Acceder

Bibliografías temáticas / School psychology / Artículos de revistas

Siga este enlace para ver otros tipos de publicaciones sobre el tema: School psychology.

Artículos de revistas sobre el tema "School psychology"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de agosto de 2024

Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros

Elija tipo de fuente:

Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "School psychology".

Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.

También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.

Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.

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, n.º 1 (13 de junio de 2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

2

Frisby, Craig L. "Charter Schools and School Psychology". Contemporary School Psychology 24, n.º 4 (27 de febrero de 2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

3

Saksena, N. K. "School Psychology: A Positive Psychology Approach". Mind and Society 11, n.º 04 (9 de febrero de 2023): 09–17. http://dx.doi.org/10.56011/mind-mri-114-20221.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

4

Jackson, Karen A. "School Psychology". Eye on Psi Chi Magazine 1, n.º 3 (1997): 26–30. http://dx.doi.org/10.24839/0033-2569.eye1.3.26.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

5

Oakland, Thomas y Jacqueline Cunningham. "International School Psychology Association Definition of School Psychology". School Psychology International 18, n.º 3 (agosto de 1997): 195–200. http://dx.doi.org/10.1177/0143034397183001.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

6

Zuhaery, Muhammad y Badrudin Badrudin. "Enhancing Boarding School Management through Organizational Psychology Education". Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, n.º 3 (18 de septiembre de 2023): 1051–63. http://dx.doi.org/10.33650/al-tanzim.v7i3.5944.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

7

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

8

Ahtola, Annarilla y Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology". International Journal of School & Educational Psychology 2, n.º 2 (3 de abril de 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

9

Nuna, Ruth, Macharia S y Ngumi O. "THE PSYCHOLOGY". International Journal for Innovation Education and Research 11, n.º 5 (26 de mayo de 2023): 89–102. http://dx.doi.org/10.31686/ijier.vol11.iss5.4114.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

10

Keith, Kenneth D., Elizabeth Yost Hammer, Charles T. Blair-Broeker y Randal M. Ernst. "High School Psychology". Teaching of Psychology 40, n.º 4 (octubre de 2013): 311–17. http://dx.doi.org/10.1177/0098628313501044.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

11

邵, 杉杉. "Reframing School Psychology". Advances in Psychology 09, n.º 07 (2019): 1240–45. http://dx.doi.org/10.12677/ap.2019.97152.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

12

Nixon, Mary. "School Psychology Today". School Psychology International 13, n.º 2 (mayo de 1992): 131–35. http://dx.doi.org/10.1177/0143034392132002.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

13

Lichtenberg, James W. y Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, n.º 2 (marzo de 2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

Texto completo

Resumen

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

Los estilos APA, Harvard, Vancouver, ISO, etc.

14

Le Thuc Anh. "Developing a School Counseling Competency Framework for Primary School Teachers". Tuijin Jishu/Journal of Propulsion Technology 45, n.º 01 (15 de enero de 2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.

Texto completo

Resumen

The school counseling competency framework is a tool to develop teachers doing the school psychology counseling work in primary schools, which is extremely necessary, especially when schools in Vietnam are currently not having the official title for that job. The article proposes a framework of school counseling competency for primary school teachers with 5 elements rated at levels 1,2,3 including: 1/ Teachers' cognitive competency of psychology counseling activities for primary school students. 2/ Ability to understand the physiological characteristics of primary school students and the difficulties of students in school life. 3/ Ability to develop school psychological counseling plans for primary school students. 4/ Ability to design, select, and implement school psychology counseling topics for primary school students. 5/ Ability to coordinate family and community in school psychological counseling for primary school students. The competency framework can be used to improve the quality of teachers working in school counseling in primary schools

Los estilos APA, Harvard, Vancouver, ISO, etc.

