-4025-83ff-bc25474e4c1d

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

27. Fornaris, Erica. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.

Degree: 2018, University of North Carolina

 This investigation examined preliminary outcomes and feasibility of a SEL intervention for Hispanic/Latino undergraduate students. To determine feasibility and usability, the investigator gathered feedback from… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fornaris, E. (2018). Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fornaris, Erica. “Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.” 2018. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fornaris, Erica. “Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates.” 2018. Web. 26 Apr 2019.

Vancouver:

Fornaris E. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fornaris E. Preliminary Outcomes and Feasibility of a Social-Emotional Learning Intervention for Hispanic/Latino Undergraduates. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:e264d7f5-ac51-48bd-95dc-fd24ae5c769f

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

28. McConville, Stephanie. Social and Emotional Support at School: A Qualitative Exploration of the Perspectives of Children Living with Asthma.

Degree: 2016, University of North Carolina

 This study explored the perceptions of children living with asthma regarding their school experiences, focusing on the social and emotional impact, management of asthma at… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA (6th Edition):

McConville, S. (2016). Social and Emotional Support at School: A Qualitative Exploration of the Perspectives of Children Living with Asthma. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:b627632e-de7c-43b2-963f-2f1963827a70

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McConville, Stephanie. “Social and Emotional Support at School: A Qualitative Exploration of the Perspectives of Children Living with Asthma.” 2016. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:b627632e-de7c-43b2-963f-2f1963827a70.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McConville, Stephanie. “Social and Emotional Support at School: A Qualitative Exploration of the Perspectives of Children Living with Asthma.” 2016. Web. 26 Apr 2019.

Vancouver:

McConville S. Social and Emotional Support at School: A Qualitative Exploration of the Perspectives of Children Living with Asthma. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:b627632e-de7c-43b2-963f-2f1963827a70.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McConville S. Social and Emotional Support at School: A Qualitative Exploration of the Perspectives of Children Living with Asthma. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:b627632e-de7c-43b2-963f-2f1963827a70

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

29. Villagomez, Adrienne. SELF-DETERMINATION IN ADOLESCENTS AND ADULTS WITH FRAGILE X SYNDROME: THE RELATIONSHIP BETWEEN SELF-REPORT, PARENT PERCEPTIONS, AND INDIVIDUAL CHARACTERISTICS.

Degree: 2016, University of North Carolina

 Self-determination is a characteristic that encompasses an individual’s abilities and attitudes to act as one’s own agent (Wehmeyer, 1992). Individuals with increased self-determination may act… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Villagomez, A. (2016). SELF-DETERMINATION IN ADOLESCENTS AND ADULTS WITH FRAGILE X SYNDROME: THE RELATIONSHIP BETWEEN SELF-REPORT, PARENT PERCEPTIONS, AND INDIVIDUAL CHARACTERISTICS. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:5f6ac5d7-e217-48fe-bac8-f4806dfb213b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Villagomez, Adrienne. “SELF-DETERMINATION IN ADOLESCENTS AND ADULTS WITH FRAGILE X SYNDROME: THE RELATIONSHIP BETWEEN SELF-REPORT, PARENT PERCEPTIONS, AND INDIVIDUAL CHARACTERISTICS.” 2016. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:5f6ac5d7-e217-48fe-bac8-f4806dfb213b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Villagomez, Adrienne. “SELF-DETERMINATION IN ADOLESCENTS AND ADULTS WITH FRAGILE X SYNDROME: THE RELATIONSHIP BETWEEN SELF-REPORT, PARENT PERCEPTIONS, AND INDIVIDUAL CHARACTERISTICS.” 2016. Web. 26 Apr 2019.

Vancouver:

Villagomez A. SELF-DETERMINATION IN ADOLESCENTS AND ADULTS WITH FRAGILE X SYNDROME: THE RELATIONSHIP BETWEEN SELF-REPORT, PARENT PERCEPTIONS, AND INDIVIDUAL CHARACTERISTICS. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:5f6ac5d7-e217-48fe-bac8-f4806dfb213b.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Villagomez A. SELF-DETERMINATION IN ADOLESCENTS AND ADULTS WITH FRAGILE X SYNDROME: THE RELATIONSHIP BETWEEN SELF-REPORT, PARENT PERCEPTIONS, AND INDIVIDUAL CHARACTERISTICS. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:5f6ac5d7-e217-48fe-bac8-f4806dfb213b

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina

30. McVea, Megan. An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students.

Degree: 2016, University of North Carolina

 The present study examined the effects of an after-school social emotional sports program on the development of social emotional competencies in at-risk elementary school students.… (more)

Subjects/Keywords: School of Education; School Psychology Graduate Program

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McVea, M. (2016). An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:815cf7e6-2eb7-4dba-843f-4c0e73ad67fe

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McVea, Megan. “An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students.” 2016. Thesis, University of North Carolina. Accessed April 26, 2019. https://cdr.lib.unc.edu/record/uuid:815cf7e6-2eb7-4dba-843f-4c0e73ad67fe.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McVea, Megan. “An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students.” 2016. Web. 26 Apr 2019.

Vancouver:

McVea M. An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students. [Internet] [Thesis]. University of North Carolina; 2016. [cited 2019 Apr 26]. Available from: https://cdr.lib.unc.edu/record/uuid:815cf7e6-2eb7-4dba-843f-4c0e73ad67fe.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McVea M. An Exploratory Analysis of the Impact of Sports Programming on the Development of Social Emotional Competencies in At-Risk Elementary School Students. [Thesis]. University of North Carolina; 2016. Available from: https://cdr.lib.unc.edu/record/uuid:815cf7e6-2eb7-4dba-843f-4c0e73ad67fe

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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