School Psychology International最新文献

“It takes a village”: An ecological analysis of social and emotional learning environments in Malawi "需要一个村庄马拉维社会和情感学习环境的生态分析

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-09-10 DOI: 10.1177/01430343241268417

Jeongmin Lee

引用次数: 0

Provision of educational psychological services under a high inflationary environment in Masvingo Province, Zimbabwe 津巴布韦马斯文戈省在高通胀环境下提供教育心理服务的情况

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-22 DOI: 10.1177/01430343241247226

Elliott Nkoma, Moses Kufakunesu

{"title":"Provision of educational psychological services under a high inflationary environment in Masvingo Province, Zimbabwe","authors":"Elliott Nkoma, Moses Kufakunesu","doi":"10.1177/01430343241247226","DOIUrl":"https://doi.org/10.1177/01430343241247226","url":null,"abstract":"The study employed a qualitative research approach using a phenomenological research design since the lived experiences of educational psychologists in Masvingo Province were scrutinized with the intention of establishing the extent to which educational psychologists matched the laid down specifications pertaining to their professional operations during a high inflationary environment. Three males and two females were purposely selected and in-depth interviews were utilized. Four themes emerged from the study: (a) vital roles, successful, and unsuccessful experiences, (b) diverse views on major policy documents, (c) barriers in rendering support services, and (d) perceived solutions. Results indicated that policy documents are outdated and need revision. Human and material resources were viewed a barriers to performance and perceived solutions included multidisciplinary team work, decentralization and increasing the number of psychologists, training of psychologists and reduced continuous professional development points. Educational psychologists focused more on diagnostic and behavioral consultations in urban schools. They distributed schools in urban areas depending on psychologists’ place of residences. Rural schools were minimally assessed with little provision of intervention, prevention, and health promotion services. The results provide important implications for resource provision and policy formulation.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636495","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 teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi 教师的社会和情感能力在马拉维实施社会和情感学习（SEL）课程中的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-13 DOI: 10.1177/01430343241247221

Jeongmin Lee

引用次数: 0

Botho/Ubuntu paradigm as cognitive justice in psychology 博托/乌班图范式作为心理学中的认知正义

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-04-12 DOI: 10.1177/01430343241244748

Maximus Monaheng Sefotho, Moeketsi Letseka

{"title":"Botho/Ubuntu paradigm as cognitive justice in psychology","authors":"Maximus Monaheng Sefotho, Moeketsi Letseka","doi":"10.1177/01430343241244748","DOIUrl":"https://doi.org/10.1177/01430343241244748","url":null,"abstract":"The concept of Botho/ Ubuntu emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the Botho/ Ubuntu paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was “ Ubuntu! Imagining a Humanist Education Globally,” as well as the World Council of Comparative Education Societies’ (WCCES) recent book, Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu, are examples through which Ubuntu began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"14 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568001","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

School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements 葡萄牙学校心理学家支持全纳教育的培训：培训人员对机遇、挑战和改进的看法

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-03-14 DOI: 10.1177/01430343241236487

Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho

{"title":"School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements","authors":"Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho","doi":"10.1177/01430343241236487","DOIUrl":"https://doi.org/10.1177/01430343241236487","url":null,"abstract":"School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"124 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155651","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

Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis 班主任领导行为、班级集体效能感与初中生的学校适应性：2-2-1多层次中介分析

IF 2.3 3区心理学

School Psychology International Pub Date : 2024-03-07 DOI: 10.1177/01430343241236491

Leishan Shi, Yuping Wu, Yanfang Zhou

{"title":"Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis","authors":"Leishan Shi, Yuping Wu, Yanfang Zhou","doi":"10.1177/01430343241236491","DOIUrl":"https://doi.org/10.1177/01430343241236491","url":null,"abstract":"Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in 168 classes and controlling for grade, head teacher gender, and class size, the hypothesized relationships were tested through a 2-2-1 mediation model using multilevel structural equation modeling. The results indicated that there was not only a direct relationship between head teacher transformational leadership behavior and school adjustment ( b = .326, 95% confidence interval [CI] [.218, .434]), but also an indirect relationship through class collective efficacy (.047, 95% CI [.007, .087]), although the direct link was stronger. Moreover, there was only an indirect relationship between head teacher transactional leadership behavior and school adjustment through class collective efficacy (.051, 95% CI [.007, .096]), and the link between head teacher transformational leadership behavior and school adjustment was stronger than the link between head teacher transactional leadership behavior and school adjustment (diff = .351, 95% CI [.126, .577]). This study extended Bass' leadership theory to a class organization, and the relationship between head teacher leadership behavior and school adjustment was explored at the class level in a junior high school.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"100 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075720","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

Sliding Spine Relocation Surgery with Anterior Septal Reconstruction. 前隔膜重建滑动脊柱移位手术