15

Furman, Anton. "School psychologists and school reform: challenges and opportunities". Psicologia Escolar e Educacional 3, n.º 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

16

Skinner, Christopher H., Sheri L. Robinson, Carla S. Brown y Gary L. Cates. "Female Publication Patterns in School Psychology Review, Journal of School Psychology, and School Psychology Quarterly from 1985–1994". School Psychology Review 28, n.º 1 (1 de marzo de 1999): 76–83. http://dx.doi.org/10.1080/02796015.1999.12085949.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

17

Bentea, Cristina Corina. "POSITIVE PSYCHOLOGY IN SCHOOL – A BRIEF OVERVIEW". International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, n.º 2 (2018): 262–68. http://dx.doi.org/10.26520/mcdsare.2018.2.262-268.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

18

Waters, Lea. "A Review of School-Based Positive Psychology Interventions". Australian Educational and Developmental Psychologist 28, n.º 2 (1 de diciembre de 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.

Texto completo

Resumen

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

Los estilos APA, Harvard, Vancouver, ISO, etc.

19

Gysbers, Norman C. "Counseling Psychology and School Counseling Partnership". Counseling Psychologist 32, n.º 2 (marzo de 2004): 245–52. http://dx.doi.org/10.1177/0011000003261355.

Texto completo

Resumen

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

Los estilos APA, Harvard, Vancouver, ISO, etc.

20

Griggs, Richard A., Sherri L. Jackson y Merle E. Meyer. "High School and College Psychology: Two Different Worlds". Teaching of Psychology 16, n.º 3 (octubre de 1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

21

Alpert, Judith L. y Jane Close Conoley. "Mainstreaming psychology of women with school psychology." Professional School Psychology 3, n.º 1 (1988): 1–2. http://dx.doi.org/10.1037/h0090641.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

22

Rosenfield, Sylvia. "Giving School Psychology Away". Contemporary Psychology: A Journal of Reviews 35, n.º 8 (agosto de 1990): 792–93. http://dx.doi.org/10.1037/028948.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

23

Huebner, E. Scott y Lane B. Mills. "Burnout in School Psychology". Special Services in the Schools 8, n.º 2 (9 de agosto de 1994): 53–67. http://dx.doi.org/10.1300/j008v08n02_04.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

24

Mureika, Juanita. "New Brunswick School Psychology". Canadian Journal of School Psychology 16, n.º 2 (junio de 2001): 25–27. http://dx.doi.org/10.1177/082957350101600205.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

25

Jordan, Jason J., Yvonne L. Hindes y Donald H. Saklofske. "School Psychology in Canada". Canadian Journal of School Psychology 24, n.º 3 (20 de agosto de 2009): 245–64. http://dx.doi.org/10.1177/0829573509338614.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

26

Fagan, Thomas K. "School Psychology: Where Next". Canadian Journal of School Psychology 5, n.º 1 (julio de 1989): 1–7. http://dx.doi.org/10.1177/082957358900500101.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

27

Oakland, Thomas D. "Professionalism within school psychology." Professional School Psychology 1, n.º 1 (1986): 9–27. http://dx.doi.org/10.1037/h0090496.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

28

Barbanel, Laura. "Psychoanalysis and school psychology." Psychoanalytic Psychology 11, n.º 2 (1994): 275–83. http://dx.doi.org/10.1037/h0079544.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

29

Ritchie, Martin H. "School psychology in Australia". Journal of School Psychology 23, n.º 1 (marzo de 1985): 13–18. http://dx.doi.org/10.1016/0022-4405(85)90030-5.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

30

Nikolopoulou, Allina. "School psychology in Greece". Journal of School Psychology 24, n.º 4 (diciembre de 1986): 325–33. http://dx.doi.org/10.1016/0022-4405(86)90020-8.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

31

Gutkin, Terry B. "Advances in school psychology". Journal of School Psychology 24, n.º 1 (marzo de 1986): 94–95. http://dx.doi.org/10.1016/0022-4405(86)90051-8.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

32

Wechsler, Solange y Denise Cristina Gomes. "School psychology in Brazil". Journal of School Psychology 24, n.º 3 (septiembre de 1986): 221–27. http://dx.doi.org/10.1016/0022-4405(86)90055-5.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

33

Poulsen, Anders. "School psychology in Denmark". Journal of School Psychology 25, n.º 3 (septiembre de 1987): 223–33. http://dx.doi.org/10.1016/0022-4405(87)90074-4.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

