Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

Potential roles of parental self-efficacy in parent and child adjustment: a review.

Individual differences in parenting stress, experienced by most parents as those aversive feelings that are associated with the demands of the parenting role, have been shown to be an important aspect of parent, child, and family functioning. A definition of parenting stress is provided, along with its application to more general stress models. Three implicit hypotheses in much of the past research on parenting stress and behavior are evaluated: (a) parenting stress is causally related to poor parenting, (b) poor parenting is causally related to problems in child adjustment, and (c) parenting behavior mediates the associations between parenting stress and child adjustment. In addition, three questions for future research regarding within-family and within-Individual variation in parenting stress are raised: (a) Is parenting stress genetically influenced? (b) Do mothers and fathers show similar or different levels of parenting stress? (c) Is parenting stress “child specific” within families?

Parenting Stress and Child Adjustment: Some Old Hypotheses and New Questions

American Cancer Society Guidelines for the Early Detection of Cancer

Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.

Contemporary practices in school psychology: A national survey of roles and referral problems

Purpose/objectives To determine the effectiveness of a multifaceted, culturally sensitive, and linguistically appropriate breast cancer education program for Hispanic women. Design Experimental (post-test only, control-group design). Setting The parish hall of a Roman Catholic Church in northeastern Arkansas. Sample 31 Hispanic women aged 25-56 residing in northeastern Arkansas. Methods The experimental group received a multifaceted, culturally sensitive, and linguistically appropriate breast cancer education program; the control group received general nutritional information. Both groups completed the Breast Cancer Knowledge Test and Breast Cancer Screening Belief Scales so that the researchers could measure dependent variables. Data were analyzed with t tests. Main research variables Knowledge of and beliefs about breast cancer. Findings The experimental group scored significantly higher on the Breast Cancer Knowledge Test than did the control group. The control group scored significantly higher than the experimental group on the barriers to mammography scale and the benefits of breast self-examination scale of the Breast Cancer Screening Belief Scales. Conclusions The multifaceted, culturally sensitive, and linguistically appropriate breast cancer education program appeared to be responsible for increased knowledge of breast cancer and reduced barriers to mammography. Implications for nursing Education may change Hispanic women's knowledge and beliefs about breast cancer. An intervention designed and implemented by nurses can play a significant role in meeting the strong need for culturally sensitive and linguistically appropriate breast cancer educational programs for Hispanic women. Such programs should focus on helping Hispanic women understand their personal risks related to breast cancer and reduce barriers they perceive to early screening and detection.

Effects of a culturally sensitive education program on the breast cancer knowledge and beliefs of Hispanic women.

Purpose/Objectives: To determine the effectiveness of a multifaceted, culturally sensitive breast cancer education program for African American women in the Arkansas Mississippi River Delta. Design: Experimental (i.e., post-test only, control group design). Setting: African American churches and a county Extension Home- makers Club sponsored through the Arkansas Extension Homemakers council. Sample: 53 African American women. The experimental group in- cluded 30 participants who had a mean age of 56 years, and the control group consisted of 23 participants with a mean age of 51 years. Methods: After the presentation of a multifaceted, culturally sensi- tive breast cancer education program, a variety of instruments were administered to participants in the experimental group that measured dependent variables. Subjects in the control group completed the same instruments in the absence of a viable intervention. Data were analyzed using t tests. Main Research Variables: Knowledge and beliefs about breast cancer. Findings: The experimental group's mean scores were signifi cantly higher than the control group's on the Breast Cancer Knowledge Test and the susceptibility scale of the Breast Cancer Screening Belief Scales. The experimental group also scored signifi cantly higher than the control group on the confi dence scale of the Breast Cancer Screening Belief Scales. Conclusions: The multifaceted, culturally sensitive breast cancer education program appeared to be responsible for the differences in scores between the experimental and control groups. Implications for Nursing: Culturally sensitive group educational programs aimed at helping African American women in the rural South become more knowledgeable about breast cancer and early detection clearly are needed. Such efforts also must focus on increasing women's confi dence in effectively performing regular breast self-examination as well as their understanding of personal risk. Healthcare profession- als play a major role in the development and implementation of these programs.

https://onf.ons.org/sites/default/files/X07J522P0843UMQG_first.pdf

John D. Hall

Papers

Contemporary practices in school psychology: A national survey of roles and referral problems

Effects of a culturally sensitive education program on the breast cancer knowledge and beliefs of Hispanic women.

Teaching breast cancer screening to African American women in the Arkansas Mississippi river delta.

Family factors in preschool assessment and intervention: A validity study of parenting stress and coping measures

Problem solving and intervention design: Guidelines for the evaluation of technical adequacy.