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

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Publicado: 26 de julio de 2024

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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 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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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 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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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 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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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 regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.

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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 juvenile delinquency of santri. The analysis used a content analysis study and an in-depth discussion of the written information contents. The results indicated that juvenile delinquency students stem from unhealthy behavior; among the causes; are psychic instability, superego deficiency, control, and defective perceptual function. The therapy for problem students is cognitive behavioral therapy or Cognitive Behavior Modification, which combines cognitive and behavioral approaches to solve problems. Some efforts were: first, initial assessment and diagnosis; second, looking for the root of the problem from negative emotions, thought process deviations, and central beliefs related to the disorder; third, an intervention plan prepared by the counselor to provide positive-negative consequences for counseling; fourth, status formulation, therapeutic focus, behavioral intervention, and fifth is relapse prevention and self-help training

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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 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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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 also suggests a much sharper definition of identity, and a rationale for the Copenhagen school's claim that individuals have a psychological need to achieve societal security by protecting their group boundaries. Social identity theory thus supports the societal security concept in its central assumptions while giving it stronger theoretical foundations and greater analytical clout.

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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 of a biopsychosocial model, with further influence of the social model of disability and mental health. Evidence of the trend is explored in a new commitment to the human rights agenda, changes in ethical codes, and in psychologists’ engagement with intervention at macro systems levels as in the promotion of inclusive education. The review concludes with the implications of these trends for greater changes in training institutions to reflect openness to diversity, and in training programmes to promote an understanding of, and skills in, using social approaches to addressing the needs of clients who are at risk of being misunderstood, devalued, and discriminated against.

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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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11

Kennedy, Mary Lynne, David Faust, W. Grant Willis, and Chris Piotrowski. "Social-Emotional Assessment Practices in School Psychology." Journal of Psychoeducational Assessment 12, no. 3 (1994): 228–40. http://dx.doi.org/10.1177/073428299401200302.

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12

Harvey, Annelie. "European Association of Social Psychology Summer School." PsyPag Quarterly 1, no. 93 (2014): 78–79. http://dx.doi.org/10.53841/bpspag.2014.1.93.78.

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13

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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14

Gayer, Harvey L., Michael B. Brown, Betty E. Gridley, and James H. Treloar. "PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?" Social Behavior and Personality: an international journal 31, no. 3 (2003): 313–21. http://dx.doi.org/10.2224/sbp.2003.31.3.313.

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The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited clinical psychology program, an APA-accred- ited counseling psychology program, or an APA-accredited school psychology program. Internship directors or intern selection committee members from 302 APPIC-listed internship sites responded, resulting in a 58% response rate.There is a pattern of greater acceptance for students from clinical psychology programs, with students from counseling psychology programs accepted somewhat less frequently, and stu- dents from school psychology programs being most often rejected. The results suggest that internship selectors may use a judgment heuristic that clinical psychology students are more suited to internships than are counseling and – especially – school psychology students during initial screening of internship applicants, even though there is no empirical evidence to support the heuristic. Internship selectors are advised to become more aware of potential biases toward students from counseling and school psychology programs.

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15

Kihlstrom, John F. "Is there a “People are Stupid” school in social psychology?" Behavioral and Brain Sciences 27, no. 3 (2004): 348. http://dx.doi.org/10.1017/s0140525x04420081.

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This commentary notes the emergence of a “People are Stupid” school of thought that describes social behavior as mindless, automatic, and unconscious. I trace the roots of this “school,” particularly in the link between situationism in social psychology and behaviorism in psychology at large, and suggest that social psychology should focus on the role of the mind in social interaction.

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16

Sadovnik, Alan R., Philip Wexler, Warren Crichlow, June Kern, and Rebecca Martusewicz. "Becoming Somebody: Toward a Social Psychology of School." Contemporary Sociology 23, no. 2 (1994): 287. http://dx.doi.org/10.2307/2075255.

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17

Speight, Suzette L., and Elizabeth M. Vera. "The Challenge of Social Justice for School Psychology." Journal of Educational and Psychological Consultation 19, no. 1 (2009): 82–92. http://dx.doi.org/10.1080/10474410802463338.

