Relevant bibliographies by topics / School psychologists

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School psychologists'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "School psychologists"

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Müllerová, Zuzana, and Jan Šmahaj. "Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis." Education Sciences 13, no. 11 (October 26, 2023): 1078. http://dx.doi.org/10.3390/educsci13111078.

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The aim of this study was to determine what kinds of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.
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Panteri, Maria, Juan Calmaestra, and Verónica Marín-Díaz. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8 (August 18, 2021): 439. http://dx.doi.org/10.3390/educsci11080439.

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In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
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Gruevski, Dragan, and Mirjana Cvetkovska. "CONSTRUCTION AND APPLICATION OF INSTRUMENT FOR MEASUREMENT OF THE ATTITUDE TOWARD SCHOOL PSYCHOLOGISTS." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 40–51. http://dx.doi.org/10.33225/pec/12.39.41.

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This research has an aim to determine the status of the school psychologists in the primary schools in Republic of Macedonia, confirmed through the explorations of the attitude of the teachers and other expert personnel regarding the school psychologist. For the need of this research, an instrument for measurement of the attitude toward the school psychologist (SSP) is constructed. The main conclusions drawn from the field work, statistical evaluations and analysis are that a large percent of the subjects (73%) have negative attitude toward the school psychologists and there is a lack of basic information regarding their status, role and tasks. These results are very significant because it is more than necessary to reveal and maybe to change some essential requirements about the working tasks, the demands, the duties and engagements of the school psychologists. Key words: instrument for measurement of the attitude, school psychologist, working atmosphere.
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Lipkin, Seth. "Needed: More school psychologists." Phi Delta Kappan 105, no. 3 (October 31, 2023): 20–23. http://dx.doi.org/10.1177/00317217231212005.

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The National Association of School Psychologists (NASP) estimates that the U.S. needs approximately 63,000 more school psychologists to meet the recommended ratio of one student per 500 school psychologists. This would ensure every student has access to comprehensive school psychological services. Unfortunately, while students are facing a mental health crisis after the pandemic, the school psychologist shortage is getting worse. NASP’s Seth Lipkin writes about the urgent need for more school psychologists and outlines several potential solutions at the local, state, and federal levels that could help.
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Thomas, Alex, Michele L. Orf, Edward M. Levinson, and Dennis Pinciotti. "Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists." Psychological Reports 71, no. 2 (October 1992): 571–75. http://dx.doi.org/10.2466/pr0.1992.71.2.571.

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Elementary and secondary school administrators ( N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.
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Barton, K., and T. Garbark. "Teachers' and School Psychologists' Perceptions of School Psychologists." Perceptual and Motor Skills 60, no. 3 (June 1985): 1003–9. http://dx.doi.org/10.2466/pms.1985.60.3.1003.

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29 master teachers in elementary schools who are supervisors of student teachers and 85 school psychologists completed questionnaires concerning various perceptions of the functions and roles of school psychologists. The information provided by the respondents indicated general agreement concerning the importance of most areas of school psychologists' functioning. Disagreement between the two groups occurred in the areas of desired direct services to children, usefulness of consultation, severity of referral problems, usefulness and adequacy of communication, usefulness of information given teachers, how informed both groups were about each other, and how helpful services provided by school psychologists were to teachers and children. Teachers and school psychologists commented on several areas: improvement of present communication, what services are most valued, and what functions should receive more of the school psychologists' time.
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Bell, Henry D., and Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 22, 2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.
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Elizabeth Kitching, Ansie. "Mind-shifts for enhancing the engagement of educational psychologists in the promotion of holistic school wellbeing." Educational and Child Psychology 35, no. 3 (December 2018): 8–19. http://dx.doi.org/10.53841/bpsecp.2018.35.3.8.

