School Psychology International最新文献_第10页

Promoting equity and social justice in the peer review process: Tips for reviewers 在同行评审过程中促进公平和社会正义：给评审员的提示

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-01-19 DOI: 10.1177/01430343211070165

Lindsay M. Fallon, Sally L. Grapin, Daniel S. Newman, Amity Noltemeyer

{"title":"Promoting equity and social justice in the peer review process: Tips for reviewers","authors":"Lindsay M. Fallon, Sally L. Grapin, Daniel S. Newman, Amity Noltemeyer","doi":"10.1177/01430343211070165","DOIUrl":"https://doi.org/10.1177/01430343211070165","url":null,"abstract":"The purpose of this document is to provide manuscript reviewers with recommendations and self-reflection questions for monitoring biases and promoting equity and social justice in the peer review process. Bias may impact how manuscripts are evaluated from the pre-review (e.g., decision to accept a review invitation) through the recommendation stages of the peer review process and can ultimately impact which authors and voices, topics, methodologies, and methods are represented in scholarly literature. We hope that the recommendations and self-reflection questions in the document will assist reviewers in facilitating a more equitable review process. The tips and questions are focused specifically on issues of equity and social justice; they are not intended to represent a comprehensive set of all critical self-reflection questions a reviewer might consider. Although a team of leaders from School Psychology International and the Journal of Educational and Psychological Consultation developed these tips, we hope they are relevant to reviewers across journals in school and educational psychology as well as in other related fields. The tips are derived from various sources (e.g., APA, 2021; Buchanan et al., 2020; SAGE Publishing, 2021). We recognize that these tips, considerations, and self-reflection questions are not exhaustive or complete, but hope they highlight important considerations for reflection and action.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"12 - 17"},"PeriodicalIF":2.3,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978888","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: 3

Working together towards social justice, anti-racism, and equity: One-year reflections on the joint commitment from school psychology international and journal of educational and psychological consultation 共同迈向社会公正、反种族主义与公平:《学校心理学国际》与《教育与心理咨询杂志》联合承诺的一年思考

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-01-11 DOI: 10.1177/01430343211070162

Amity Noltemeyer, Sally L. Grapin

引用次数: 0

Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak 新冠肺炎爆发前和爆发期间高中生积极的家庭环境、普遍的痛苦、主观健康和学业投入

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-12-31 DOI: 10.1177/01430343211066461

José Concepción Gaxiola Romero, Antonio Pineda Domínguez, Eunice Gaxiola Villa, Sandybell González Lugo

{"title":"Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak","authors":"José Concepción Gaxiola Romero, Antonio Pineda Domínguez, Eunice Gaxiola Villa, Sandybell González Lugo","doi":"10.1177/01430343211066461","DOIUrl":"https://doi.org/10.1177/01430343211066461","url":null,"abstract":"The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students’ well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"111 - 134"},"PeriodicalIF":2.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43684675","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: 5

Arab and Jewish mothers’ decisions regarding treatment of their children with attention-deficit/hyperactivity disorder: A qualitative study 阿拉伯和犹太母亲对其患有注意力缺陷/多动障碍的孩子的治疗决定：一项定性研究

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-12-22 DOI: 10.1177/01430343221149697

Amal Shehadeh-Sheeny, Hadass Goldblatt, O. Baron-Epel

{"title":"Arab and Jewish mothers’ decisions regarding treatment of their children with attention-deficit/hyperactivity disorder: A qualitative study","authors":"Amal Shehadeh-Sheeny, Hadass Goldblatt, O. Baron-Epel","doi":"10.1177/01430343221149697","DOIUrl":"https://doi.org/10.1177/01430343221149697","url":null,"abstract":"The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. This qualitative study aimed to identify mothers and teachers’ attitudes regarding ADHD and what affects mothers’ decisions on whether to medicate their child diagnosed with ADHD. In-depth interviews were conducted with 23 Arab and Jewish mothers of children diagnosed with ADHD and 12 elementary school teachers. Data were analyzed using thematic analysis. Four themes were revealed, describing different perceptions of ADHD in the two ethnic groups: (1) medicalization of ADHD; (2) between guilt and sympathy: Mothers’ feelings toward ADHD; (3) social pressure and social norms; (4) stigmatization: Jewish mothers and teachers tended to perceive ADHD as a medical problem, whereas Arab mothers and teachers perceived it more as a childhood social behavior. Arab mothers reported guilt feelings relating to ADHD, whereas Jewish mothers felt sympathy toward their child. The social environment influenced Arab mothers more than Jewish mothers. Stigmatization was reported only by Arab mothers. Ethnic differences in ADHD perception may explain the differences in diagnosis and treatment. Educators and school psychologists should consider cultural factors when advising parents and planning educational programs for children with ADHD.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"568 - 584"},"PeriodicalIF":2.3,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896806","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: 1

