Bibliografías temáticas / School psychology

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Literatura académica sobre el tema "School psychology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "School psychology"

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Modzelewska, Marlena. "Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 1 (June 13, 2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

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Pop psychology is a phenomenon that evokes extreme emotions. Myths that work to the detriment of the recipients get into the general consciousness. Of course, there are also valuable items that have the hallmarks of pop psychology. Therefore, the ability to think critically and search for reliable knowledge is important. Can students do it? They receive relatively little psychological education in schools, so if they want to learn something in this matter, they must use the knowledge available outside traditional education. In order to determine the psychological knowledge of adolescents, a CAWI quantitative study was conducted using the Qualtrics tool on a sample of 204 secondary school students. The main research problem is: What is the state of knowledge of secondary school students? Research questions: How much psychological knowledge do secondary school students have? From which source(s) do students mainly obtain psychological knowledge? Do secondary school students agree with the statement that psychological knowledge is useful in their lives? The study shows that students’ knowledge is at a relatively good level (the average value of the indicator on a scale of 1–3 was 1.94). The most frequently chosen terms to define are: phobia, anorexia, depression, narcissism, empathy. In turn, the concepts with the highest declared level of knowledge are: depression, manipulation, phobia, positive thinking, sexual orientation. The vast majority of students (91%) see the usefulness of psychological knowledge in their lives. They obtain it mainly from the Internet (71% from websites, 69% from social media), and much less often from school (29%). The school has the opportunity to equip students with reliable psychological knowledge during one of the most important (from the point of view of human development) periods in lives. Therefore, it is worth taking systemic actions that will enable students to navigate the world efficiently and understand themselves as best as possible.
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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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Saksena, N. K. "School Psychology: A Positive Psychology Approach." Mind and Society 11, no. 04 (February 9, 2023): 09–17. http://dx.doi.org/10.56011/mind-mri-114-20221.

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The ultimate goal of schools is to educate young people to become responsible,
 critically thinking citizens who can succeed in life. Understanding the factors that
 stimulate them to become active agents in their own learning is critical. Positive
 psychology is a relatively new field of psychology.Positive psychology can be used to
 unravel factors that facilitate a student’s sense of agency and active school engagement.
 Positive psychology is an emerging applied science that is just beginning to have a
 significant impact on schools and school-based interventions. Positive psychology is
 also used in school-based interventions from the point of view of public health.
 Interventions are given to students at different levels based on their individual needs.
 An inordinate number of students report high levels of boredom, anger, and stress in
 schools. This scenario often leads to their disengagement from critical learning and
 school development. Positive psychology has gained immense popularity within many
 areas of the behavioural sciences, including applied psychology. Most of the interest in
 positive psychology, however, has been disproportionately focused on adults. (Diener
 & Diener, 2009). Child development and the structures that support that development
 have received less attention within positive psychology. The attributes of interest to
 positive psychologists are Optimism, Hope, Creativity, Self-Efficacy, Virtues of various
 types like Forgiveness and Gratitude, and Subjective Well-being are likely to begin in
 childhood. It is, therefore, imperative that childhood and those organisations that are
 most pertinent to the developing child-family, child, peers, and school—be of high
 interest to positive psychologists. The development of a child is facilitated by primary
 group and secondary group socialization processes.
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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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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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Zuhaery, Muhammad, and Badrudin Badrudin. "Enhancing Boarding School Management through Organizational Psychology Education." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 3 (September 18, 2023): 1051–63. http://dx.doi.org/10.33650/al-tanzim.v7i3.5944.

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This research aims to analyze organizational psychology's role in managing Islamic boarding schools. This qualitative research identifies organizational psychology's role in Islamic boarding school management by exploring several critical psychological aspects. The data sources used are primary data sources and secondary data sources. The data collection techniques are through interviews, observation, and documentation. Data analysis was done through data reduction, display, and conclusion. The results of the research are that the role of organizational psychology in the management of the Pesantren Al-Iman Muntilan, namely increasing student motivation and teacher performance, assisting in effective classroom management, increasing student involvement and participation, improving student and teacher welfare, helping leadership effectiveness, conflict management, and effective communication. By applying organizational psychology principles, Islamic boarding schools can improve the quality of the education they offer. This will positively impact students' achievements and the reputation of Islamic boarding schools as superior educational institutions.
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Nuna, Ruth, Macharia S, and Ngumi O. "THE PSYCHOLOGY." International Journal for Innovation Education and Research 11, no. 5 (May 26, 2023): 89–102. http://dx.doi.org/10.31686/ijier.vol11.iss5.4114.