IF 0.9 3区心理学

School Psychology International Pub Date : 2024-03-01 Epub Date: 2023-01-25 DOI: 10.1177/19433875231152947

Thomaz Fleury Curado, Ahmed El Abany, Sam P Most

{"title":"Sliding Spine Relocation Surgery with Anterior Septal Reconstruction.","authors":"Thomaz Fleury Curado, Ahmed El Abany, Sam P Most","doi":"10.1177/19433875231152947","DOIUrl":"10.1177/19433875231152947","url":null,"abstract":"Study Design: Technical note. Objective: The lower nasal architecture is dependent on caudal septal integrity. Deviations of the caudal septum can compromise nasal airflow. The presence of anterior nasal spine deviations contributes to septal and medial crural shifting with ipsilateral encroachment. It is essential to identify nasal spine deviation during surgery in order to reconstruct the septum in a midline position at its base. This allows an appropriate management plan that creates a better functional and aesthetically pleasing outcome. A stable midline anterior nasal spine is warranted to support the newly reconstructed straight caudal strut, which can be effectively corrected by anterior septal reconstruction. Methods: The proposed method intends to combine anterior nasal spine centralization with correcting caudal septal deviation and nasal obstruction through a modified extracorporeal septoplasty technique. We describe a novel technique to centralize the deviated anterior nasal spine using the piezoelectric device by performing a contralateral adjacent ostectomy and en-bloc relocation and fixation of the anterior nasal spine with microplates and screws. Results: This surgical approach creates a stable caudal septum and a centrally positioned anterior nasal spine, which improves nasal airflow and ensures a stable repair. Conclusion: Sliding spine relocation surgery with anterior septal reconstruction repositions a deviated anterior nasal spine and corrects caudal septum deviation, that can impair the nasal airway.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"5 1","pages":"56-60"},"PeriodicalIF":0.9,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10874202/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87312305","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

How adolescents’ perceived teachers’ mindset beliefs influence school engagement in China: Roles of perceived classroom goal structures and adolescents’ mindset beliefs 中国青少年感知到的教师心态信念如何影响他们的学校参与：感知到的课堂目标结构和青少年心态信念的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-12-06 DOI: 10.1177/01430343231216974

Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang

{"title":"How adolescents’ perceived teachers’ mindset beliefs influence school engagement in China: Roles of perceived classroom goal structures and adolescents’ mindset beliefs","authors":"Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang","doi":"10.1177/01430343231216974","DOIUrl":"https://doi.org/10.1177/01430343231216974","url":null,"abstract":"Students’ perception of teachers’ mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students’ mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers’ fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents’ engagement.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"28 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598132","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

Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial 减少爱尔兰小学生内化问题的通用校本干预措施的效果：分组随机对照试验

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-12-06 DOI: 10.1177/01430343231216971

Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly

{"title":"Effectiveness of a universal school-based intervention for reducing internalizing problems in irish primary school children: A cluster randomized control trial","authors":"Aoife Clancy, Martin O’Connor, Eddie Murphy, L. Connaughton, Gary O’Reilly","doi":"10.1177/01430343231216971","DOIUrl":"https://doi.org/10.1177/01430343231216971","url":null,"abstract":"Anxiety and depression are among the most common mental health concerns in youth, with rates of these internalizing problems continuing to rise. Universal school-based interventions have shown promising results in improving poor mental health outcomes; however, more research is needed across different cultural contexts. This study is part of an ongoing evaluation of A Lust for Life Schools Programme, a universal process-based cognitive behavioral therapy intervention for Irish primary school children. This study investigated the efficacy of the program through a cluster randomized controlled trial. Nine schools were randomly allocated to the intervention or control groups. Four hundred and seventy participants completed measures at three timepoints (baseline, post-intervention, and 6-week follow-up) assessing internalizing problems, anxiety, and depressive symptoms (primary outcomes) and avoidance, problem-solving, seeking social support, academic self-efficacy, social self-efficacy, and emotional self-efficacy (secondary outcomes). Although participants reported that they were mostly satisfied with the intervention, results revealed that the intervention did not have a significant effect on the outcome variables compared to the control group. Implications of the findings and recommendations for future research are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"26 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597023","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

Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement 儿童的学校幸福感、心态与标准化成绩测试中的学业成绩之间的关系

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-11-28 DOI: 10.1177/01430343231215836

Tania Clarke, Ros McLellan

{"title":"Associations between children's school wellbeing, mindset and academic attainment in standardised tests of achievement","authors":"Tania Clarke, Ros McLellan","doi":"10.1177/01430343231215836","DOIUrl":"https://doi.org/10.1177/01430343231215836","url":null,"abstract":"Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, Mage = 10.5; 495 female, Mage = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219671","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