Готові списки джерел за темами / School: School of Psychology

Добірка наукової літератури з теми "School: School of Psychology"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "School: School of Psychology"

1

Frisby, Craig L. "Charter Schools and School Psychology." Contemporary School Psychology 24, no. 4 (February 27, 2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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2

Ahtola, Annarilla, and Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology." International Journal of School & Educational Psychology 2, no. 2 (April 3, 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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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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4

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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5

D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and 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, no. 1 (March 1, 2004): 3–6. http://dx.doi.org/10.1080/02796015.2004.12086226.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps, and 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, no. 4 (March 1, 2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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Jackson, Karen A. "School Psychology." Eye on Psi Chi Magazine 1, no. 3 (1997): 26–30. http://dx.doi.org/10.24839/0033-2569.eye1.3.26.

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Oakland, Thomas, and Jacqueline Cunningham. "International School Psychology Association Definition of School Psychology." School Psychology International 18, no. 3 (August 1997): 195–200. http://dx.doi.org/10.1177/0143034397183001.

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9

Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (March 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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D'Amato, Rik Carl, Susan Sheridan, LeAdelle Phelps, and 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, no. 3 (December 1, 2004): 233–38. http://dx.doi.org/10.1207/s1532768xjepc153&4_2.

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Дисертації з теми "School: School of Psychology"

1

Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.

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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. 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:3297089.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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3

Zaciewski, Janelle. "Consultation Trends in School Psychology Literature." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.

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Consultation is a prominent indirect service delivery method in school psychology today. Several publications endorsed by the National Association of School Psychologists (NASP) have traditionally suggested the mental health, organizational, and behavioral models of consultation as the three prominent consultation models in the field of school psychology. However, no supporting data are cited and it is unclear if these three models are still prominent in school psychology today. The present research examined the consultation literature over the last 22 years in two prominent school psychology journals, Journal of School Psychology and School Psychology Quarterly (originally called Professional School Psychology). This research involved the analysis of 145 consultation articles from the school psychology literature. The data was analyzed to obtain information regarding the frequency of consultation articles published, any trend that emerged from this data, the most frequent types of consultation mentioned, the type of research conducted, and topics addressed in the articles. Analysis of consultation trends over time indicated a decrease in the frequency of consultation articles published over time in both journals. The terms utilized to address consultation models are greatly varied, demonstrated by the 107 different types of consultation referenced in the consultation articles. Clearly, behavioral consultation is the most frequently researched and referenced consultation model in the literature. The results suggested the three traditional prominent models have been modified over time. Mental health consultation and behavioral consultation were consistently found within the top three models researched and referenced; however, organizational consultation was infrequently mentioned in the literature and researched in only 4% of the articles reviewed for this study. Therefore, it appeared that organizational consultation is no longer considered a prominent model of consultation. Analysis of the articles that were not research oriented indicated that 76% of the articles focused on application of consultation. The topics of multiculturalism, training, and ethics were the focal point to a lesser extent, with each representing fewer than 5% of articles. Research focused articles that involved aspects of both questionnaire and intervention research tools were employed more frequently than were research involving only questionnaire research or intervention research. Implications for the present findings and future directions for consultation research are discussed.
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Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.
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Beld, Amy. "Self-Injury in the Schools: A Survey of School Psychologists." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/962.

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This investigation explores knowledge, training, and practice issues for school psychologists in working with youth who self-injure. Self-injury (SI) is the socially unaccepted, deliberate, self-inflicted harm of an individual's body to reduce psychological distress, without the intention to die as a consequence. As SI is viewed as the "the next teen disorder" (Welsh, 2004), school psychologists are increasingly encountering students who self-injure. Thus, it is necessary to determine school psychologists' ability to respond to youth who self-injure. The purpose of the present study was to conduct a survey of practicing school psychologists to provide information about their knowledge and skills, along with school response plans for SI. The survey obtained a response rate of 6.4% from a random sample of members of the National Association of School Psychologists (NASP). Survey respondents were demographically similar to the NASP demographic with the exception of a lower mean age. On a knowledge measure based on Jeffrey and Warm's (2002) myths and facts about SI, school psychologists with the Nationally Certified School Psychologist (NCSP) credential evidenced no significantly greater knowledge of SI than school psychologists that do not hold the NCSP credential. In addition, there were no mean differences between the school psychologists with high knowledge of SI from those with low knowledge of SI on their rating of their perceived level of knowledge. However, this sample's knowledge of SI was comparable to that found by Jeffrey and Warm (2002) for psychology professionals. Descriptive analysis of the survey items assessing additional factual knowledge about SI further supports concerns about the sample's knowledge base. While the sample has a high knowledge about SI, their knowledge base was not entirely accurate in several areas, most notably contemporary issues such as the media's influence on SI, contagion, and prevalence. In reporting referral rates, 88.9% of participants have had a student referred for SI, with cutting being the most common form. The majority of participants indicated that they were both in need of (93.7%) and interested in training (98.4%) on SI. The last section of the survey examined school districts' responses to SI. Only 7.9% of participants replied that their districts use a plan specifically for addressing SI as recommended by experts in the field (Lieberman & Poland, 2007; Walsh, 2002). Of respondents that use school response plans, 49.2% have not had staff training on SI. A majority of participants (90.5%) have not received any training on how to reduce contagion within their schools. Results indicate a need for more comprehensive crisis management plans for addressing SI and staff training to address basic knowledge of SI along with contemporary influences such as media and contagion. The results are extremely limited in generalizability due to a low response rate (6.4%). A discussion of practical implications for professionals and suggestions for further research follows.
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Sahel, Rashed Ali. "Group counselling/therapy as a technique to modify the undesirable school behaviour (school phobia) of children at elementary school level in the State of Kuwait." Thesis, Bangor University, 1989. https://research.bangor.ac.uk/portal/en/theses/group-counsellingtherapy-as-a-technique-to-modify-the-undesirable-school-behaviour-school-phobia-of-children-at-elementary-school-level-in-the-state-of-kuwait(d7c8bc44-31c7-46af-afa8-25a5d27f773a).html.