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18

Green, Susan K., and Gary Stoner. "A social psychologist's perspective on school psychology reform." School Psychology Quarterly 5, no. 4 (1990): 294–309. http://dx.doi.org/10.1037/h0090617.

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19

Ehly, Stewart W. "Review of School Psychology: A Social Psychological Perspective." Contemporary Psychology: A Journal of Reviews 39, no. 1 (1994): 97. http://dx.doi.org/10.1037/033850.

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20

Gehlbach, Hunter. "The Social Side of School: Why Teachers Need Social Psychology." Educational Psychology Review 22, no. 3 (2010): 349–62. http://dx.doi.org/10.1007/s10648-010-9138-3.

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21

Faulconbridge, Julia. "Schools, wellbeing and clinical psychology." Clinical Psychology Forum 1, no. 297 (2017): 37–40. http://dx.doi.org/10.53841/bpscpf.2017.1.297.37.

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Working in a consultation role in a large secondary school over the last few years has provided me with a window into that world. In this paper, I will discuss my observations on the impact of political and social changes on students and staff and how the culture within a school can have both positive and negative impacts on psychological wellbeing. I will consider the opportunities for whole-school community engagement in making change happen.

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22

Saidnegmatovna, Aliyeva Kamola. "PSYCHOLOGY OF PERSONALITY OF THE HEAD OF MODERN COMPREHENSIVE SCHOOLS." Frontline Social Sciences and History Journal 02, no. 12 (2022): 101–6. http://dx.doi.org/10.37547/social-fsshj-02-12-12.

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The psychological portrait of the head of modern comprehensive schools, the influence of management style on the general climate in the team, the modern requirements of managers is one of the urgent problems.

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23

Grapin, Sally L., and David Shriberg. "International perspectives on social justice: Introduction to the special issue." School Psychology International 41, no. 1 (2020): 3–12. http://dx.doi.org/10.1177/0143034319897359.

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The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

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24

Graybill, Emily, Courtney N. Baker, Allison H. Cloth, Sycarah Fisher, and Bonnie K. Nastasi. "An analysis of social justice research in school psychology." International Journal of School & Educational Psychology 6, no. 2 (2017): 77–89. http://dx.doi.org/10.1080/21683603.2017.1302850.

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25

Webb, Eugene. "The new social psychology of France: The Girardian School." Religion 23, no. 3 (1993): 255–63. http://dx.doi.org/10.1006/reli.1993.1023.

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26

Hatzichristou, Chryse, Aikaterini Lampropoulou, Niki Georgakakou-Koutsonikou, and Theodora Yfanti. "A Multilevel Approach for Assessing Needs and Supporting School Communities During the COVID-19 Pandemic." International Perspectives in Psychology 11, no. 2 (2022): 89–97. http://dx.doi.org/10.1027/2157-3891/a000036.

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Abstract. The coronavirus (COVID-19) pandemic poses significant challenges to the psychological resilience and well-being of school communities, while a disproportionate impact on vulnerable groups has been recognized. Adopting social justice principles in the implementation of school psychological services is needed to facilitate suitable support for all, in line with United Nations Sustainable Development Goals (SDGs) of quality education, reduced inequality, and good health and well-being. In this article, a multilevel approach developed by the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, to support schools during the pandemic is presented. This approach benefits from a holistic understanding of school community needs, necessary to provide tailored support, in line with SDGs within school communities. This approach could act as a paradigm of how University-based laboratories could support school communities during crises.

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27

Dias, Rosimar José de Lima. "Confronting school violence in Brazil: insights from social psychology for safer educational environments." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 16, no. 10 (2023): 22508–23. http://dx.doi.org/10.55905/revconv.16n.10-225.

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School violence is a complex issue with significant implications for students, educators, and society as a whole. This article provides a comprehensive overview of the multifaceted nature of school violence in Brazil and proposes a multidimensional approach to address this pressing problem. Drawing upon social psychology and current empirical research, the paper explores the role of individual, interpersonal, and contextual factors in the occurrence of school violence. It highlights the importance of values education, ethical development, and creating safe and supportive school environments. Additionally, the article emphasizes the significance of evidence-based interventions, such as social-emotional learning programs and conflict resolution strategies, in preventing and reducing violence. Collaborative efforts involving educators, policymakers, parents, and the wider community are crucial for the successful implementation of these interventions. By integrating social psychology perspectives and evidence-based strategies, schools can foster a positive and inclusive environment that promotes the well-being and academic success of all students.

