发布求助
文献互助 智能选刊 最新文献

School Psychology Review最新文献

筛选
英文 中文
Toolkit to Support Teachers' Use of Behavioral Classroom Interventions: Results from a Randomized Pilot Trial. 支持教师使用行为课堂干预的工具包：来自随机试点试验的结果。
IF 3.7 3区 心理学
School Psychology Review Pub Date : 2025-11-06 DOI: 10.1080/2372966x.2025.2574835
Gwendolyn Lawson, Julie Sarno Owens, David S Mandell, Sadie Butcher, Aaron R Lyon, Ricardo Eiraldi, Molly Kerstetter, Thomas J Power
{"title":"Toolkit to Support Teachers' Use of Behavioral Classroom Interventions: Results from a Randomized Pilot Trial.","authors":"Gwendolyn Lawson, Julie Sarno Owens, David S Mandell, Sadie Butcher, Aaron R Lyon, Ricardo Eiraldi, Molly Kerstetter, Thomas J Power","doi":"10.1080/2372966x.2025.2574835","DOIUrl":"10.1080/2372966x.2025.2574835","url":null,"abstract":"<p><p>Teacher-delivered Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral classroom interventions are effective in improving student academic and behavioral functioning, but often not delivered as recommended. Implementation strategies, especially strategies that are both feasible and effective, could support teachers in the delivery of these interventions. This pilot randomized controlled trial evaluated the acceptability, feasibility, and preliminary evidence of effectiveness of the Positive Behavior Management Toolkit (PBMT) in supporting teacher implementation and student outcomes. The PBMT is a modular implementation resource package to support K-5 teachers in delivering Tier 1 and Tier 2 behavioral interventions. Twenty teachers were randomized to receive either the PBMT or implementation support as usual. Quantitative and qualitative results suggested that the PBMT was highly acceptable, feasible and contextually appropriate. We also collected data on teacher fidelity to behavioral interventions and student outcomes for enrolled focal students with symptoms of attention-deficit/hyperactivity disorder (ADHD) at baseline and post-intervention. Although the pilot study was underpowered to conduct significance testing, the results suggested the PMBT may be effective in supporting teacher implementation outcomes and were mixed regarding student outcomes.</p>","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12622464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145550447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gratitude for Bystander Action Varies by Peer Intervention and Social Norms. 对旁观者行为的感激因同伴干预和社会规范而异
IF 3 3区 心理学
School Psychology Review Pub Date : 2025-01-01 Epub Date: 2023-07-16 DOI: 10.1080/2372966x.2023.2236008
Hannah Nguyen, Karin S Frey, Huiyu Lin, Adaurennaya C Onyewuenyi
{"title":"Gratitude for Bystander Action Varies by Peer Intervention and Social Norms.","authors":"Hannah Nguyen, Karin S Frey, Huiyu Lin, Adaurennaya C Onyewuenyi","doi":"10.1080/2372966x.2023.2236008","DOIUrl":"10.1080/2372966x.2023.2236008","url":null,"abstract":"<p><p>Gratitude is associated with increased social integration, which may counter the loneliness stemming from repeated peer victimization. The gratitude youth feel after different types of bystander action may depend on which behaviors are most congruent with personal beliefs. Face and honor cultures provide social norms for expectations and interpretations of behavior, including how to act during and after interpersonal conflict. In the current study, 264 ethnically diverse adolescents (African, European, Mexican-American, and Indigenous) from the Pacific Northwest described past instances when they experienced an act of peer-instigated aggression and subsequent bystander action. We examined how face and honor endorsements predicted victims' gratitude following three different types of bystander action (calm, avenge, and reconcile). Face endorsement predicted higher gratitude for being calmed, whereas honor endorsement predicted higher gratitude for being avenged. Bystander efforts to reconcile conflict elicited the most gratitude but were not related to social norm endorsement. Our findings shed light on the association between social norm endorsement and victimized youths' gratitude for their intervening peers' bystander actions.</p>","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":"98-104"},"PeriodicalIF":3.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11737345/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45993697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dynamic Interaction Between Text Characteristics, Order and Time of Assessment on Bilingual Student Reading Efficiency in Spanish and in English 文本特征、顺序和评估时间对双语学生西班牙语和英语阅读效率的动态影响
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-09-03 DOI: 10.1080/2372966x.2024.2398986
Doris Luft Baker, Nancy Le, Deni Lee Basaraba, Cinthia Herrera
{"title":"Dynamic Interaction Between Text Characteristics, Order and Time of Assessment on Bilingual Student Reading Efficiency in Spanish and in English","authors":"Doris Luft Baker, Nancy Le, Deni Lee Basaraba, Cinthia Herrera","doi":"10.1080/2372966x.2024.2398986","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2398986","url":null,"abstract":"In this study, we examine the dynamic interaction between (a) text characteristics such as genre, number of multisyllabic words, order of texts, and time of assessment (i.e., beginning, middle, or ...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"210 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Wellness as an Ethical Mandate: Examining the Mental Health, Stress, and Self-Care Practices of School Psychology Graduate Students 健康是一项道德任务：考察学校心理学研究生的心理健康、压力和自我保健做法
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-09-03 DOI: 10.1080/2372966x.2024.2396271
Juliet Schwarz, Jennifer McGrory Cooper
