Literatura científica selecionada sobre o tema "School psychology ; Social psychology"
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Artigos de revistas sobre o assunto "School psychology ; Social psychology"
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 junho de 2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.
Texto completo da fonteNastasi, Bonnie K. "Social Justice and School Psychology". School Psychology Review 37, n.º 4 (1 de dezembro de 2008): 487–92. http://dx.doi.org/10.1080/02796015.2008.12087862.
Texto completo da fonteNuna, Ruth, Macharia S e Ngumi O. "THE PSYCHOLOGY". International Journal for Innovation Education and Research 11, n.º 5 (26 de maio de 2023): 89–102. http://dx.doi.org/10.31686/ijier.vol11.iss5.4114.
Texto completo da fonteGriggs, Richard A., Sherri L. Jackson e Merle E. Meyer. "High School and College Psychology: Two Different Worlds". Teaching of Psychology 16, n.º 3 (outubro de 1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.
Texto completo da fonteBzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy". Seminare. Poszukiwania naukowe 2021(42), n.º 4 (dezembro de 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.
Texto completo da fonteRahmatullah, Azam Syukur. "Santri Delinquency From Social Psychology Perspective". Tribakti: Jurnal Pemikiran Keislaman 33, n.º 2 (31 de julho de 2022): 189–208. http://dx.doi.org/10.33367/tribakti.v33i2.2761.
Texto completo da fonteRagland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey". Teaching of Psychology 19, n.º 2 (abril de 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.
Texto completo da fonteTheiler, Tobias. "Societal security and social psychology". Review of International Studies 29, n.º 2 (abril de 2003): 249–68. http://dx.doi.org/10.1017/s0260210503002493.
Texto completo da fonteBartolo, Paul A. "Why school psychology for diversity?" School Psychology International 31, n.º 6 (dezembro de 2010): 567–80. http://dx.doi.org/10.1177/0143034310386532.
Texto completo da fonteWolfendale, Sheila, Colin Rogers e Peter Kutnick. "The Social Psychology of the Primary School". British Journal of Educational Studies 39, n.º 3 (agosto de 1991): 361. http://dx.doi.org/10.2307/3121163.
Texto completo da fonteTeses / dissertações sobre o assunto "School psychology ; Social psychology"
Cooper, Jennifer M. "Correlates of Social Justice Self-efficacy and Commitment of School Psychology Trainees". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429306981.
Texto completo da fonteKabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.
Texto completo da fonteAndreassi, Cristina Lynne. "Social Cognition as a Mediator in the Relationship between Disability Status and Social Status". NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-05282004-141603/.
Texto completo da fonteDion, Lisa A. "The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior". Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.
Texto completo da fonte“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).
The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?
This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.
Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.
Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.
PORTER, CORNELIA PAULINE. "SOCIALIZATION, BLACK SCHOOL-AGE CHILDREN AND THE COLOR CASTE HIERARCHY (SOCIAL COGNITION, PSYCHOLOGY, NURSING)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188010.
Texto completo da fonteCavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses". ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.
Texto completo da fontePerdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.
Texto completo da fonteTitle from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.
Texto completo da fonteWaite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.
Texto completo da fonteJuge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
Texto completo da fonteThe aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
Livros sobre o assunto "School psychology ; Social psychology"
Young, Kimball. Handbook of social psychology. London: Routledge, 1998.
Encontre o texto completo da fonteJ, Medway Frederic, e Cafferty Thomas P, eds. School psychology: A social psychological perspective. Hillsdale, N.J: Erlbaum Associates, 1992.
Encontre o texto completo da fontePeter, Kutnick, e Rogers Colin 1936-, eds. The social psychology of the primary school. London: Routledge, 1992.
Encontre o texto completo da fonte1950-, Rogers Colin, e Kutnick Peter, eds. The Social psychology of the primary school. London: Routledge, 1990.
Encontre o texto completo da fontePlas, Jeanne M. Systems psychology in the schools. New York: Pergamon Press, 1986.
Encontre o texto completo da fontePhilip, Wexler. Becoming somebody: Toward a social psychology of school. London: Falmer Press, 1992.
Encontre o texto completo da fonteC, LaVoie Joseph, e Epps Susan, eds. School psychology: A developmental and social systems appproach. Boston: Allyn and Bacon, 1992.
Encontre o texto completo da fonteClauss-Ehlers, Caroline S. Encyclopedia of Cross-Cultural School Psychology. Boston, MA: Springer-Verlag US, 2010.
Encontre o texto completo da fonteSimpósio, Brasileiro de Pesquisa e. Intercâmbio Científico (10th 2004 Aracruz Brazil). Psicologia escolar e compromisso social: Novos discursos, novas práticas. Campinas, SP: Alínea Editora, 2005.
