Meeting Current Challenges in School Psychology Training: The Role of Problem-Based Learning

References

• Akin-Little, A., & Little, S. G. (2013). Rural schools serving indigenous populations: An international perspective on the provision of psychological services. School Psychology International. doi:10.1177/0143034312446887
   Google Scholar
• American Psychological Association Task Force on Evidence-Based Practice With Children and Adolescents. (2008). Disseminating evidence-based practice for children and adolescents: A systems approach to enhancing care. Washington, DC: Author.
   Google Scholar
• Armstrong, E. G. (1997). A hybrid model of problem-based learning. In D. Boud & G.Feletti (Eds.), The challenge of problem based learning (2nd ed., pp. 137–150). London, U.K.: Kogan Page.
   Google Scholar
• Atkinson, C., Squires, G., Bragg, J., Muscutt, J., & Wasilewski, D. (2013). Facilitators and barriers to the provision of therapeutic interventions by school psychologists. School Psychology International, 35, 384–397. doi:10.1177/0143034313485849.
   Web of Science ®Google Scholar
• Baillie, A. J., Proudfoot, H., Knight, R., Peters, L., Sweller, J., Schwartz, S., & Pachana, N. A. (2011). Teaching methods to complement competencies in reducing the “junkyard” curriculum in clinical psychology. Australian Psychologist, 46(2), 90–100. doi:10.1111/j.1742-9544.2011.00036.x
   Web of Science ®Google Scholar
• Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L.Wilkerson & W. H.Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice (pp. 3–11). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Berkson, L. (1993). Problem-based learning: Have the expectations been met? Academic Medicine, 68(10 Suppl.), S79–S88. doi:10.1097/00001888-199310000-00053
   PubMed Web of Science ®Google Scholar
• Blumberg, P. (2000). Evaluating the evidence that problem based learners are self directed learners: A review of the literature. In D. H.Evensen & C. E.Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 199–226). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: SAGE.
   Google Scholar
• Bozic, N., & Williams, H. (2011). Online problem-based and enquiry-based learning in the training of educational psychologists. Educational Psychology in Practice, 27(4), 353–364. doi:10.1080/02667363.2011.590466
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Clopton, K. L., & Haselhuhn, C. W. (2009). School psychology trainer shortage in the USA: Current status and projections for the future. School Psychology International, 30, 24–42. doi:10.1177/0143034308101848
   Web of Science ®Google Scholar
• Colliver, J. A. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75(3), 259–266. doi:10.1097/00001888-200003000-00017
   PubMed Web of Science ®Google Scholar
• D'Amato, R. C., van Schalkwyk, G. J., Yang Zhao, B., & Hu, J. (2013). Understanding the development of school psychology in Mainland China. School Psychology International, 34, 131–144. doi:10.1177/0143034312453392
   Web of Science ®Google Scholar
• Dochy, F., Segers, M., van den Bossche, P., & Gijbels, D. (2003). Effects of problem based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. doi:10.1016/S0959-4752(02)00025-7
   Web of Science ®Google Scholar
• Dunsmuir, S., & Frederickson, N. (2014). Problem-based learning in professional training: Experiences of school psychology trainers in the United Kingdom. Training and Education in Professional Psychology, 8(2), 127–135. doi:10.1037/tep0000040
   Web of Science ®Google Scholar
• Farrell, P., Woods, K., Lewis, S., Rooney, S., Squires, G., & O'Connor, M. (2006). A review of the functions and contribution of educational psychologists in England and Wales in light of “Every Child Matters: Change for Children” (Research Report RR792). Manchester, U.K.: The University of Manchester.
   Google Scholar
• Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92.
   Google Scholar
• Finucane, P., Nichols, F., Gannon, B., Runciman, S., Prideaux, D., & Nicholas, T. (2001). Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: The Flinders University experience. Medical Education, 35(1), 56–61.
   Web of Science ®Google Scholar
• Friese, S. (2012). Qualitative data analysis with ATLAS.ti. London, U.K.: SAGE.
   Google Scholar
• German, M. (2004). Enabling reconnection: Educational psychologists supporting unaccompanied, separated, asylum-seeker/refugee children. Educational and Child Psychology, 21(3), 6–29.
   Google Scholar
• Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75, 27–61. doi:10.3102/00346543075001027
   Web of Science ®Google Scholar
• Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. London, U.K.: SAGE.
   Google Scholar
• Haboush, K. L. (2007). Working with Arab American families: Culturally competent practice for school psychologists. Psychology in the Schools, 44, 183–198. doi:10.1002/pits.20215
   Web of Science ®Google Scholar
• Hmelo, C. E., & Evensen, D. H. (2000). Introduction: Problem-based learning: Gaining insights on learning interactions through multiple methods of inquiry. In D. H.Evensen & C. E.Hmelo (Eds.), Problem based learning: A research perspective on learning interactions (pp. 1–16). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Jimerson, S. R., Oakland, T. D., & Farrell, P. T. (Eds.). (2007). The handbook of international school psychology. Thousand Oaks, CA: SAGE.