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AimThe study explores the mind-shifts that educational psychologist have to facilitate to engage in the promotion of holistic school wellbeing.RationaleEducational psychologists employed in the South African education system, due to limited human resources, work mainly with individual children who experience serious problems. The implication of the current situation is that educational psychologists are marginalised in interventions aimed at the transformation of schools into enabling, inclusive environments. The rational of this article is to address this marginalised position of educational psychologists in the South African context.MethodIn the research conducted to develop an integrated, multi-level process to facilitate holistic wellbeing in six South African schools, a Participatory Action Learning and Action Research (PALAR) methodology has been applied. The methodology integrates action learning and action research with participatory action research in a holistic way. The data for this specific article was obtained by reflecting on the data gathered during my involvement as an educational psychologist in the development of this process over a period of three years.FindingsFive mind-shifts that school communities have to make in order for educational psychologists to effectively engage in the promotion of holistic school wellbeing were identified. Firstly, the role of educational psychologists should not be perceived as experts who address problems prevailing in schools but as external agents of change who need to work in collaboration with all stakeholders. Secondly, educational psychologists should not be expected to focus only on individual interventions but also on universal, multi-level interventions aimed at supporting all members of school communities. Thirdly, the promotion of wellbeing should no longer be perceived as an additional function of schooling but as an integral part of function of school communities. Fourthly, the fragmented implementation of initiatives to promote wellbeing should be replaced by a holistic, integrative approach to the promotion of school wellbeing. Fifthly, instead of adopting a linear, causal approach to understanding human behaviour, the complex interactive dynamic nature of human behaviour should be embraced.ConclusionThe role of educational psychologist in the promotion of holistic school wellbeing is essential if they intend to become active agents of social change and transformation in the South African educational context. The optimisation of this role necessitates a broader public understanding of the role of educational psychologists as professionals who co-construct enabling environments with the members of school communities in a pro-active manner with insight into the complexity of human behaviour.
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Farrell, Peter. "School Psychologists." School Psychology International 25, no. 1 (February 2004): 5–19. http://dx.doi.org/10.1177/0143034304041500.

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Braden, Jennifer S., Eleanor DiMarino-Linnen, and Thomas L. Good. "Schools, Society, and School Psychologists." Journal of School Psychology 39, no. 2 (March 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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Dissertations / Theses on the topic "School psychologists"

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Hartseil, Charles Baker Paul J. "Perceptions of the role of the school psychologist by administrators and school psychologists in Illinois public schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806858.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 24, 2005. Dissertation Committee: Paul J. Baker (chair), John L. Brickell, Ronald L. Laymon, Mary Ann Lynn, Mark E. Swerdlik. Includes bibliographical references (leaves 112-124) and abstract. Also available in print.
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Koch, Marlene L. "Competency requirements in the 21st century perceptions of practicing school psychologists /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kochm.pdf.

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Meyer, Jaymie Lynn. "The role of school psychologists training vs. practice /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003meyerj.pdf.

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Gosser, Brooke. "Anxiety Interventions in Schools: A Survey of School Psychologists." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1405421914.

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Panske, Katie. "Perceptions of school psychologists a survey of teachers from two states /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008panskek.pdf.

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Bunch, Lela Kosteck. "Male and female school psychologists' perceptions of their educational and career experiences /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904836.

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Miller, Dana Leann. "Mental health practices of school psychologists." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/858.

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The current literature suggests an increasing need for mental health services for school-age children (U.S. Department of Health and Human Services, 1999; Friedman, Katz-Levey, Manderschied, and Sondhiemer 1996; Costello, Mustillo, Erkanli, Keeler, and Angold, 2003; Kataoka, Zhang, and Wells 2002 and Kessler, Berglund, Demier, Jin, Merkangas, and Walters, 2005). Research indicates that the schools may be the ideal place for children to receive such services. Studies have found that school psychologists do spend some of their time providing counseling, however the time spent on these services is significantly limited (Curtis et al, 1999; Bramlett et al 2002; Yates 2003; and Villarin,2005; and Curtis et al, 2008). While other studies have examined the provision of individual and group counseling by school psychologists, they have not provided operational definitions of what constitutes mental health services. Moreover, a review of mental health services provided by school psychologists has not been conducted since the reauthorization of IDEA in 2004, which may have impacted the amount of time school psychologists have to provide various services in schools. The purpose of this study was to examine if school psychologists currently provide mental health services. In addition this study examined if school psychologists perceived providing mental health services as their role, and their level of satisfaction with their current role and function. A sample of 118 of 1,000 school psychologists from the National Association of School Psychologists (NASP) listserv completed the survey. The results indicated that, the majority (83.3%) of school psychologists reported being satisfied with their current role and function. The majority (75.2%) of school psychologists also perceived the provision of mental health services as part of their role. While the majority of school psychologists indicated that they provided mental health service, the amount of time dedicated to the provision of services was less than 10% of time per week. The most frequent barriers to providing mental health services were limited time, and the need for additional training. The most frequent barriers for provision of services, by participants not currently providing services were employer policies and procedures and limited time. Determinates of provision of mental health services included training, and employment in areas using Non-categorical classification. Overall, the participants indicated that they did not see any significant changes in the provision of mental health services they provide, since the reauthorization of IDEA in 2004.
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Downey, Claudia. "School Psychologists' Reports: Special Educators' Preferences." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.