34

Conochie, Douglas. "School psychology in Scotland". Journal of School Psychology 25, n.º 3 (septiembre de 1987): 235–45. http://dx.doi.org/10.1016/0022-4405(87)90075-6.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

35

Danquah, Samuel A. "School psychology in Ghana". Journal of School Psychology 25, n.º 3 (septiembre de 1987): 247–53. http://dx.doi.org/10.1016/0022-4405(87)90076-8.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

36

Boonruangrutana, Samreng. "School psychology in Thailand". Journal of School Psychology 25, n.º 3 (septiembre de 1987): 277–80. http://dx.doi.org/10.1016/0022-4405(87)90079-3.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

37

Egides, A. "The School Psychology Service". Russian Education & Society 38, n.º 7 (julio de 1996): 60–70. http://dx.doi.org/10.2753/res1060-9393380760.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

38

Theodore, Lea A., Melissa A. Bray, Thomas J. Kehle y Richard J. Dioguardi. "School Psychology in Greece". School Psychology International 23, n.º 2 (mayo de 2002): 148–54. http://dx.doi.org/10.1177/0143034302023002741.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

39

Jimerson, Shane R., Mohammad Adnan Alghorani, Abdel-Hameed Darweish y Mahmoud Abdelaziz. "School Psychology in Egypt". School Psychology International 31, n.º 3 (junio de 2010): 219–28. http://dx.doi.org/10.1177/0143034310366413.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

40

Kaplan, Marvin S. y Michael Schnur. "School Psychology in Israel". School Psychology International 6, n.º 2 (abril de 1985): 95–100. http://dx.doi.org/10.1177/0143034385062006.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

41

van Kolck, Odette Lourencao y Celia Guimaraes Barros. "School Psychology in Brazil". School Psychology International 6, n.º 3 (julio de 1985): 145–50. http://dx.doi.org/10.1177/0143034385063004.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

42

Hines, Donald P. y Pia N. Niel. "School Psychology in Micronesia". School Psychology International 7, n.º 2 (abril de 1986): 98–100. http://dx.doi.org/10.1177/0143034386072007.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

43

Befring, Edvard. "School Psychology in Norway". School Psychology International 8, n.º 1 (enero de 1987): 48–53. http://dx.doi.org/10.1177/014303438700800106.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

44

Vucic, Lidija. "School Psychology in Yugoslavia". School Psychology International 8, n.º 2-3 (abril de 1987): 159–65. http://dx.doi.org/10.1177/0143034387082013.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

45

Nikolopoulou, Allina K. y Thomas Oakland. "School Psychology in Greece". School Psychology International 11, n.º 2 (mayo de 1990): 147–54. http://dx.doi.org/10.1177/0143034390112009.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

46

Oakland, Thomas y Solange Wechsler. "School Psychology in Brazil". School Psychology International 11, n.º 4 (noviembre de 1990): 287–93. http://dx.doi.org/10.1177/0143034390114006.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

47

Oakland, Thomas, Nusia Feldman y Carmen Leon De Viloriac. "School Psychology in Venezuela". School Psychology International 16, n.º 1 (febrero de 1995): 29–42. http://dx.doi.org/10.1177/0143034395161003.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

48

Kikas, Eve. "School Psychology in Estonia". School Psychology International 20, n.º 4 (noviembre de 1999): 352–64. http://dx.doi.org/10.1177/0143034399204003.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

49

Coll, César. "School and Educational Psychology". Applied Psychology 43, n.º 2 (abril de 1994): 175–91. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00818.x.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

50

Conoley, Jane Close, Kristin Powers y Terry B. Gutkin. "How is school psychology doing: Why hasn’t school psychology realized its promise?" School Psychology 35, n.º 6 (noviembre de 2020): 367–74. http://dx.doi.org/10.1037/spq0000404.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Ofrecemos descuentos en todos los planes premium para autores cuyas obras están incluidas en selecciones literarias temáticas. ¡Contáctenos para obtener un código promocional único!