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Artigos de revistas sobre o tema "School psychology"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de agosto 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, n.º 1 (13 de junho de 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

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

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3

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

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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.

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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.

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5

Oakland, Thomas, e 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.

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6

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

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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.

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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.º 2 (3 de abril de 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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9

Nuna, 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.

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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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10

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

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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.

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12

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

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13

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

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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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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 janeiro de 2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.

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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

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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.

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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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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.º 1 (1 de março de 1999): 76–83. http://dx.doi.org/10.1080/02796015.1999.12085949.

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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.

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18

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

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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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19

Gysbers, Norman C. "Counseling Psychology and School Counseling Partnership". Counseling Psychologist 32, n.º 2 (março de 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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20

Griggs, 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.

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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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21

Alpert, Judith L., e 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.

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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.

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23

Huebner, E. Scott, e 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.

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24

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

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25

Jordan, Jason J., Yvonne L. Hindes e 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.

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26

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

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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.

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28

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

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29

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

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30

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

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31

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

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32

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

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33

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

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34

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

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35

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

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36

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

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37

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

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38

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

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39

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

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40

Kaplan, Marvin S., e 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.

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41

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

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42

Hines, Donald P., e 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.

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43

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

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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.

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45

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

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46

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

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47

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

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48

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

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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.

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50

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.º 6 (novembro de 2020): 367–74. http://dx.doi.org/10.1037/spq0000404.

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