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Use of social media has a significant influence on the behaviors of teenagers. Although nations around the world are aware of what occurs on websites like Facebook, YouTube, Twitter, and others, there has been evidence of cyberbullying on these platforms. This study was conducted among the teenagers attending secondary schools in Nairobi County, Kenya, to investigate the coping strategies used by adolescents in dealing with the effects of cyberbullying. The research used Ex –Post- Facto design. All of the adolescents in selected secondary schools between the ages of 13 and 18 made up the study population. The study used stratified random sampling techniques to select the sample of 318 adolescents. the study also used purposive sampling to select 5 School Principals and 5 Teacher-Counselors. Data was collected using a modified Cyberbullying Coping Questionnaire. Interview schedules were used to gather information from the Teacher-Counselors and School Principals on the quality of cyberbullying coping strategies. Data was analyzed using SPSS version 25 and presented using frequency tables and percentages. The results revealed that the coping mechanisms for cyberbullying involved team efforts from parents, teachers, and students. The study found that 58(18.2%) and 81(25.5%) would seek professional advice or report the matter to their parents, teachers or school principals. Additionally, the study found that there was age difference with those who blocked, deleted or informed the bully to stop his bullying behaviors. The study recommends that School Principals and parents should create a safe and healthy environment in both home and school. Further, the study recommends that schools to put in place surveillance strategies to support students who experience cyberbullying and to develop programmes to enhance psychological adjustment.
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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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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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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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Tesis sobre el tema "School psychology"

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Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.

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Zaciewski, Janelle. "Consultation Trends in School Psychology Literature." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.

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Consultation is a prominent indirect service delivery method in school psychology today. Several publications endorsed by the National Association of School Psychologists (NASP) have traditionally suggested the mental health, organizational, and behavioral models of consultation as the three prominent consultation models in the field of school psychology. However, no supporting data are cited and it is unclear if these three models are still prominent in school psychology today. The present research examined the consultation literature over the last 22 years in two prominent school psychology journals, Journal of School Psychology and School Psychology Quarterly (originally called Professional School Psychology). This research involved the analysis of 145 consultation articles from the school psychology literature. The data was analyzed to obtain information regarding the frequency of consultation articles published, any trend that emerged from this data, the most frequent types of consultation mentioned, the type of research conducted, and topics addressed in the articles. Analysis of consultation trends over time indicated a decrease in the frequency of consultation articles published over time in both journals. The terms utilized to address consultation models are greatly varied, demonstrated by the 107 different types of consultation referenced in the consultation articles. Clearly, behavioral consultation is the most frequently researched and referenced consultation model in the literature. The results suggested the three traditional prominent models have been modified over time. Mental health consultation and behavioral consultation were consistently found within the top three models researched and referenced; however, organizational consultation was infrequently mentioned in the literature and researched in only 4% of the articles reviewed for this study. Therefore, it appeared that organizational consultation is no longer considered a prominent model of consultation. Analysis of the articles that were not research oriented indicated that 76% of the articles focused on application of consultation. The topics of multiculturalism, training, and ethics were the focal point to a lesser extent, with each representing fewer than 5% of articles. Research focused articles that involved aspects of both questionnaire and intervention research tools were employed more frequently than were research involving only questionnaire research or intervention research. Implications for the present findings and future directions for consultation research are discussed.
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Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.
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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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Hanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.

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Loe, Scott A. "An examination of family oriented practice and cultural diversity in school psychology : a national survey fo school psychology practitioners /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203552779882.

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Bonner, Michael L. "Accountability of School Psychology Practicum: A Procedural Replication." Cincinnati, Ohio : University of Cincinnati, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1006784236.

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Barnes, Daniel Vern. "The School Counseling Psychology Program: A Qualitative Study." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd980.pdf.

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Hunter, Katie. "Environmental Psychology in Classroom Design." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131581482.

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Lee, Geoffrey Anton. "Graduate school readiness in psychology a national study /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011823.

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Libros sobre el tema "School psychology"

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Grapin, Sally L., and John H. Kranzler, eds. School Psychology. New York, NY: Springer Publishing Company, 2018. http://dx.doi.org/10.1891/9780826194749.

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Axelrod, Michael I., and Stephen Hupp. Investigating School Psychology. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003266181.

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Giraldez-Hayes, Andrea, and Jolanta Burke. Applied Positive School Psychology. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003228158.

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Simon, Dennis J., and Mark E. Swerdlik. Supervision in School Psychology. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222.

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Watson, T. Steuart, and Christopher H. Skinner, eds. Encyclopedia of School Psychology. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-387-22556-2.

