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Problems by Gertrude Hildreth (1930) In addition, the rst journal article including school psychologist in its title appeared early during this period (Hutt, 1923) Training Program Development For psychology trainees desiring to work in the schools, recommended curricula were available at several colleges and universities In the late 1920s, New York University established the rst programs speci cally titled school psychology leading to undergraduate and graduate degrees and even the doctorate (Fagan, 1999) In the late 1930s, Pennsylvania State University also established graduate sequences for school psychologists, although a speci c school psychology doctoral program was not available until much later By the end of the period, few training programs were speci cally titled school psychology, and most personnel continued to be trained in general experimental psychology, educational and clinical psychology, and teacher-education-related programs Credentialing Development Governmental recognition of psychologists providing services to public schools emerged in this period.

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Latent Groups Based on Growth-Mixture Models Another fundamental problem is the discrimination of (a) models of multiple curves for a single group of subjects from (b) models of multiple groups of subjects with different curves. For example, we could have two clusters of people, each with a distinct growth curve, but when we summarize over all the people we end up with poor t because we need multiple slope factors. One clue to this separation is based on the higher-order distribution of the factor scores groups are de ned by multiple peaked distributions in the latent factor scores. In standard linear structural modeling, these higherorder moments are not immediately accessible, so the multiple-factor versus multiple-group discrimination is not easy. These and other kinds of problems require an a priori de nition of the groups before we can effectively use the standard multigroup approach. These practical problems set the stage for a new and important variation on this multiple-group model models that test hypotheses about growth curves between latent groups. The recent series of models termed growth mixture models have been developed for this purpose (L. K. Muthen & Muthen, 1998; Nagin, 1999). In these kinds of analyses, the distribution of the latent parameters is assumed to come from a mixture of two or more overlapping distributions. Current techniques in mixture models have largely been developed under the assumption of a small number of discrete or probabilistic classes of persons (e.g., two classes), often based on mixtures of multivariate normal distributions. More formally, we can write this kind of a model as a weighted sum of curves Y[t]n =

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may want to develop comprehensive plans for education, identification, and treatment (Ryan, 1992) A critical review of the eating disorder treatment literature is beyond the scope of this chapter, and we refer the reader to other sources to learn more about overall effectiveness (eg, Agras, Walsh, Fairburn, Wilson, & Kraemer, 2000; Wilfley et al, 2000) and the different modalities and theoretical perspectives that exist (eg, Brownell & Fairburn, 1995) However, we do want to highlight two unique issues with respect to the treatment of athletes with eating disorders First, because eating disorder treatment generally is conducted by licensed mental health providers (eg, psychologists, social workers) who are not likely to be a part of the athlete s immediate sport environment, confidentiality and potential communication among interested parties (eg.

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The development of standardized tests to facilitate the proper placement and education of children made it necessary to impose some form of regulation on those who administered the tests By 1925, the New York City public school system was offering a licensing examination for persons holding a master s degree from an institution recognized by the state s board of regents and who had at least 1 year of experience in mental measurement Although speci c evidence of credentialing is lacking, it is probable that several other major cities were also implementing some regulation In some locales, especially smaller cities and rural settings, such regulation required no more than a teaching certi cate and a special course in Binet testing; the experts were often referred to as Binet examiners The title school psychologist was growing in use but was not widespread.

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, coach, athletic trainer, parents, teammates) must be considered and addressed at the outset of treatment Second, because of the almost year-round training associated with current sport involvement, athletes who are symptomatic may face the question of whether to continue training while in treatment Athletes can remain involved in training if their overall health and nutritional status and if the treatment itself are not compromised The decision on whether to train should be made collaboratively, with input from physicians, nutritionists, psychologists, and the athletes themselves being considered If athletes continue to train and compete, mechanisms for effectively monitoring their health status and treatment goals need to be established Summary For sport and exercise scientists, examining eating disorder prevention programs for athletes represents fertile ground for future investigations.

This field holds the default value for the comments setting on new entries (see entry_allow_ comments for further description).

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