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28

ELIAS, Gizele G. Parreira, and Mariana Oliveira VERAS. "Psicologia escolar: abrindo espaço para a fala, a escuta e o desenvolvimento interpessoal." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 14, no. 2 (2008): 182–89. http://dx.doi.org/10.18065/rag.2008v14n2.4.

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This essay intends to investigate the relevance of a performance in the school environment, able to motivate the inner and interpersonal development of its pupils. Such work was realized among second year High School pupils for a year. It is believed that the human being establishes interpersonal relations, so people do not develop themselves cognitively as thought by most schools. It is also necessary to develop the human being among society. It is noticeable that the freedom to talk and to listen helps people to think about the necessity to develop their inner relations towards others.

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29

Martsinkovskaya, Tatiana D., and Dmitry A. Khoroshilov. "SCIENTIFIC SCHOOL OF SOCIAL PSYCHOLOGY CREATED BY GALINA ANDREEVA: TRADITIONS AND MODERNITY." Moscow University Psychology Bulletin, no. 3 (2022): 8–21. http://dx.doi.org/10.11621/vsp.2022.03.02.

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Background. Th e article reveals the epistemological sources of the scientifi c school of G.M. Andreeva, which became both the basis and the trigger for the development of social psychology at Moscow University in the second half of the ХХ and early XXI centuries. Objective. Show the relevance and heuristics of the concept of social psychology and social cognition worked out by G.M. Andreeva. Th is concept makes it possible to study the aff ective and cognitive aspects of perception and emotion experience of various vectors of sociocultural changes and crises, including situations of frustration and deprivation of a person’s living space, digitalization and mediatization of society and culture. Methods. Th e methods of historical hermeneutics, historical-genetic and categorical analysis are used, reconstructing the internal logic and the main stages in the development of the scientifi c school of social psychology and social cognition of G.M. Andreeva, her innovative research methodology and categorical apparatus. Results. Th e socio-cultural and intellectual factors of the emergence and creative development of the G.M. Andreeva’s school for more than a half of century are analyzed. Th e epistemological prerequisites for constructing social psychology as a scientifi c discipline included in the real context of the life of society and culture are revealed; the main results of the research of social cognition in conditions of social instability and uncertainty are summarizes and construed. Th e potential of her ideas in the intellectual context of modern psychology is shown. Conclusion. Transdisciplinary and fundamental openness of the methodological gestalt of the new scientifi c school of social psychology created by G.M. Andreeva became the key to its fruitful development in the unpredictably changing space of the modern world. Th e original author’s concept of social cognition, proposed by G.M. Andreeva, unites the disciplinary traditions (paradigms) of psychological and sociological social psychology, which diverged in the twentieth century, and makes it possible to study complex psychological phenomena, patterns and mechanisms of modern society and culture.

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Hong, Da-Eun, Hye-Ran Kwack, and Eun-Ae Im. "Development and Application of a Horticulture Education Program for Covitality and Positive Emotions in the Case of Elementary School Children." Korean Association of Practical Arts Education 36, no. 2 (2023): 49–74. http://dx.doi.org/10.24062/kpae.2023.36.2.49.

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This study examined the effects on covitality, an integrative variable of positive psychology and positive emotions that respond favorably to life, of a horticulture education program designed to be implemented in schools based on positive psychology. For this purpose, the analysis included a total of 52 6th graders at H Elementary School in Seoul, Korea, with 26 participants in the experimental group and 26 participants in the control group. A total of 13 sessions of the positive psychology horticulture education program were conducted using a two-group pretest-posttest measurement quasi-experimental design. The results of the study showed that the developed positive psychology-based horticulture education program was significantly effective in promoting covitality in the case of elementary school students. It improved the sub-domains of belief in self, belief in others, emotional competence, and engaged living. It also had a significant effect on reducing stress and promoting positive emotions of elementary school students. This study confirmed that positive psychology-based horticulture education programs affect elementary school students' covitality and positive emotions by using a tool that represents an integrated concept including various information beyond a single concept. This study aimed to inform the need for positive psychology-based horticulture education to help elementary school students in the creation of a sense of well-being by increasing their social and emotional competence, and to provide more effective and diverse positive psychology-based horticulture education programs for elementary schools.

