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Predictors of school psychologists' use of exposure interventions
Descriptive
TitleInfo
Title
Predictors of school psychologists' use of exposure interventions
Name
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NamePart
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Weiss
NamePart
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Sheva
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Sheva Weiss
Role
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author
Name
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Shernoff
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Elisa
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Elisa Shernoff
Affiliation
Advisory Committee
Role
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chair
Name
(type = personal)
NamePart
(type = family)
Shahidullah
NamePart
(type = given)
Jeffrey D
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Jeffrey D Shahidullah
Affiliation
Advisory Committee
Role
RoleTerm
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internal member
Name
(type = personal)
NamePart
(type = family)
Lekwa
NamePart
(type = given)
Adam J
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Adam J Lekwa
Affiliation
Advisory Committee
Role
RoleTerm
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internal member
Name
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Rutgers University
Role
RoleTerm
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degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
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2021
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2021-01
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2021
Language
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(authority = ISO 639-3:2007);
(type = text)
English
Abstract
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Objective: Anxiety disorders are the most prevalent mental health conditions among school-aged children (Merikangas et al., 2010) and have negative consequences for youth in schools (Ingul et al., 2019; Langley et al., 2004). The school setting is an ideal venue for the provision of mental health services and presents opportunities for free and equitable access to services (Merikangas et al., 2011). Given that school psychologists are well-positioned to address mental health needs of youth (Kazak et al., 2010; Shernoff et al., 2017; Simon et al., 2015), this study examined school psychologists’ use of exposure, a highly effective but underutilized intervention for anxiety (Deacon, Farrell, et al., 2013; Freiheit et al., 2004; Kaczkurkin & Foa, 2015; van Minnen et al., 2010). The study assessed school psychologists’ patterns of knowledge, attitudes, comfort/self-efficacy, and training pertaining to exposure and investigated whether these variables influence their delivery of exposure. Method: School psychologists in the United States were anonymously surveyed online about their experience with exposure interventions. Participants were recruited through their graduate training program directors, school psychology state associations, and social media platforms. Data from 318 school psychologists were analyzed using descriptive statistics, correlational analyses, and multiple regression. Post hoc analyses explored potential mediators of use. Results: Over 50% of school psychologists did not use exposure interventions and their related knowledge, comfort/self-efficacy, and training significantly predicted their use of exposure. Attitudes were not found to uniquely predict use of exposure. Conclusion: Efforts to improve school psychologists’ knowledge, training, and comfort/self-efficacy through graduate training will likely result in improved delivery of exposure interventions for anxious youth in schools. Implications for future training of school psychologists are discussed.
Subject
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Topic
Anxiety
Subject
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Topic
Anxiety in youth
Subject
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Topic
School Psychology
RelatedItem
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Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD_11429
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application/pdf
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Extent
1 online resource (viii, 125 pages) : illustrations
Note
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Psy.D.
Note
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Includes bibliographical references
Genre
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ETD doctoral
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TitleInfo
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Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-mhw9-k955
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Weiss
GivenName
Sheva
Role
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Type
Permission or license
DateTime
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2021-01-04 23:42:49
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Name
Sheva Weiss
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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windows xp
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2021-01-05T19:05:49
DateCreated
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2021-01-05T19:05:49
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