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Special educators were surveyed in order to determine which of two distinct styles of school psychologists' reports, (psychological vs. psychoeducational) was perceived to be most useful. The sample population consisted of 39 special educators employed by the Bowling Green (Ky.) Independent School District and the Warren County (Ky.) Board of Education. Teachers' rankings of the ten report sections (five per style of report) were compared by an analysis of variance. Results of the 2 (report style: psychological vs. psychoeducational) by 5 (report sections: referral vs. background and observations vs. tests/procedures vs. diagnosis or conclusions vs. recommendations) ANOVA revealed no significant findings for style or section. Neither was there a significant style by section interaction. Analysis of the ten report sections' mean rankings and standard deviations provides support for the contention that special educators prefer the psychoeducational report to the psychological report, particularly the specific nature of its Recommendations section. Section means and standard deviations reveal that the Recommendations section of the psychoeducational report Was most often ranked as most valuable and that its ranking by teachers displayed the least amount of deviation from its mean ranking. When asked which of the reports was the better of the two, 90% of the special educators responded the psychoeducational report was.
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Slonaker, Amanda R. "Neuropsychology in the schools school psychologists' current views, practices, and training with neuropsychological measures /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/784.

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Luis, Emily. "School-based mental health services delivered by school psychologists." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001153.

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Books on the topic "School psychologists"

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Curtis, Michael J. Credentialing requirements for school psychologists. Bethesda, MD: National Association of School Psychologists, 1998.

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S, Hartshorne Timothy, ed. Ethics and law for school psychologists. 2nd ed. Brandon, Vt: Clinical Psychology Pub. Co., 1994.

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Jacob, Susan. Ethics and law for school psychologists. 3rd ed. New York: John Wiley, 1998.

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Jacob, Susan. Ethics and Law for School Psychologists. New York: John Wiley & Sons, Ltd., 2007.

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Jacob, Susan. Ethics and law for school psychologists. Brandon, Vt: Clinical Psychology Pub. Co., 1991.

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Jacob, Susan. Ethics and law for school psychologists. 6th ed. Hoboken, N.J: J. Wiley & Sons, 2011.

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Jacob, Susan. Ethics and law for school psychologists. 4th ed. Hoboken, N.J: J. Wiley & Sons, 2003.

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S, Hartshorne Timothy, ed. Ethics and law for school psychologists. 2nd ed. New York: J. Wiley & Sons, 1996.

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S, Hartshorne Timothy, ed. Ethics and law for school psychologists. 5th ed. Hoboken, N.J: Wiley, 2007.

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Ohio. Ohio psychology law: Ohio psychology laws and rules governing psychologists and school psychologists. Columbus, Ohio: State Board of Psychology, 2000.

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Book chapters on the topic "School psychologists"

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Palacios, Elizabeth D., Rebecca S. Martínez, and Charles R. Ridley. "Bilingual School Psychologists." In Encyclopedia of Cross-Cultural School Psychology, 149–51. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_41.

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Sandoval, Jonathan, and Nadine M. Lambert. "Evaluating School Psychologists and School Psychological Services." In Evaluation and Accountability in Clinical Training, 151–82. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5281-5_7.

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Ligorio, M. Beatrice, Stefano Cacciamani, and Emanuela Confalonieri. "Teaching School Psychology to Psychologists." In International Handbook of Psychology Learning and Teaching, 699–724. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_32.

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Ligorio, M. Beatrice, Stefano Cacciamani, and Emanuela Confalonieri. "Teaching School Psychology to Psychologists." In International Handbook of Psychology Learning and Teaching, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_32-2.

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Bartholomaeus, Clare, and Damien W. Riggs. "Cisgender School Counsellors and Psychologists." In Transgender People and Education, 149–66. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95309-7_7.

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Ligorio, M. Beatrice, Stefano Cacciamani, and Emanuela Confalonieri. "Teaching School Psychology to Psychologists." In International Handbook of Psychology Learning and Teaching, 1–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_32-1.