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Ninness, H. A. Chris, Glen McCuller, and Lisa Ozenne. School and Behavioral Psychology. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4355-8.

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1951-, Lee Steven W., ed. Encyclopedia of school psychology. Thousand Oaks, Calif: Sage Publications, 2005.

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Thielking, Monica, and Mark D. Terjesen, eds. Handbook of Australian School Psychology. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4.

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Lidz, Carol S., ed. Women Leaders in School Psychology. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43543-1.

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Kettler, Ryan J. Research Methodologies of School Psychology. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315724072.

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Capítulos de libros sobre el tema "School psychology"

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Kramer, Jack J. "School Psychology." In Historical Foundations of Educational Psychology, 121–30. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_7.

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Krohn, Katherine R. "School Psychology." In Encyclopedia of Child Behavior and Development, 1295–97. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2505.

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Fagan, Thomas K. "School psychology." In Encyclopedia of psychology, Vol. 7., 176–80. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-071.

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Jacob, Susan, and Megan M. Kleinheksel. "School psychology." In APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research., 125–47. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13272-007.

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Daly, Edward J., Elisabeth J. Kane, Lauren E. Scanlan, and Jessica J. Helen Detrick. "School Psychology." In Applications of Behavior Analysis in Healthcare and Beyond, 113–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57969-2_5.

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Birch, Susan, and Norah Frederickson. "School bullies." In Educational Psychology, 208–29. 3rd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9780429322815-14.

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Alford, Zoë, and Mathew A. White. "Positive School Psychology." In Evidence-Based Approaches in Positive Education, 93–109. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_5.

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Rivera, David P. "Queering School Psychology." In Critical Theories for School Psychology and Counseling, 48–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367815325-5.

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Allen, Kelly-Ann, and Margaret L. Kern. "School Belonging." In SpringerBriefs in Psychology, 13–21. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5996-4_3.

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Deb, Sibnath, Aleena Maria Sunny, Nilanjana Sanyal, and Shayana Deb. "Interventions at School." In Community Psychology, 379–420. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003452188-12.

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Actas de conferencias sobre el tema "School psychology"

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""SCHOOL PSYCHOLOGY PRACTICE AS CONFLICTUAL COLLABORATION"." In International Psychological Applications Conference and Trends. inScience Press, 2023. http://dx.doi.org/10.36315/2023inpact043.

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Vonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah, and Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.

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Anichkina, N. V. "Continuity in school philological education." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-03.

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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Mahembe, B., A. Engerbrecht, and Z. Dannhauser. "The Relationship between Servant Leadership, Affective Commitment: Organizational Citizenship Behavior and Team Effectiveness." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/ttqy8801.

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The goal of the study was to conduct an analysis of the relationships between servant leadership, affective team commitment, OCB and team effectiveness in the South African school system. A non-probability sample made up of 288 school teachers was drawn from 38 schools in the Western Cape Province of South Africa. Item analysis and confirmatory factor analysis were used to analyse the data. Positive relationships were found between servant leadership and team effectiveness; servant leadership and affective team commitment, affective team commitment and team effectiveness, servant leadership and OCB; affective team commitment and OCB; and OCB and team effectiveness.
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Ryadchikov, Igor. "Systematic School Robotics Education." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.66.

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Voronina, H. L., and V. Н. Churkina. "VALUES OF MODERN UKRAINIAN SCHOOL." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-25.

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Ndhlovu, Zanzini. "Does Importing of Everyday Mathematics to the Classroom Guarantee better Mathematics Learning? Lessons from a Study of Ngoni/Tumbuka Learners in Zambia." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/babf7955.

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The present research paper comprises of two parts. Part I discusses the difference between the epistemic basis of everyday practices of Ngoni/Tumbuka children and the school mathematics practices in Zambia and the embedded nature of everyday and school mathematics concepts in the respective discursive practices. The second part looks at the mathematics pedagogy of Grade I and VI. The analyses show that the teachers in Grade I brought in a lot of everyday examples, materials and ideas to teach the young children the number concept, place value, concept of zero etc. In contrast, the teachers in Grade VI used very few examples of everyday experiences for children in the mathematics class. They emphasise the use of routines, templates and the procedures for teaching mathematics in school. Most children excepting a few in Grade VI had not developed any theoretical understanding well. They could, sometimes, solve the problems because the teacher presented the problems in familiar templates but not because they understood the problem. Some teachers tried to link everyday experiences to the school mathematics concepts like ratios and factors. Yet, they failed to exhibit any understanding of how to help these children shift from everyday discourse to school mathematics discourse. Most of the teachers in Government schools emphasised specific use of mathematical signs, symbols and registers, standards of accuracy, language etc. without working sufficiently on how to help these children mathematize everyday experiences using this representational and semiotic system of school mathematics. The paper concludes with some suggested activities to bridge this gap.
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Rickels, Austin, and Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.