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School phobia is seen as one of the most common problems amongst children at elementary school. It affects children's behaviour, feelings and attitudes towards school. Children suffering from a school phobic problem usually show negative feelings and behaviour against school. School phobic children avoid attending school. They tend to use different techniques every morning in order to gain their parents' support for not attending school. These children feel that something frightening will happen to them if they attend school, but actually there is no basis for their feelings. This research attempted to introduce Rogerian group counselling in treatment of the problem of school phobia. The sample comprised 76 school phobic children. They were divided randomly into two groups: an experimental group in which there were 37 school phobic children, and a control group in which there were 39 school phobic children. The experimental group children experienced 14 counselling sessions. There were three main aims of this research. First, to assess the use of Rogerian group counselling with young children who suffered from school phobia. This study tried to investigate whether or not Rogerian group counselling can help elementary school children to eliminate their undesirable behaviours. The second goal of this study was to examine the relationship between school phobia and children's school achievement and absence. Thirdly, the research attempted to examine children's ability to take responsibility for their own behaviour and their ability to make their own decisions for self-direction. The results of this study showed that the majority of school phobic children who joined the experimental group improved their school achievement and decreased their absences from school. In addition, such children developed their skills and abilities in school (e. g. taking responsibility and participating in school activities). The results revealed that the group counselling technique was a suitable method for school phobic children in reducing their school phobia problem and related undesirable behaviours in school (e.g. absence, poor social relationship).
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Dallal, Renee. "School Mobility and School Connectedness: A Moderation Analysis." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1589889574454769.

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Kabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.

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In our schools today, there are numerous violence prevention programs that have been implemented in order to curb the recent increase in the rate of school shootings. In addition, there have been a large number of articles written covering the topic of school violence, but little research has been done focusing on the perceptions of parents and school officials in regard to school violence. In the present study findings reveal why it is important to focus our attention not only on student perceptions of school safety, but on parent and school official perceptions, as well. Parents and school officials received a self-report questionnaire and were asked to indicate which violence prevention programs they believe will make students feel safer and which ones they personally would like to see implemented in the schools. In addition, parents were asked to indicate whether their child has been a victim of violence or will be a future victim of violence and the perceived level of their child's anxiety regarding his/her safety at school. It was found that (a) there is a positive, statistically significant relationship between parents who reported that their child has been a personal victim of violence and the rating of their child's anxiety level; (b) parents who perceived their children as having higher levels of anxiety did not endorse more safety programs; (c) overall, parents endorsed more programs than school officials, especially those that were invasive and help-oriented; and (d) the programs the adults indicated they personally would like to see implemented in the schools did not differ significantly from the programs they endorsed as making students feel safer at school.
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Hanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.

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Cavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.

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Despite research evidence that social context and personal characteristics are related to girls' violent behavior, little is known about the relative contribution of such antecedents. Therefore, the purpose of this study was to assess the relative strength of predictors of school violence among a sample of middle school girls. Of special interest were the intervening variables, because knowledge of their relative strength could enable schools to design targeted interventions to reduce school violence. Social learning theory formed the theoretical foundation for the study. A four-part survey consisting of sociodemographic items, the Rosenberg Self-Esteem Scale, an amended version of the Attitudes Toward Violence Scale, and the School Violence Inventory (used to assess engagement in offenses that could result in school suspension) was administered to 229 girls enrolled in a middle school in a southern U.S. state. Data were analyzed using hierarchical multiple regressions in which intervenable variables were entered first as a block, followed by nonintervenable variables. The results indicated that the predictors of school violence (from strongest to weakest) were observation of school violence, gang membership, favorable attitude toward violence, school suspension, grade level, and drug use. This finding suggests that female middle school students may be learning to behave violently by observing others engaged in such behavior at school and through the influence of gangs. Implications for positive social change are that the results could be used by educators and other school officials develop specific interventions that more effective target known predictors of school violence among middle school girls (for example, increased student monitoring, after-school programming, and guided classroom discussions on the nature of violence and its motivations).
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Книги з теми "School: School of Psychology"

1

Grapin, Sally L., and John H. Kranzler, eds. School Psychology. New York, NY: Springer Publishing Company, 2018. http://dx.doi.org/10.1891/9780826194749.