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Guiney, Meaghan C. "Supporting Early Career School Psychologists." In The School Psychology Supervisor’s Toolkit, 173–85. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-13.

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DeOrnellas, Kathy, and Ronald S. Palomares. "School Psychologists and School Counselors’ Perspectives on Bullying." In Bullying in School, 95–112. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59298-9_5.

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Rahill, Stephanie A., and Lauren T. Kaiser. "School Psychologists as Family, School, and Community Collaborators." In Case Studies in School Psychology, 129–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123828-8.

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Parker, Janise, and Hannah Warren. "Collaborative Efforts Between School Counselors and School Psychologists." In Handbook for Counselors Serving Students With Gifts & Talents, 673–92. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-41.

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Conference papers on the topic "School psychologists"

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Takagsihi, Jennifer, Sharon Dabrow, Carol Lilly, Carolyn Adams, Sara Hinojosa, and Kathleen Armstrong. "School Psychologists in Continuity Clinic." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.43.

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Herynková, Marie. "SUICIDAL BEHAVIOR AT SCHOOL FROM THE PERSPECTIVE OF SCHOOL PSYCHOLOGISTS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0200.

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MAXIMCIUC, Victoria. "The importance of emotional intelligence in the school adaptation of the child with special educational needs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p246-251.

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The issue of digitization of the educational system is a pressing necessity of society.The school psychological service is also at the center of these changes, especially at the high school level. We find few works devoted to the issue of digitization of the psychological service at the high school level. Therefore, the article will be restricted to the problem of optimizing the activity of the school psychologist at the high school level by describing the application of different sources and digital tools. There is a need to present this data to psychologists in the educational system.
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VICOL, Nelu. "Profesionalizarea cadrelor didactice și manualul școlar: între "a învăța" și "a se forma"." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p131-140.

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The text focuses on the dichotomy the professionalization of teaching staff-the recoverable module „the manual school”. The author has investigated such a problematic and intervenes with epistemic analyzes and interpretations regarding the correlation curriculum contents and their contextualization in school textbooks. However, the school textbook must be perceived by teaching staff as the essential means, scientifically based, of directing the teacher’s activity and the student. That is why the problems related to the quality of the school manual are in the attention of the authorities, scholars- pedagogues and psychologists, authors, teachers, students, parents, civil society. The manual is a book that includes the basic notions of a science, a school book, a book used in schools where they are presented and explained the fundamental notions of a school/scientific, artistic or technical subject.
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Fomina, T. G., E. V. Filippova, N. V. Goryuk, and E. A. Maksimova. "Experience of implementing «multidimensional school engagement scale» in russian sample." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.314.325.

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The article substantiates the relevance of studying school engagement for research and practical perspectives. The authors analyze foreign psychologists’ experience of using various methods for diagnostics of school engagement, considering their advantages and disadvantages. The study presents the results of adapting “Multidimensional School Engagement Scale” (Wang et al., 2019) on the sample of Russian school students. The questionnaire is used for diagnostics of two global factors — school engagement and disengagement, each assessed by four components: behavioral, cognitive, emotional, and social. The experience of using the questionnaire adapted in Russian language demonstrated that it can be used to evaluate and comparatively analyze the general level of engagement/disengagement of different grade schoolchildren, to assess the quality of educational environment, to analyze individual manifestations of school engagement/disengagement, and identify the corresponding risk groups. The questionnaire adaptation results confirmed the relevancy of considering school engagement as a multidimensional construct, supposing assessment of its behavioral, emotional, cognitive, and social aspects. A comparative analysis of the schoolchildren’ engagement/disengagement by various components makes it possible to obtain valuable data on the peculiarities of children’s reflection of their involvement in the school life. Whereas disengagement (if found) serves as a marker of a student’s maladaptation requiring attention from the school administration. The study confirms the importance of investigating school engagement for the purposes of planning activities related to increasing academic motivation, as well as for understanding the principles and quality of educational activities organization, students’ reflection of their school activities, depending on contextual factors. The authors consider the options for using the questionnaire in the practice of a school psychologist and in the field of educational psychology research.
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Рудина, Л. М. "HIGH SCHOOL IN A SPACE OF UNCERTAINTY." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.60.75.001.

