Marvin J. Fine

Mediating stress: Survival of the hardy

The present study explored variation in individual personality characteristics, termed “hardiness,” among female elementary teachers who had differing levels of burnout despite high levels of occupational stress. One hundred thirty-four female elementary teachers completed the Teaching Events Stress Inventory, the Maslach Burnout Inventory, The Allienation Test, and the Internal-External Control Scale. Data also were collected on demographic variables, incidence of stress-related physical and mental illness, and coping activities. Teachers with high stress and low burnout were less alienated than were teachers with high stress and high burnout. The low burnout teachers chose more active types of coping activities than did the high burnout teachers. Incidence of stress-related physical illness was significantly correlated with level of stress, emotional exhaustion (burnout), and alienation. Implications for future research and school district interventions are discussed.

Intervention With Underachieving Gifted Children: Rationale and Strategies

an intellectually gifted child does experience personalsocial adjustment or academic problems, the situation can be extremely frustrating for persons attempting to intervene and help the child. Because of recent state and federal legislation, public schools are having to identify and appropriately educate gifted children. For school psychologists and other special services personnel who work with exceptional children, the gifted child with problems poses special challenges. Gowan, in two excellent articles published over 20 years ago, reviewed the nature of underachievement among gifted children (Gowan, 1955, 1957). His underscoring of the pervasiveness of the child’s difficulties continues

The effects of limited and intensive school psychologist-teacher consultation

Abstract Effects of two modes of school psychological consultation were examined against four main outcomes: (1) changes in teacher understanding of the child, (2) the direction of the changes in teacher understanding of the child, (3) teacher satisfaction with consultation, and (4) teacher follow-through on psychologists recommendations. The two consultative modes were differentiated by the amount of time and by the length and elaboration of the psychological report. Eight school psychologists alternated in acting out the different consultative modes, plus a control condition, with a total of 120 teachers who had referred children. Data were obtained through paper and pencil questionnaires completed pre- and postconsultation by teacher and psychologist. The results strongly supported the intensive over the limited consultation, and any consultation over no consultation.

Concerns and directions in teacher consultation.

Abstract Teacher consultation is viewed as a vital part of school psychology. The use of reports in lieu of teacher contacts and the implementation of prescriptive teaching and behavior modification programs are examined in terms of the problems they present for consultation. Caplans consultee-centered case consultation is discussed as a viable framework for teacher consultation. Related problems of training and system expectations are also reviewed.

The effects of an interpersonally based problem-solving process on consultation outcomes

Abstract The relationship was examined between the extent to which school psychologists incorporated an interpersonally based problem-solving process (IBPSP) in their consultation and several defined outcomes of consultation. The study also investigated the degree to which utilizing and IBPSP correlated with other variables that have been either empirically or theoretically identified in the literature as having an impact on the outcomes of consultation. A highly significant positive relationship exists between the IBPS Scale and each of the four criterion variables: general behavior change, teacher satisfaction, problem-in-resolution and professional growth. Moreover, the IBPS Scale correlates more highly with each of the dependent variables than do the other predictor variables.

The Relationship of Selected Consultant/Teacher Characteristics to Consultation Outcomes.

Abstract This study examined the relationship of teacher life position, teacher dogmatism, perceived consultant facilitativeness, years of teacher teaching experience and number of consultations per year to the consultation outcomes of teacher satisfaction, teacher strength, and problem resolution. A number of significant findings resulted, with the consultants perceived facilitativeness being the main predictor of the desirable consultation outcomes. These results are consistent with some earlier findings. Some results that are inconsistent with other studies also are discussed.

Facilitating Parent-Child Relationships for Creativity.

. child; it has also been long believed and demonstrated that the stimulative affects of the home will either nurture or inhibit the child’s intellectual and creative potential (Skodak & Skeels, 1949; Skeels, 1966; Gallagher, 1964; Havighurst, 1964; and Oden, 1968) aside from whatever the genetic contribution to a person’s intellectual makeup. The intention of this paper is to contribute a viewpoint and some relevant ideas to the parenting of gifted and creative children. Since much of the literature and concepts cited applied to both groups, and also because the two groups are indeed similar in many respects, a clear distinction will not be maintained in this paper between &dquo;gifted&dquo; and &dquo;creative&dquo; children.

Intervening with School Problems: A Family Systems Perspective.

Viewing childrens behavior from a systems perspective allows the school-based consultant an expanded perception of the contextual function of the behavior. The two key systems in a childs life, home and school, often overlap, and what occurs in one system can affect the childs behavior in the other system. By considering the relationships of the child to both home and school, a more holistic view of the child is obtained, and greater opportunity for family involvement is provided. This article explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented, and the need for data-based research is explored.

Family Systems Characteristics and Underachieving Gifted Adolescent Males.

The family systems of 45 underachieving and 45 achieving gifted male adolescents were compared on the variables of family functionality, family satisfaction, family environment (conflict, achievement orientation, independence, and expressiveness), and achievement satisfaction. Families with achieving and underachieving gifted students did not differ on the measure of family functionality. Achievement satisfaction and family satisfaction differentiated families on the basis of the status of their gifted student; achievement satisfaction differentiated functional from dysfunctional families. Families with achieving gifted students expressed higher achievement satisfaction than families with underachieving gifted students, and dysfunctional families with an underachieving adolescent were less satisfied with their childs achievement than were functional families with an underachieving student.

Teachers' Perceptions of the School Psychologist as a Function of Teaching Experience, Amount of Contact, and Socioeconomic Status of the School.

Teachers from eight schools responded to an extensive questionnaire designed to reveal their perceptions of the roles, functions, and helpfulness of school psychologists. Responses of teachers grouped according to degree of teaching experience, amount of contact with school psychologists, and socioeconomic status of the school were compared on three sets of variables pertaining to the psychologists role and functions. Results indicated that teachers from upper income schools reporting high contact with the school psychologist viewed the psychologist as most helpful to a greater variety of children. Other statistical analyses revealed several interesting and relevant findings. Implications for future research are discussed.