Encontre o texto completo da fonteKnapp, Sarah Edison. The school counseling and school social work treatment planner. Editado por Jongsma Arthur E. 1943-. Hoboken, New Jersey: Wiley, 2012.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "School psychology ; Social psychology"
Williams, Stacy A. S., e Sarah R. Fritz. "Social Justice Advocacy". In Supervision in School Psychology, 341–63. 2a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-15.
Texto completo da fonteHeaven, Patrick C. L. "School Life". In The Social Psychology of Adolescence, 100–123. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-10743-5_5.
Texto completo da fonteHaoran, Gong, e Zhang Kan. "Social-Cultural-Historical School". In The ECPH Encyclopedia of Psychology, 1–3. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_846-1.
Texto completo da fonteYu, Georgia. "Social Skills". In Encyclopedia of Cross-Cultural School Psychology, 899–902. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_392.
Texto completo da fonteLandon, Dorothy J. "Social Work". In Encyclopedia of Cross-Cultural School Psychology, 902–4. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_393.
Texto completo da fonteLadd, Gary W., e Becky Kochenderfer-Ladd. "Research in Educational Psychology: Social Exclusion in School". In Social Exclusion, 109–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33033-4_6.
Texto completo da fonteAdler, Susan. "Social Sciences, Teaching". In Encyclopedia of Cross-Cultural School Psychology, 898–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.
Texto completo da fonteOlweus, Dan. "Bullying at School". In The Plenum Series in Social/Clinical Psychology, 97–130. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9116-7_5.
Texto completo da fonteSiann, Gerda, e Denis C. E. Ugwuegbu. "The School and its Social Setting". In Educational Psychology in a Changing World, 334–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-14.
Texto completo da fonteSiann, Gerda, e Denis C. E. Ugwuegbu. "The School as a Social System". In Educational Psychology in a Changing World, 307–33. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-13.
Texto completo da fonteTrabalhos de conferências sobre o assunto "School psychology ; Social psychology"
Henter, Ramona. "STRATEGIES FOR PROMOTING PSYCHOLOGY STUDENTS?? WELL-BEING". In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.09.
Texto completo da fonteAlonzo, Paola. "DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION". In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.08.
Texto completo da fonteUlanovskaya, Irina. "Social Skills Development In Modern Junior School". In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.95.
Texto completo da fonteJursova zacharova, Zlatica, Lenka Sokolova e Miroslava Lemesova. "INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE". In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.
Texto completo da fonteTolstykh, Natalia N. "Social representations of school among modern teenagers, their parents and teachers". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-87.
Texto completo da fonteTsitsikashvili, Kseniya P., e Sergei A. Kremen. "Instagram addiction in school students as a factor of social disadaptation". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-89.
Texto completo da fonteGuzmán, Cristian. "Peer Violence In School, Differences Based On Gender". In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.
Texto completo da fonteMaksimova, Larisa Y. "Specifity Of Social Identity Of All-Girls Boarding School Adolescents". In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.42.
Texto completo da fonteMoskvitina, Olga A. "Senior school students’ attitude to social values and their cultural self-identification". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-48.
Texto completo da fonteAia-Utsal, Minni, e Kristi Kõiv. "Comparison of Teachers’ and Social Pedagogues’ Ways of Handling School Bullying Incidents". In 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.3.
Texto completo da fonteRelatórios de organizações sobre o assunto "School psychology ; Social psychology"
Hernández-López, Luis Pablo, Miriam Romero-López e Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, novembro de 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.
Texto completo da fonteDinarte, Lelys, Pablo Egaña del Sol e Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, março de 2024. http://dx.doi.org/10.18235/0012854.
Texto completo da fontePritchard, Sue, e Emily Miles. Where are the women in major projects leadership? Association for Project Management, setembro de 2018. http://dx.doi.org/10.61175/wkff6356.
Texto completo da fonteTobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, agosto de 1990. http://dx.doi.org/10.21236/ada226128.
Texto completo da fonteSidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina e Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, janeiro de 2024. http://dx.doi.org/10.12731/er0786.29012024.
Texto completo da fonteCastro Caldas, José Maria, João Rodrigues e Luís Francisco Carvalho. Economics and Social Psychology on Public Goods: Experiments and Explorations. DINÂMIA'CET-IUL, 2003. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2003.30.
Texto completo da fonteGillison, Fiona, Bas Verplanken, Julie Barnett, Tania Griffin e Liam Beasley. A rapid evidence review of the Psychology of Food Choice. Food Standards Agency, março de 2022. http://dx.doi.org/10.46756/sci.fsa.blc589.
Texto completo da fonteRudolph, Brian. The Story and Magic of Social Engineering: Cybersecurity at the Intersection of Narrative and Psychology. Ames (Iowa): Iowa State University, agosto de 2023. http://dx.doi.org/10.31274/cc-20240624-1493.
Texto completo da fonteDaniellou, François, Marcel Simard e Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, janeiro de 2011. http://dx.doi.org/10.57071/429dze.
Texto completo da fonteRheinberger, Christoph, e Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, junho de 2016. http://dx.doi.org/10.57071/882rpq.
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