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Rogers, Margaret R. "Exemplary multicultural training in school psychology programs." Cultural Diversity and Ethnic Minority Psychology 12, no. 1 (2006): 115–33. http://dx.doi.org/10.1037/1099-9809.12.1.115.

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Schulze, Joanne, Laura Anne Winter, Kevin Woods, and Kath Tyldesley. "Investigating the significance of social justice in educational psychology practice – A systematic literature review." Educational and Child Psychology 34, no. 3 (2017): 57–73. http://dx.doi.org/10.53841/bpsecp.2017.34.3.57.

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The Aim:This article aimed to investigate the empirical evidence for the significance of social justice in educational psychology practice.Method/Rationale:The social justice agenda is at the forefront of present political consciousness. The concept of ‘social justice’ has entered the discipline of psychology, in particular counselling (Winter, 2015) and community psychology (Fondacaro & Weinberg, 2002), and its relevance to psychology is debated (Arfken & Yen, 2014). Educational psychologists are situated in a prime position to promote social justice through their work with children, young people, parents and professionals. A rigorous systematic literature review was undertaken to find and synthesise empirical research relevant to the question: ‘what is the significance of social justice in educational psychology practice?’Findings:The research base gives positive support to the significance of the concept of social justice in educational/school psychology practice, highlighting themes of: advocacy, equity, inclusivity, opportunity and resources.Limitations:The studies included investigated the views, in relation to social justice, of trainee and qualified school psychologists; however, all included studies were located in the USA.Conclusions:Future research should extend to exploring the significance of social justice to psychologists working in educational systems in different countries and social contexts.

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Alvandi, Homira, Roya kochak Entezar, Parvaneh Ghodsi, Khadijeh Abolmaali, and Mansoureh Shahriyar Ahmadi. "Effect of Storytelling on the Social-emotional Skills of the Primary School Male Students." Scientific Journal of Rehabilitation Medicine 12, no. 06 (2024): 1126–35. http://dx.doi.org/10.32598/sjrm.12.6.8.

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King, Elizabeth N., and Mark Wilson. "Educational psychology in Scotland: More community than school based?" Educational and Child Psychology 23, no. 1 (2006): 68–79. http://dx.doi.org/10.53841/bpsecp.2006.23.1.68.

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From its inception the practice of educational psychology in Scotland was founded on a developmental rather than a medical model. This article starts with an examination of the history of educational psychology in Scotland, with its community-based child c, and the development of its statutory functions within the education system. In recent years there has been a clear move away from a deficit-based focus on individual children, and it is argued that Scottish educational psychology is developing some characteristics of community psychology. This article highlights examples of ‘bottom-up innovation’ within educational psychology, to illustrate approaches to effective prevention practice, particularly highlighted upon children at risk of poor outcomes. As local authority employees educational psychologists are now expected to play key roles in developing social policy and practice in working with parents, community and other agencies. The article also highlights some ‘top-down’ policy initiatives and legislation aimed at inclusion and equality, and examples of how educational psychology services can be in a key position to shape and add to the effectiveness of such initiatives.

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35

Ash, Mitchell G. "Historicizing Mind Science: Discourse, Practice, Subjectivity." Science in Context 5, no. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.

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It is no longer necessary to defend current historiography of psychology against the strictures aimed at its early text book incarnations in the 1960s and 1970s. At that time, Robert Young (1966) and others denigrated then standard textbook histories of psychology for their amateurism and their justifications propaganda for specific standpoints in current psychology, disguised as history. Since then, at least some textbooks writers and working historians of psychology have made such criticisms their own (Leahey 1986; Furumoto 1989). The demand for textbook histories continues nonetheless. Psychology, at least in the United States, remains the only discipline that makes historical representations of itself in the form of “history and systems” courses an official part of its pedagogical canon, required, interestingly enough, for the license in clinical practice (see Ash 1983).1In the meantime, the professionalization of scholarship in history of psychology has proceeded apace. All of the trends visible in historical and social studies of other sciences, as well as in general cultural and intellectual history, are noe present in the historical study of psychology. Yet despite the visibility and social importance of psychology's various applications, and the prominence of certain schools of psychological thought such as behaviorism and psychoanalysis in contemporary cultural and political debate, the historiography of psychology has continued to hold a marginal position in history and social studies of science.

