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Permanent link (DOI): https://doi.org/10.7939/R3B080

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The Nature of School Violence Intervention Training for Canadian School Psychologists Open Access

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Other title
Subject/Keyword
school psychologist
school violence
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Chan, Ellis
Supervisor and department
Mrazik, Martin (Educational Psychology)
Examining committee member and department
Sousa, Jorge (Educational Policy Studies)
Rinaldi, Christina (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2012-09-27T12:50:18Z
Graduation date
2012-09
Degree
Master of Education
Degree level
Master's
Abstract
School violence is a global concern that has become a particular problem for Canadians, with worries that it is becoming more widespread and violent in nature. School psychologists have been considered to be in an optimal role for addressing the problem of school violence due to their unique training. In practice, however, there has been limited research done on the actual nature of school violence intervention training for Canadian school psychologists. This study sought to address this gap through a survey of 32 clinicians across Canada. Results suggested that school violence intervention lags considerably in both the level and vehicles offered in program training compared to other behavioral topics. The results suggest that training programs for Canadian school psychologists must be changed to address current concerns with school violence.
Language
English
DOI
doi:10.7939/R3B080
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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