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Articoli di riviste sul tema "School psychology"

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Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 5 marzo 2023

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1

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

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2

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps e Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly, and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and “Futures”". School Psychology Review 33, n. 1 (1 marzo 2004): 3–6. http://dx.doi.org/10.1080/02796015.2004.12086226.

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3

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps e Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and “futures”". Psychology in the Schools 41, n. 4 (1 marzo 2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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4

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

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5

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

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6

D'Amato, Rik Carl, Susan Sheridan, LeAdelle Phelps e Emilia Lopez. "INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"". Journal of Educational and Psychological Consultation 15, n. 3 (1 dicembre 2004): 233–38. http://dx.doi.org/10.1207/s1532768xjepc153&4_2.

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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.

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8

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

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9

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps e Emilia C. Lopez. "SPECIAL ISSUE INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"". Journal of Educational and Psychological Consultation 15, n. 3-4 (dicembre 2004): 233–38. http://dx.doi.org/10.1080/10474412.2004.9669515.

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10

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

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11

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

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12

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

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13

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

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14

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

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Abstract (sommario):
Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.
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15

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

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Abstract (sommario):
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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16

Skinner, Christopher H., Sheri L. Robinson, Carla S. Brown e 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. 1 (1 marzo 1999): 76–83. http://dx.doi.org/10.1080/02796015.1999.12085949.

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17

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

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Abstract (sommario):
The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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18

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

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This article focuses on why possible partnerships between counseling psychology and school counseling may be overlooked or underutilized. One reason may be a lack of awareness. Then,attention is given to some challenges faced by school counselors as they carry out their work in the schools. Finally, suggestions are offered that can lead to forging strong partnerships that could assist school counselors to respond to the challenges they face and be more effective in their work.
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19

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

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

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

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21

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

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22

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

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23

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

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24

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

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25

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

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26

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

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27

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

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28

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

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29

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

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30

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

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31

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

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32

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

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33

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

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34

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

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35

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

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36

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

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37

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

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38

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

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39

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

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40

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

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41

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

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42

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

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43

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

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44

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

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45

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

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46

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

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47

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

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48

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

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49

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

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50

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey". Teaching of Psychology 19, n. 2 (aprile 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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Abstract (sommario):
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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