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36

Hildebrand, Denise. "Book Review: School Psychology: A Developmental and Social Systems Approach." Canadian Journal of School Psychology 11, no. 1 (1995): 79–80. http://dx.doi.org/10.1177/082957359501100109.

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37

Shriberg, David, Mike Bonner, Brianna J. Sarr, Ashley Marks Walker, Megan Hyland, and Christie Chester. "Social Justice Through a School Psychology Lens: Definition and Applications." School Psychology Review 37, no. 4 (2008): 453–68. http://dx.doi.org/10.1080/02796015.2008.12087860.

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38

Temme, J. E. V. "Fechner's primary school revisited: Towards a social psychology of taste." Poetics 21, no. 6 (1993): 463–79. http://dx.doi.org/10.1016/0304-422x(93)90009-6.

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39

Ramos, Vincent. "Pediatric School Psychology: An Emerging Behavioral Health Subspecialty." Child & Family Behavior Therapy 21, no. 2 (1999): 77–80. http://dx.doi.org/10.1300/j019v21n02_05.

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40

Larsson, Anna. "Physical, emotional, and social illness." History of Education Review 46, no. 2 (2017): 194–207. http://dx.doi.org/10.1108/her-01-2016-0006.

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Purpose The purpose of this paper is to examine ideas and notions in the founding and development of the area of mental health services in school in Sweden, with special focus on school psychology and school social work. Design/methodology/approach From a history of thought perspective, this paper investigates public Swedish school-related documents from the early 1900s up until the 1980s in order to reveal the influential ideas about school health care, children’s needs, and professionals’ responsibilities. These ideas are linked to the twentieth century development of the behavioural sciences, the school system, and the welfare state in Sweden. Findings Two main turning points are identified. The first occurred in the 1940s when psychologists and social workers were invited to become part of schools as experts on children’s mental health care, implying that mental health issues had become included in the school’s responsibility. The second turning point came in the 1970s when the tasks and the ideational context for the mental health experts changed dramatically. The first turning point challenged the dominant explanation model, a model that relied on scientific references to medicine, and eventually led to an acceptance of psychology instead as dominant provider of explanatory models. The second turning point affected the tension between child and system, and implied a subordination of the needs of the system for the benefit of the needs of the child. Originality/value This paper highlights how views on children’s needs and on the responsibilities of school and its professionals have been constructed and conceptualised differently over time and how those views are connected to changes in science, school, and society.

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41

Hatzichristou, Chryse, Aikaterini Lampropoulou, and Panayiotis Lianos. "Social justice principles as core concepts in school psychology training, research and practice at a transnational level." School Psychology International 41, no. 1 (2019): 67–86. http://dx.doi.org/10.1177/0143034319892031.

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This paper presents social justice principles as core concepts in school psychology practice via a conceptual framework that combines theory, research, training, and practical applications. Focusing on the specific needs of Greece (i.e. economic recession, influx of migrant and refugee students, etc.), we discuss the inclusion of multicultural and international components of school psychology practice as well as implications for socially just practice. Specific examples of interventions and activities developed and implemented by the Laboratory of School Psychology of the National and Kapodistrian University of Athens, which emphasizes the application of social justice principles to practice, are also presented. Finally, we discuss specific guidelines for developing interventions that embrace social justice principles globally as well as explore transnational implications.

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42

Cohen, Lynne, Paul Chang, Julie Ann Pooley, and Lisbeth Pike. "A Holistic Approach to Establishing an Effective Learning Environment for Psychology." Psychology Learning & Teaching 7, no. 1 (2008): 12–18. http://dx.doi.org/10.2304/plat.2008.7.1.12.