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В статье изложен взгляд на проблемы высшего образования в современных условиях. Названы компетенции «неясного будущего». Представлены образовательные модели высшей школы. Выделены особенности и издержки подготовки профессионалов – психологов/психотерапевтов. Отмечена целесообразность создания эмоционально-насыщенных курсов обучения. Определена концепция национального университета. The article presents a view on the problems of higher education in modern conditions. The competencies of the “uncertain future” are named. Educational models of higher education are presented. The features and costs of training professionals – psychologists/psychotherapists – are highlighted. The feasibility of creating emotionally rich training courses is noted. The concept of a national university has been defined.
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Virostkova Nabelkova, Eva, Miroslava Sautner, and Alzbeta Brozmanova Gregorova. "ENHANCING THE RESILIENCE OF SCHOOL PSYCHOLOGISTS: THE POTENTIAL OF PERSONALITY FACTORS AND EMOTIONAL FLEXIBILITY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1624.

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Virrueta-Ayala, Melissa. "Disrupting Disproportionality Through DisCrit: Implications for School Psychologists as Systems Leaders for Racial Equity." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2112380.

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Vasikova, A. F., and A. A. Aydarova. "THE PHENOMENON OF BULLING AND CYBERBULLING IN A MODERN SCHOOL." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/42.

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It is not uncommon for one or more students to become objects of constant bullying by their peers. Rigidity among the younger generation is beginning to return to normal, so it is very important to recognize and eradicate cyberbullying at an early stage. The article describes the different approaches of researchers and psychologists to the study of the concept of bullying and cyberbullying. The article reveals the signs of bullying, the social structure, and an action plan for the prevention of bullying in a modern school.
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Najmonová, Marie, Miluše Vítečková, and Miroslav Procházka. "INCLUSION OF PUPILS WITH SPECIFIC BEHAVIOURAL DISORDERS FROM THE VIEWPOINT OF TEACHERS AND SCHOOL PSYCHOLOGISTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1880.

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Reports on the topic "School psychologists"

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D, Masson, Nicolas S, Szumilin E, and Balkan S. The design, implementation, and effectiveness of teen models of care: lessons from MSF supported programmes providing treatment and care for adolescents aged 10 to 19 living with HIV in Malawi and Uganda. Doctors Without Borders/Médecins Sans Frontières, April 2024. http://dx.doi.org/10.57740/3mmnvmad0.

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This “lessons learned” report presents a thorough documentation of the implementation process of the models of care for adolescents (aged ~10-19 years) living with HIV (ALHIV) in two HIV programmes supported by MSF. The first is in Arua, a town in the West Nile Province in Uganda and, the second, in Chiradzulu rural district, Southern Malawi. Both countries are among the top 15 countries to be affected by HIV in the world. Whilst Arua is in a lower HIV-prevalent setting, Chiradzulu district remains one of the most affected regions of Malawi. The key lessons learned from this implementation were: ▸ Schedule all adolescents on the same day(s); preferably during out-of-school hours. ▸ Ensure disclosure is a repeated and ongoing process and not an on/off one. ▸ Maintain close collaboration between clinicians and counsellors to continuously transmit information to the changing and evolving concerns of teens. ▸ Organize sessions by age band, separating the pre-pubescent adolescents from older ones. Full HIV disclosure is recommended before integrating the adolescents into group activities. ▸ Include sexual and reproductive health in the package of care. Health workers and peers must be trained to address the specific concerns of adolescents. ▸ Recognize peers are an important asset to conveying messages and sharing positive experiences. While peers are useful actors in the management of teens, they should not be solely responsible for managing the cases of adolescents failing on treatment. ▸ Perform a viral load (VL) every six months for this vulnerable age group. Point-of-care VL, with same-day results, permits a rapid management of the unsuppressed patients, and requires logistic organization in rural contexts. ▸ Utilize a multidisciplinary team – clinicians, counsellors, psychologists, social workers, and peers – to address the complex situations faced by some adolescents.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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In Conversation… Reducing mental health problems in schools. ACAMH, September 2018. http://dx.doi.org/10.13056/acamh.4987.

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Dr Sophie Browning is a Consultant Clinical Psychologist working on whole school approaches to mental health. In this podcast with psychology journalist Jo Carlowe, she discusses an innovative cognitive behavioural therapy approach for reducing anxiety and mental health problems in schools. You can listen to this podcast on SoundCloud or iTunes.
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