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Bibliografías temáticas / School psychology ; Social psychology

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Artículos de revistas

Literatura académica sobre el tema "School psychology ; Social psychology"

Autor: Grafiati

Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "School psychology ; Social psychology"

1

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 (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 CA

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2

Nastasi, Bonnie K. "Social Justice and School Psychology." School Psychology Review 37, no. 4 (2008): 487–92. http://dx.doi.org/10.1080/02796015.2008.12087862.

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3

Nuna, Ruth, Macharia S, and Ngumi O. "THE PSYCHOLOGY." International Journal for Innovation Education and Research 11, no. 5 (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

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4

Griggs, Richard A., Sherri L. Jackson, and Merle E. Meyer. "High School and College Psychology: Two Different Worlds." Teaching of Psychology 16, no. 3 (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 co

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5

Bzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy." Seminare. Poszukiwania naukowe 2021(42), no. 4 (2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.

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In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regardin

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6

Rahmatullah, Azam Syukur. "Santri Delinquency From Social Psychology Perspective." Tribakti: Jurnal Pemikiran Keislaman 33, no. 2 (2022): 189–208. http://dx.doi.org/10.33367/tribakti.v33i2.2761.

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Juvenile delinquency occurs anywhere and anytime, including in Islamic boarding schools. Several studies have shown that students’ problematic behavior is sometimes strange and deviates from the rules of the Islamic boarding school. Therefore, the researcher seeks to deeply examine the juvenile delinquency of students in the Islamic boarding school community. This research is literature research, descriptive research, qualitative research, and exploratory which examines in-depth literature based on General and Social Psychology on Islamic boarding schools to find new aspects related to juvenil

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7

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (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 a

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8

Theiler, Tobias. "Societal security and social psychology." Review of International Studies 29, no. 2 (2003): 249–68. http://dx.doi.org/10.1017/s0260210503002493.

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The concept of societal security as developed by the Copenhagen school has three underlying weaknesses: a tendency to reify societies as independent social agents, a use of too vague a definition of ‘identity’, and a failure to demonstrate sufficiently that social security matters to individuals. This article shows that applying social identity theory to the societal security concept helps remedy these weaknesses and closes the theoretical gaps that the Copenhagen school has left open. It enables us to treat ‘society’ as an independent variable without reifying it as an independent agent. It a

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9

Bartolo, Paul A. "Why school psychology for diversity?" School Psychology International 31, no. 6 (2010): 567–80. http://dx.doi.org/10.1177/0143034310386532.

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This article discusses the dilemma faced by psychologists in responding to diversity. It is based on a qualitative review of relevant literature over the past decade. It first describes psychologists as frontrunners in recognizing the uniqueness and autonomy of each of their diverse clients but within the biomedical model that locates problems within clients. This raises a dilemma vis-à-vis diversity issues which are associated with discrimination suffered by minority groups who are best supported by changes in social structures and processes. An account is then given of an increasing adoption

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10

Wolfendale, Sheila, Colin Rogers, and Peter Kutnick. "The Social Psychology of the Primary School." British Journal of Educational Studies 39, no. 3 (1991): 361. http://dx.doi.org/10.2307/3121163.

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