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The impetus for the Enhancing Quality and Learning (EQUAL) programme evolved out of concerns held by the staff in the School of Psychology at Edith Cowan University (ECU) regarding the difficulties encountered by first year psychology students and the subsequent low retention rate of these students in the psychology course. The EQUAL programme focused on easing the transition of high school students into university studies by enhancing the social support networks of commencing students. The programme was designed to be an holistic approach to enhancing a sense of belonging to the School of Psychology and comprised seven components. These are peer mentoring, the formation of learning communities, curriculum reforms, tutor training, orientation, the development of student portfolios and school liaison. EQUAL is now an integral part of the learning experience for all psychology students at ECU. Evaluations of the EQUAL programme indicate greater student satisfaction with the psychology course and increased retention rates.

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43

Kiptiony, Gladys Jerobon. "Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review." Journal of Education Management & Leadership (JEML) 3, no. 1 (2024): xx. http://dx.doi.org/10.51317/jeml.v3i1.499.

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The traditional focus on academic achievement in educational systems has increasingly been scrutinized for neglecting students' and staff's emotional and social wellbeing. This critical review explores the potential of positive psychology interventions to cultivate a thriving school community by fostering positive relationships between teachers and students and among staff members. The review begins by outlining the core principles of positive psychology and its growing application within educational settings. It highlights the ever-increasing recognition of the importance of positive relationships within schools for fostering student wellbeing, academic success, and staff satisfaction. The focus then shifts to exploring the range of positive psychology interventions implemented in schools. This section examines interventions such as gratitude exercises, character strengths identification, mindfulness training, and collaborative goal setting. The review explores the theoretical underpinnings of each intervention and how it aims to cultivate positive emotions, strengths-based interactions, and a sense of community within the school environment. A central focus of the review is the critical analysis of research investigating the effectiveness of these interventions in improving teacher-student and staff relationships. The review synthesizes findings from various studies, examining the impact of positive psychology interventions on communication, trust, collaboration, and overall school climate. Both positive outcomes, such as increased student engagement and improved teacher-wellbeing, and potential challenges encountered during implementation are discussed. Additionally, the review considers factors that influence the effectiveness of interventions, such as school context, leadership support, and teacher training. The review acknowledges limitations in the current research base, including the need for more longitudinal studies and research investigating the long-term impact of positive psychology interventions. Furthermore, the review highlights the importance of considering contextual factors within schools that may influence the success of intervention implementation. In conclusion, this critical review underscores the potential of positive psychology interventions as a valuable tool for promoting positive relationships within schools. By cultivating a more positive and collaborative school environment, these interventions can benefit student wellbeing and academic achievement, staff satisfaction, and overall school climate. Future research is necessary to further refine these interventions and optimize their application within diverse educational settings. Ultimately, integrating positive psychology into school practices can contribute significantly to building thriving school communities where both students and staff can flourish.

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44

Wadham, Ben, and Firman Mansir. "THE DYNAMICS OF CHILD DEVELOPMENT IN THE PERSPECTIVE OF ISLAMIC EDUCATIONAL PSYCHOLOGY." Psikis : Jurnal Psikologi Islami 8, no. 1 (2022): 8–18. http://dx.doi.org/10.19109/psikis.v8i1.11700.

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This article aimed to explain the importance of Islamic educational psychology's role in child development. Psychological development in children varies. Some developments are excellent and appropriate, while others are not and have not been fulfilled. Psychological development in children that has been fulfilled includes emotional development and the ability to read and write. Meanwhile, psychological development and moral development have not been fulfilled. The role of Islamic educational psychology is crucial in child development so that Islamic educational psychology can be accessed in shaping children's attitudes and souls through instilling awareness that has a relationship with personal inner values. The method used in this study was a qualitative approach, with data collected through a descriptive-analytical literature review analysis. This research shows that children's development can grow through spiritual and social approaches in a dynamic learning process. Therefore, child development in the context of their lives can change according to the family, school, and community environments.

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45

Livingstone, Sonia. "Distinguished Career Award 2020." Social Psychological Review 22, no. 2 (2020): 10. http://dx.doi.org/10.53841/bpsspr.2020.22.2.10.

