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Journal articles on the topic 'School: School of Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Frisby, Craig L. "Charter Schools and School Psychology." Contemporary School Psychology 24, no. 4 (February 27, 2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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2

Ahtola, Annarilla, and Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology." International Journal of School & Educational Psychology 2, no. 2 (April 3, 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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3

ISHIKUMA, Toshinori. "SCHOOL PSYCHOLOGISTS AND SCHOOL PSYCHOLOGY." Annual Report of Educational Psychology in Japan 33 (1994): 144–54. http://dx.doi.org/10.5926/arepj1962.33.0_144.

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4

Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.
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5

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly, and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and “Futures”." School Psychology Review 33, no. 1 (March 1, 2004): 3–6. http://dx.doi.org/10.1080/02796015.2004.12086226.

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6

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and “futures”." Psychology in the Schools 41, no. 4 (March 1, 2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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7

Jackson, Karen A. "School Psychology." Eye on Psi Chi Magazine 1, no. 3 (1997): 26–30. http://dx.doi.org/10.24839/0033-2569.eye1.3.26.

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8

Oakland, Thomas, and Jacqueline Cunningham. "International School Psychology Association Definition of School Psychology." School Psychology International 18, no. 3 (August 1997): 195–200. http://dx.doi.org/10.1177/0143034397183001.

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9

Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (March 2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.
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10

D'Amato, Rik Carl, Susan Sheridan, LeAdelle Phelps, and Emilia Lopez. "INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"." Journal of Educational and Psychological Consultation 15, no. 3 (December 1, 2004): 233–38. http://dx.doi.org/10.1207/s1532768xjepc153&4_2.

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11

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and Emilia C. Lopez. "SPECIAL ISSUE INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"." Journal of Educational and Psychological Consultation 15, no. 3-4 (December 2004): 233–38. http://dx.doi.org/10.1080/10474412.2004.9669515.

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12

Gysbers, Norman C. "Counseling Psychology and School Counseling Partnership." Counseling Psychologist 32, no. 2 (March 2004): 245–52. http://dx.doi.org/10.1177/0011000003261355.

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This article focuses on why possible partnerships between counseling psychology and school counseling may be overlooked or underutilized. One reason may be a lack of awareness. Then,attention is given to some challenges faced by school counselors as they carry out their work in the schools. Finally, suggestions are offered that can lead to forging strong partnerships that could assist school counselors to respond to the challenges they face and be more effective in their work.
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13

Bentea, Cristina Corina. "POSITIVE PSYCHOLOGY IN SCHOOL – A BRIEF OVERVIEW." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 262–68. http://dx.doi.org/10.26520/mcdsare.2018.2.262-268.

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14

Keith, Kenneth D., Elizabeth Yost Hammer, Charles T. Blair-Broeker, and Randal M. Ernst. "High School Psychology." Teaching of Psychology 40, no. 4 (October 2013): 311–17. http://dx.doi.org/10.1177/0098628313501044.

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15

邵, 杉杉. "Reframing School Psychology." Advances in Psychology 09, no. 07 (2019): 1240–45. http://dx.doi.org/10.12677/ap.2019.97152.

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16

Nixon, Mary. "School Psychology Today." School Psychology International 13, no. 2 (May 1992): 131–35. http://dx.doi.org/10.1177/0143034392132002.

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17

Russell, Paul. "System approaches to school psychology (or why school psychologists shouldn’t see kids)." Journal of Psychologists and Counsellors in Schools 29, no. 01 (June 2019): 100–106. http://dx.doi.org/10.1017/jgc.2019.8.

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AbstractIn a world where the only constant is change, schools are faced with the need to adapt creatively to changing societal demands, parental expectations, and children with increasingly diverse needs. Lasting and effective change can only occur with systemic and organisational change, and this essay argues that school-based psychologists are an invaluable, but potentially overlooked, resource in driving and supporting effective, evidence-supported, organisational change in schools. It is suggested that this can occur best when school-based psychologists are able to move away from direct service models that treat individual children to a systemic model that supports whole-school change.
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18

Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (December 1, 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.

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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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19

Griggs, Richard A., Sherri L. Jackson, and Merle E. Meyer. "High School and College Psychology: Two Different Worlds." Teaching of Psychology 16, no. 3 (October 1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.

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More than 300 public high schools were surveyed about psychology classes, with approximately 60% of the schools responding. The faculty for these courses are invariably in social studies departments, have little undergraduate or graduate coursework in psychology, and generally are not aware of the APA high school psychology program. The one-semester course emphasizes personality and developmental psychology and, to a lesser extent, social psychology, learning, and health. This personality–developmental focus and the resulting lack of student preparation for the more science-oriented college course is attributed to the limited training of the high school instructors, their job environment, and their goals for the course.
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20

Salmela-Aro, Katariina, Noona Kiuru, Esko Leskinen, and Jari-Erik Nurmi. "School Burnout Inventory (SBI)." European Journal of Psychological Assessment 25, no. 1 (January 2009): 48–57. http://dx.doi.org/10.1027/1015-5759.25.1.48.

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This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.
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21

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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22

Day, Jack K., Amaya Perez-Brumer, and Stephen T. Russell. "Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate." Journal of Youth and Adolescence 47, no. 8 (June 1, 2018): 1731–42. http://dx.doi.org/10.1007/s10964-018-0866-x.

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23

Finn, Cindy A. "The Practice of School Psychology in Quebec English Schools." Canadian Journal of School Psychology 31, no. 3 (July 24, 2016): 235–43. http://dx.doi.org/10.1177/0829573516653687.