{"title":"Wellness as an Ethical Mandate: Examining the Mental Health, Stress, and Self-Care Practices of School Psychology Graduate Students","authors":"Juliet Schwarz, Jennifer McGrory Cooper","doi":"10.1080/2372966x.2024.2396271","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2396271","url":null,"abstract":"Previous literature has found that psychology graduate students experience clinically significant rates of mental health problems. Self-care practices at the individual and program level may help t...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Recruitment and Retention Strategies to Diversify School Psychology Graduate Programs: A Systematic Review 使学校心理学研究生项目多样化的招聘和留任策略：系统回顾
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-08-29 DOI: 10.1080/2372966x.2024.2391731
Eui Kyung Kim, KeAysia Jackson, Kevin Han, Brittany Cummings-Barkley
{"title":"Recruitment and Retention Strategies to Diversify School Psychology Graduate Programs: A Systematic Review","authors":"Eui Kyung Kim, KeAysia Jackson, Kevin Han, Brittany Cummings-Barkley","doi":"10.1080/2372966x.2024.2391731","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2391731","url":null,"abstract":"The shortage of school psychologists is an ongoing concern, particularly as there is a dispro­portionately low number of school psychologists from marginalized groups. Only 14% of school psychologi...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"33 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Writing Enablers on Writing Proficiency among Hispanic Students 写作促进因素对西班牙裔学生写作水平的影响
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-08-22 DOI: 10.1080/2372966x.2024.2391732
Michael Matta, Milena A. Keller-Margulis, Sterett H. Mercer
{"title":"The Role of Writing Enablers on Writing Proficiency among Hispanic Students","authors":"Michael Matta, Milena A. Keller-Margulis, Sterett H. Mercer","doi":"10.1080/2372966x.2024.2391732","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2391732","url":null,"abstract":"This study examined the contribution of three writing enabling skills (i.e., feedback perception, self-efficacy, and self-regulation) on writing performance among Hispanic students. Participants we...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"12 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting Positive School Climate Among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations 在新移民青少年中促进积极的校园氛围：对看法和建议的定性探索
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-08-21 DOI: 10.1080/2372966x.2024.2391730
Prerna G. Arora, Karissa Lim, Ana Ledesma, Michelle Liu, Lorey A. Wheeler
{"title":"Promoting Positive School Climate Among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations","authors":"Prerna G. Arora, Karissa Lim, Ana Ledesma, Michelle Liu, Lorey A. Wheeler","doi":"10.1080/2372966x.2024.2391730","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2391730","url":null,"abstract":"Despite various strengths, newcomer immigrant adolescents (NIA) are exposed to stressors that can negatively impact their adjustment to U.S. schools, resulting in social-emotional and academic conc...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Toward Certification of Bilingual School Psychologists: Process, Competencies, and Visions 实现双语学校心理学家的认证：过程、能力和愿景
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-08-13 DOI: 10.1080/2372966x.2024.2388020
Patricia Sánchez Lizardi, Rebecca Anguiano, Stephanie D’Costa, Arlene Ortiz, Carol Robinson-Zañartu, Wilda Laija-Rodriguez, Olivia Calvillo, Alejandra Ojeda-Beck, Kathryn Perry, Cathi Draper Rodriguez, Hong Ni, Shane Jimerson
{"title":"Toward Certification of Bilingual School Psychologists: Process, Competencies, and Visions","authors":"Patricia Sánchez Lizardi, Rebecca Anguiano, Stephanie D’Costa, Arlene Ortiz, Carol Robinson-Zañartu, Wilda Laija-Rodriguez, Olivia Calvillo, Alejandra Ojeda-Beck, Kathryn Perry, Cathi Draper Rodriguez, Hong Ni, Shane Jimerson","doi":"10.1080/2372966x.2024.2388020","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2388020","url":null,"abstract":"A critical shortage of bilingual school psychologists (BSPs) prepared to provide high quality services to Multilingual Learners (MLs) has driven the work of the California Consortium for Bilingual ...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"69 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Community Cultural Wealth: Supporting Migrant Youth in Schools 社区文化财富：支持学校中的移民青少年
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-07-26 DOI: 10.1080/2372966x.2024.2377955
Stephanie D’Costa, Patrice Leverett, Andrea Rodriguez, Alma Uribe, Quinn Fife
{"title":"Community Cultural Wealth: Supporting Migrant Youth in Schools","authors":"Stephanie D’Costa, Patrice Leverett, Andrea Rodriguez, Alma Uribe, Quinn Fife","doi":"10.1080/2372966x.2024.2377955","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2377955","url":null,"abstract":"Latiné migrant youth are a unique population of students with complex academic and social-emotional experiences. Those experiences are enhanced by several factors including strong family connection...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"195 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Systematic Review of U.S.-Based Research on Racism Experienced by School Psychology Graduate Students 基于美国的学校心理学研究生所经历的种族主义研究的系统性回顾
IF 3 3区 心理学
School Psychology Review Pub Date : 2024-07-23 DOI: 10.1080/2372966x.2024.2377951
Peter D. Goldie, Sally L. Grapin, Beverly Placide
{"title":"Systematic Review of U.S.-Based Research on Racism Experienced by School Psychology Graduate Students","authors":"Peter D. Goldie, Sally L. Grapin, Beverly Placide","doi":"10.1080/2372966x.2024.2377951","DOIUrl":"https://doi.org/10.1080/2372966x.2024.2377951","url":null,"abstract":"The diversification of the school psychology workforce is necessary to strengthen our science and effectively serve all students. However, rampant racism in graduate programs inhibits the recruitme...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书