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Sonia Livingstone is a Professor in theDepartment of Media and Communications, London School of Economics and Political Science (LSE)The BPS Social Psychology Section Distinguished Contribution to Social Psychology Award is given in recognition of a distinguished contribution to social psychology over the duration of one’s career. The recipient of the Award receives a prize and is invited to give a talk at the 2020 Section workshop.

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46

Meireles, J., and R. S. L. Guzzo. "From Interpsychological to Intrapsychological: Developing Students’ Agency." Cultural-Historical Psychology 17, no. 3 (2021): 69–76. http://dx.doi.org/10.17759/chp.2021170310.

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This paper starts from the contradictions that permeate the Latin American democratic context to dis¬cuss how psychology can contribute to expanding students' agency in public schools located in vulnerable contexts marked by poverty and social exclusion. The contributions of Cultural-Historical Psychology and German Critical Psychology are articulated to substantiate the importance of building participatory spaces for human development. The authors were inserted in a public school from the year 2015 to the year 2017, holding class assemblies with primary school students. The content discussed in these meetings was re¬corded in field diaries, from which three narratives were selected for analysis. The first narrative deals with a discussion of physical education activities; the second presents a student sharing his suffering in the face of bullying as he cries in class; the third reports a discussion about the theft of a pencil. It is concluded that guided by critical perspective, psychology can contribute to the strengthening of subjects, collaborating to the expansion of their agency.

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47

Currie, Roz, and Louise Goodall. "Using collaborative action research to identify and support young people at risk of becoming NEET." Educational and Child Psychology 26, no. 1 (2009): 67–75. http://dx.doi.org/10.53841/bpsecp.2009.26.1.67.

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AbstractThis paper outlines a collaborative project in partnership with Careers Scotland, involving four educational psychology services and four schools in separate local authorities in Scotland. The project aimed to explore how young people at risk of ending up in negative post-school destinations, not in education, employment or training (‘NEET’), could be identified and supported. This was done by exploring what supports might have been available in school, and asking young people (N=34) what they remembered accessing and what was useful. Whilst many of the findings were specific to each school and young person, issues were identified in relation to the generic personal and social education programme provided in schools and success with work experience in school. The challenges and opportunities of collaborative action research involving educational psychology services, schools and other agencies in developing post-school psychological services are discussed.

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48

Pongiglione, Francesca, and Mikko Tolonen. "Mandeville on charity schools: happiness, social order and the psychology of poverty." Erasmus Journal for Philosophy and Economics 9, no. 1 (2016): 82. http://dx.doi.org/10.23941/ejpe.v9i1.215.

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Bernard Mandeville was not alone in criticising the charity school movement that had developed in Britain starting in late 1600; yet his Essay on charity and charity-schools is extremely provocative, especially as it regards the conditions of the poor. He criticises the selfish intentions and motives of charity schools, and inquires whether such schools are socially advantageous. This essay aims, first, to shed light on Mandeville's views on charity and charity schools, and demonstrate that such views are consistent with his moral thought. Second, this essay addresses problems inherent in Mandeville's views on how the working poor should be "managed"; what he proposes does not appear to guarantee (but rather puts at further risk) societal peace or the happiness of poor people.

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49

Eddy, Bruce, Paul J. Lloyd, and Bernard Lubin. "Enhancing the Application to Doctoral Professional Programs: Suggestions from a National Survey." Teaching of Psychology 14, no. 3 (1987): 160–63. http://dx.doi.org/10.1207/s15328023top1403_7.

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All professional programs approved by the American Psychological Association (APA) in 1984 (N = 204) were surveyed by mail questionnaire to identify ways that students could enhance their graduate school applications. Overall response rate was 51%, with no responding bias for type, size, or geographical area. Preparations preferred by clinical, counseling, and school psychology programs in descending order were: research experience, visit to the department, computer knowledge and skills, paid human service experience, volunteer human service experience, social science double major, and Psi Chi membership. Counseling and school psychology programs rated a master's degree significantly higher and a double major (psychology and basic science) significantly lower than did the clinical psychology programs.

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50

Johnson, Jill L., Michael W. Bahr, and Virginia L. Navarro. "School Psychology and Cultural Competence: Room to Grow?" Educational Policy 33, no. 7 (2017): 951–76. http://dx.doi.org/10.1177/0895904817741542.

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This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

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