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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Fomina, Tatiana. "Self-Regulation And Personality Characteristics Of Elementary School Children With School Life Satisfaction." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.11.

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Informes sobre el tema "School psychology"

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Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226128.

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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, March 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.
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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations &amp; Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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Dinarte, Lelys, Pablo Egaña del Sol, Claudia Martínez, and Cindy Jacqueline Rojas Alvarado. Research Insights: Can After-School Programs, as a Source of Socio-Emotional Learning, Help to Improve Adolescents Behaviors and Academic Outcomes? Inter-American Development Bank, December 2024. https://doi.org/10.18235/0013307.

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After-school programs (ASP) with psychology-based curricula improved students behavior at school by 23 percentage points compared to extracurricular-only programs in violent neighborhoods of El Salvador, Guatemala, and Honduras. The impact on improved behavior was largest for the highest-risk students. Programs with a mindfulness curriculum were more effective than those focused on character development, reducing dropout and improving fluid intelligence.
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Dabrowski, Anna. Improving educator readiness to support student mental health. Australian Council for Educational Research, September 2024. http://dx.doi.org/10.37517/978-1-74286-771-7.

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This project used a mixed-method approach to understand educator readiness to support student mental health across early childhood, school based, and tertiary settings. The study features educators and relevant support staff working with children, adolescents, and adults in formal learning settings. Relevant experts such as mental health care workers, youth wellbeing support staff, counsellors, psychologists, and other professionals involved in education settings were also invited to take part in the study. Three research questions guided the focus of the study: How does educator anxiety and worry impact on their ability to support student mental health? To what extent are educators ready and willing to support student mental health in education settings? and What are the enabling conditions that support educator readiness? The report commences with a literature review exploring the importance of mental health in the education sector, followed by results of an online survey of educators and relevant school staff and qualitative interviews with educators and psychology experts. Key findings of this research show that the extent of educator worry and anxiety, coupled with disparate support structures and the growing complexity of student needs, impact on educators' ability to support student mental health in a range of education settings.
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MGIEP, UNESCO. Inclusive Wealth Report (IWR) 2024: Special Issue on Social Emotional Capital Accounts (SECA). UNESCO MGIEP, October 2024. http://dx.doi.org/10.56383/qytb2222.

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The basic premise of the inclusive wealth index is that three essential capitals, namely human capital, natural capital and produced capital describe the inclusive wealth of a country. Past IWR reports have estimated human capital to be nearly 60% of most countries’ inclusive wealth. However, human capital, as it is now computed, cannot be limited to economic productivity, alone. It must also measure human well-being. Accumulating research shows human well-being can be cultivated through social emotional skills. The main objective of the special issue of the IWR 2024 is to account for Social and Emotional Capital as part of the human capital component of inclusive wealth and estimate its contribution to overall inclusive wealth. This is achieved by studying the impact of Social Emotional Learning (SEL) interventions, implemented under different scenarios, on human capital. This report draws from recent literature in educational psychology and neurosciences to demonstrate why SEL in education is critical to building the human capital of a country and its role in ensuring the sustainability of societies worldwide. This report provides an empirical basis for incorporating SEL within school curricula at the country level and strives to initiate a discussion on establishing and improving the quantitative measurement of the impact of SEL interventions on human capital.
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Pritchard, Sue, and Emily Miles. Where are the women in major projects leadership? Association for Project Management, September 2018. http://dx.doi.org/10.61175/wkff6356.

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This report asks where the women are in major project leadership and examines the success of gender balance initiatives that are being adopted across the sector. The aim for this research was to bring together different schools of thought on the topic of gender and leadership, applying it to the context of project management and megaproject leadership in the UK. The report reviews the status gender balance in UK megaprojects and brings in ideas from sociology, psychology, gender theory and leadership models. In doing so, the authors present the argument for adopting a different approach to gender balance that goes beyond fixing the numbers. They argue that gender balance should be part of the organisation’s corporate social responsibility, as UK major projects have a remit to improve societal transformation. Gender balance initiatives should do more than ‘fix women’ for leadership roles, but also work to assess and revise workplace culture.
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Would delaying the school day prevent anxiety in adolescents? ACAMH, June 2020. http://dx.doi.org/10.13056/acamh.12327.

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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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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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