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Giraldez-Hayes, Andrea, and Jolanta Burke. Applied Positive School Psychology. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003228158.

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Simon, Dennis J., and Mark E. Swerdlik. Supervision in School Psychology. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222.

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Watson, T. Steuart, and Christopher H. Skinner, eds. Encyclopedia of School Psychology. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-387-22556-2.

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Ninness, H. A. Chris, Glen McCuller, and Lisa Ozenne. School and Behavioral Psychology. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4355-8.

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Child and school psychology. Hauppauge, N.Y: Nova Science Publishers, 2011.

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7

Ireland. Task Force on Student Behaviour in Second Level Schools. School matters. Dublin: Dept. of Education and Science, 2006.

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8

Behavioral assessment in school psychology. Hillsdale, N.J: Lawrence Erlbaum Associates, 1987.

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9

Reynolds, Cecil R., and Gutkin Terry B. The Handbook of school psychology. 2nd ed. New York: Wiley, 1990.

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10

Thomas, Fagan, and Warden Paul G, eds. Historical encyclopedia of school psychology. Westport, Conn: Greenwood Press, 1996.

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Частини книг з теми "School: School of Psychology"

1

Kramer, Jack J. "School Psychology." In Historical Foundations of Educational Psychology, 121–30. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_7.

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Krohn, Katherine R. "School Psychology." In Encyclopedia of Child Behavior and Development, 1295–97. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2505.

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3

Fagan, Thomas K. "School psychology." In Encyclopedia of psychology, Vol. 7., 176–80. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-071.

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Jacob, Susan, and Megan M. Kleinheksel. "School psychology." In APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research., 125–47. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13272-007.

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Daly, Edward J., Elisabeth J. Kane, Lauren E. Scanlan, and Jessica J. Helen Detrick. "School Psychology." In Applications of Behavior Analysis in Healthcare and Beyond, 113–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57969-2_5.

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Allen, Kelly-Ann, and Margaret L. Kern. "School Belonging." In SpringerBriefs in Psychology, 13–21. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5996-4_3.

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Alford, Zoë, and Mathew A. White. "Positive School Psychology." In Evidence-Based Approaches in Positive Education, 93–109. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_5.

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Rivera, David P. "Queering School Psychology." In Critical Theories for School Psychology and Counseling, 48–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367815325-5.

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Walker, Lenore E., David Shapiro, and Stephanie Akl. "School Violence." In Introduction to Forensic Psychology, 277–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44470-9_19.

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Walker, Lenore E. A., and David L. Shapiro. "School Violence." In Introduction to Forensic Psychology, 297–312. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3795-0_16.

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Тези доповідей конференцій з теми "School: School of Psychology"

1

Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools." In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Anichkina, N. V. "Continuity in school philological education." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-03.

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Ryadchikov, Igor. "Systematic School Robotics Education." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.66.

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Vonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah, and Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.

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Voronina, H. L., and V. Н. Churkina. "VALUES OF MODERN UKRAINIAN SCHOOL." In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-25.

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Fomina, Tatiana. "Self-Regulation And Personality Characteristics Of Elementary School Children With School Life Satisfaction." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.11.

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Kletsina, Irina S., and Elvira V. Davidova. "Gender stereotypes among school teachers." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-60.

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Tuzova, Olga N., and Kseniya V. Zaytseva. "Teenagers’ attitude to school marks." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-68.

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Tran, Thu Huong, Thanh Hue Ngo, and Hanh Lien Nguyen. "School Climate : A Quantitative Study of Middle School Students in Vietnam." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.59.

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Kelly, Mary C. "An Exploration of Middle School Students’ Experiences of Mindfulness Training in an International School Environment." In The Asian Conference on Psychology & the Behavioral Sciences 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2187-4743.2022.12.

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Звіти організацій з теми "School: School of Psychology"

1

Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226128.

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2

Hernández-López, Luis Pablo, Miriam Romero-López, and 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, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Анотація:
Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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3

Beaver, Jessica, and Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, July 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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4

Holmes, George, Jeff DeSimone, and Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, May 2003. http://dx.doi.org/10.3386/w9683.

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5

Palmer, Michele A., and Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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Deming, David, Justine Hastings, Thomas Kane, and Douglas Staiger. School Choice, School Quality and Postsecondary Attainment. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17438.

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Abdulkadiroglu, Atila, and Tommy Andersson. School Choice. Cambridge, MA: National Bureau of Economic Research, March 2022. http://dx.doi.org/10.3386/w29822.

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Lanier, R. G. From elementary school science to graduate school textbooks. Office of Scientific and Technical Information (OSTI), September 1990. http://dx.doi.org/10.2172/6476803.

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Baron, E. Jason, Joshua Hyman, and Brittany Vasquez. Public School Funding, School Quality, and Adult Crime. Cambridge, MA: National Bureau of Economic Research, March 2022. http://dx.doi.org/10.3386/w29855.

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Fab Inc., Fab Inc. School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study. EdTech Hub, September 2022. http://dx.doi.org/10.53832/edtechhub.0106.

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