   Google Scholar
• Kennedy, E. K., Cameron, R. J., & Monsen, J. (2009). Effective consultation in educational and child psychology practice: Professional training for both competence and capability. School Psychology International, 30, 603–625. doi:10.1177/0143034309107079
   Web of Science ®Google Scholar
• Kiernan, M. J., Murrell, E., & Relf, S. (2008). Professional education of psychologists using online problem-based learning methods: Experience at Charles Sturt University. Australian Psychologist, 43(4), 286–292. doi:10.1080/00050060802479553
   Web of Science ®Google Scholar
• Koh, G. C. H., Khoo, H. E., Wong, M. L., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competency: A systematic review. Canadian Medical Association Journal, 178(1), 34–41. doi:10.1503/cmaj.070565
   PubMed Web of Science ®Google Scholar
• Kratochwill, T. R. (2007). Preparing psychologists for evidence-based school practices: Lessons learned and challenges ahead. American Psychologist, 62, 829–843. doi:10.1037/0003-066X.62.8.829
   Web of Science ®Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). London, U.K.: SAGE.
   Google Scholar
• Mitchell, J., Canavan, B., & Smith, J. (2009). Problem-based learning in communication systems: Student perceptions and achievement. IEEE Transactions on Education, 53(4), 587–594. doi:10.1109/TE.2009.2036158
   Web of Science ®Google Scholar
• Muhr, T. (2004). User's manual for ATLAS.ti 5.0. Berlin, Germany: Scientific Software Development.
   Google Scholar
• Nastasi, B. K., & Schensul, S. L. (2005). Contributions of qualitative research to the validity of intervention research. Journal of School Psychology, 43, 177–195. doi:10.1016/j.jsp.2005.04.003
   Web of Science ®Google Scholar
• Nel, P. W., Keville, S., Ford, D., McCarney, R., Jeffrey, S., Adams, S., & Uprichard, S. (2008). Close encounters of the uncertain kind: Reflections on doing problem-based learning (PBL) for the first time. Reflective Practice, 9(2), 197–206. doi:10.1080/14623940802005582
   Google Scholar
• Newman, M. (2003). A pilot systematic review and meta-analysis on the effectiveness of problem based learning. Newcastle, U.K.: Learning and Teaching Subject Network for Medicine, Dentistry and Veterinary Medicine. Retrieved from the CiteSeerX website: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.133.6561&rep=rep1&type=pdf
   Google Scholar
• Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Medical Education, 34(9), 721–728. doi:10.1046/j.1365-2923.2000.00749.x
   PubMed Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: SAGE.
   Google Scholar
• Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Buckingham, U.K.: The Society for Research into Higher Education and Open University Press.
   Google Scholar
• Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8), 792–806. doi:10.1111/j.1365-2923.2011.04035.x
   PubMed Web of Science ®Google Scholar
• Schwartz, P., Mennin, S., & Webb, G. (Eds.). (2001). Problem-based learning: Case studies, experience and practice. Abingdon, U.K.: Routledge.
   Google Scholar
• Şendağ, S., & Odabaşi, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141. doi:10.1016/j.compedu.2009.01.008
   Web of Science ®Google Scholar
• Speck, B. W. (2003). Fostering collaboration among students in problem-based learning. New Directions for Teaching and Learning, 95, 59–65. doi:10.1002/tl.114
   Google Scholar
• Stedmon, J., Wood, J., Curle, C., & Haslam, C. (2005). Development of PBL in the training of clinical psychologists. Psychology Learning and Teaching, 5(1), 52–60. doi:10.2304/plat.2005.5.1.52
   Google Scholar
• Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-Based Learning, 3(1), 44–58.
   Google Scholar
• Sturges, J. E., & Hanrahan, K. J. (2004). Comparing telephone and face-to-face qualitative interviewing: A research note. Qualitative Research, 4(1), 107–118. doi:10.1177/1468794104041110
   Google Scholar
• Suldo, S. M., Freidrich, A., & Michalowski, J. (2010). Personal and systems-level factors that limit and facilitate school psychologists’ involvement in school-based mental health services. Psychology in the Schools, 47, 354–373. doi:10.1002/pits.20475
   Web of Science ®Google Scholar
• van Schalkwyk, G. J., & D'Amato, R. C. (2013). Providing psychological services and counselling in Pacific Rim countries: Where is school psychology in Asia? School Psychology International, 34, 123–130. doi:10.1177/0143034312453389
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wolff, A. (2000). Problem based learning. The role of the tutor: A resource guide for faculty. Vancouver, Canada: Wolff Consulting Ltd.
   Google Scholar
• Wood, D. F. (2003). Problem based learning. British Medical Journal, 326(7384), 328–330.
   PubMed Web of Science ®Google Scholar
• Ye, Y. D., & Fang, B. J. (2010). The development of school psychological services in the Chinese mainland: A Chinese perspective. School Psychology International, 31, 521–530. doi:10.1177/0143034310382721
   Web of Science ®Google Scholar
• Yeo, L. S., & Choi, P. M. (2011). Cognitive-behavioural therapy for children with behavioural difficulties in the Singapore mainstream school setting. School Psychology International, 32, 616–631. doi:10.1177/0143034311406820
   Web of Science ®Google Scholar