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24

Thornton, Bob M., and Patricia J. Wentz. "High school psychology: Twenty year trends in Florida schools." Social Science Journal 32, no. 1 (March 1, 1995): 101–7. http://dx.doi.org/10.1016/0362-3319(95)90022-5.

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25

Skinner, Christopher H., Sheri L. Robinson, Carla S. Brown, and Gary L. Cates. "Female Publication Patterns in School Psychology Review, Journal of School Psychology, and School Psychology Quarterly from 1985–1994." School Psychology Review 28, no. 1 (March 1, 1999): 76–83. http://dx.doi.org/10.1080/02796015.1999.12085949.

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26

Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.

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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.
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27

Soutullo, Olivia R., Stephanie C. Sanders‐Smith, and Tina M. Smith‐Bonahue. "School psychology interns’ characterizations of family–school partnerships." Psychology in the Schools 56, no. 5 (January 25, 2019): 690–701. http://dx.doi.org/10.1002/pits.22227.

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28

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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29

Amaliyah, Amaliyah. "ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (August 29, 2020): 410. http://dx.doi.org/10.30868/ei.v9i02.907.

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This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.
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30

Rosenfield, Sylvia. "Giving School Psychology Away." Contemporary Psychology: A Journal of Reviews 35, no. 8 (August 1990): 792–93. http://dx.doi.org/10.1037/028948.

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31

Huebner, E. Scott, and Lane B. Mills. "Burnout in School Psychology." Special Services in the Schools 8, no. 2 (August 9, 1994): 53–67. http://dx.doi.org/10.1300/j008v08n02_04.

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32

Mureika, Juanita. "New Brunswick School Psychology." Canadian Journal of School Psychology 16, no. 2 (June 2001): 25–27. http://dx.doi.org/10.1177/082957350101600205.

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33

Jordan, Jason J., Yvonne L. Hindes, and Donald H. Saklofske. "School Psychology in Canada." Canadian Journal of School Psychology 24, no. 3 (August 20, 2009): 245–64. http://dx.doi.org/10.1177/0829573509338614.

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34

Fagan, Thomas K. "School Psychology: Where Next." Canadian Journal of School Psychology 5, no. 1 (July 1989): 1–7. http://dx.doi.org/10.1177/082957358900500101.

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35

Oakland, Thomas D. "Professionalism within school psychology." Professional School Psychology 1, no. 1 (1986): 9–27. http://dx.doi.org/10.1037/h0090496.

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36

Barbanel, Laura. "Psychoanalysis and school psychology." Psychoanalytic Psychology 11, no. 2 (1994): 275–83. http://dx.doi.org/10.1037/h0079544.

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37

Ritchie, Martin H. "School psychology in Australia." Journal of School Psychology 23, no. 1 (March 1985): 13–18. http://dx.doi.org/10.1016/0022-4405(85)90030-5.

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38

Nikolopoulou, Allina. "School psychology in Greece." Journal of School Psychology 24, no. 4 (December 1986): 325–33. http://dx.doi.org/10.1016/0022-4405(86)90020-8.

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39

Gutkin, Terry B. "Advances in school psychology." Journal of School Psychology 24, no. 1 (March 1986): 94–95. http://dx.doi.org/10.1016/0022-4405(86)90051-8.

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40

Wechsler, Solange, and Denise Cristina Gomes. "School psychology in Brazil." Journal of School Psychology 24, no. 3 (September 1986): 221–27. http://dx.doi.org/10.1016/0022-4405(86)90055-5.

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41

Poulsen, Anders. "School psychology in Denmark." Journal of School Psychology 25, no. 3 (September 1987): 223–33. http://dx.doi.org/10.1016/0022-4405(87)90074-4.

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42

Conochie, Douglas. "School psychology in Scotland." Journal of School Psychology 25, no. 3 (September 1987): 235–45. http://dx.doi.org/10.1016/0022-4405(87)90075-6.

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43

Danquah, Samuel A. "School psychology in Ghana." Journal of School Psychology 25, no. 3 (September 1987): 247–53. http://dx.doi.org/10.1016/0022-4405(87)90076-8.

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44

Boonruangrutana, Samreng. "School psychology in Thailand." Journal of School Psychology 25, no. 3 (September 1987): 277–80. http://dx.doi.org/10.1016/0022-4405(87)90079-3.

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45

Egides, A. "The School Psychology Service." Russian Education & Society 38, no. 7 (July 1996): 60–70. http://dx.doi.org/10.2753/res1060-9393380760.

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46

Theodore, Lea A., Melissa A. Bray, Thomas J. Kehle, and Richard J. Dioguardi. "School Psychology in Greece." School Psychology International 23, no. 2 (May 2002): 148–54. http://dx.doi.org/10.1177/0143034302023002741.

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47

Jimerson, Shane R., Mohammad Adnan Alghorani, Abdel-Hameed Darweish, and Mahmoud Abdelaziz. "School Psychology in Egypt." School Psychology International 31, no. 3 (June 2010): 219–28. http://dx.doi.org/10.1177/0143034310366413.

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48

Kaplan, Marvin S., and Michael Schnur. "School Psychology in Israel." School Psychology International 6, no. 2 (April 1985): 95–100. http://dx.doi.org/10.1177/0143034385062006.

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49

van Kolck, Odette Lourencao, and Celia Guimaraes Barros. "School Psychology in Brazil." School Psychology International 6, no. 3 (July 1985): 145–50. http://dx.doi.org/10.1177/0143034385063004.

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50

Hines, Donald P., and Pia N. Niel. "School Psychology in Micronesia." School Psychology International 7, no. 2 (April 1986): 98–100. http://dx.doi.org/10.1177/0143034386072007.

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