Do it yourself: The role of early self-care ability in social skills in Japanese preschool settings 自己动手：日本学前教育环境中早期自我照顾能力在社交技能中的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-12-16 DOI: 10.1177/01430343211063211

Zhu Zhu, E. Tanaka, E. Tomisaki, Taeko Watanabe, Yuko Sawada, Xiang Li, Dandan Jiao, Ammara Ajmal, Munenori Matsumoto, Yantong Zhu, T. Anme

{"title":"Do it yourself: The role of early self-care ability in social skills in Japanese preschool settings","authors":"Zhu Zhu, E. Tanaka, E. Tomisaki, Taeko Watanabe, Yuko Sawada, Xiang Li, Dandan Jiao, Ammara Ajmal, Munenori Matsumoto, Yantong Zhu, T. Anme","doi":"10.1177/01430343211063211","DOIUrl":"https://doi.org/10.1177/01430343211063211","url":null,"abstract":"Self-care ability and social skills are potential areas of difficulty for preschool children. However, values about young children's self-care ability are different worldwide. This longitudinal study examined the influence of early self-care ability on social skills at the end of the preschool years. Participants were 509 children recruited from kindergartens and child care centers across Japan, whose self-care ability and social skills were assessed at baseline year and three years later (Age of children in 2015 at baseline: M = 35 months, SD = 6.1 months). The study found that gender was significantly associated with social skills, while preschool facility entrance age was only associated with assertion skills. After controlling gender and entrance age, early self-care ability was still positively related to later assertion and cooperation (Assertion: OR = 2.55, 95% CI = 1.00–6.51; Cooperation: OR = 3.15, 95% CI = 1.23–8.07). Implications of the findings are discussed in the context of cultural diversity, highlighting the importance of cultivating children's age-appropriate self-care ability based on daily observations and evaluations.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"71 - 87"},"PeriodicalIF":2.3,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424659","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

Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years 消极情绪和同伴地位：小学期间双向纵向影响的证据

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-12-13 DOI: 10.1177/01430343211063546

H. Bengtsson, Å. Arvidsson, B. Nyström

{"title":"Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years","authors":"H. Bengtsson, Å. Arvidsson, B. Nyström","doi":"10.1177/01430343211063546","DOIUrl":"https://doi.org/10.1177/01430343211063546","url":null,"abstract":"Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"88 - 105"},"PeriodicalIF":2.3,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253055","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: 2

Bereavement and educational outcomes in children and young people: A systematic review 儿童和年轻人的丧亲与教育结果：一项系统综述

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-11-25 DOI: 10.1177/01430343211057228

Tahli L. Elsner, K. Krysińska, K. Andriessen

引用次数: 7

Exploring challenges in mental health service provisions for school-going adolescents in Sri Lanka 探索斯里兰卡在校生青少年心理健康服务提供方面的挑战

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-10-26 DOI: 10.1177/01430343211043062

H. Jayawardena, Gayani P. Gamage

引用次数: 3

Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions 在COVID-19大流行爆发初期评估学校社区需求:教师、家长和学生的看法

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-08-29 DOI: 10.1177/01430343211041697

C. Hatzichristou, Niki Georgakakou-Koutsonikou, Panayiotis Lianos, A. Lampropoulou, Theodora Yfanti

{"title":"Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions","authors":"C. Hatzichristou, Niki Georgakakou-Koutsonikou, Panayiotis Lianos, A. Lampropoulou, Theodora Yfanti","doi":"10.1177/01430343211041697","DOIUrl":"https://doi.org/10.1177/01430343211041697","url":null,"abstract":"The COVID-19 pandemic has had an unprecedented impact on the lives of adults and children worldwide. Schools were among the first settings to be influenced by this crisis. Home confinement and school closure were implemented as necessary preventive measures creating a new way of living based on web-based communication. The aim of the study is to explore school community needs during the COVID-19 outbreak in Greece. The study followed a mixed methods design, consisting of a teacher, a parent and an adolescent survey. The sample entailed 1,157 participants (414 teachers, 487 parents and 256 adolescents). Quantitative data were collected using questionnaires. Qualitative data were collected using open-ended questions to explore participants’ adjustment and needs during the pandemic. Parents and teachers showed high propensity for anxiety and high levels of resilient coping. Health and adaptation concerns were evident in all samples. Teachers, parents and adolescents described helpful coping practices, primarily related to social support. The findings highlight the importance of supporting all school community members to cope with feelings of stress and anxiety during the pandemic and to identify and make use of helpful personal and social resources.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"67 1","pages":"590 - 615"},"PeriodicalIF":2.3,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65227768","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: 14

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity 学校心理学双语研究生的招聘与留用:提高专业多样性的努力与挑战

IF 2.3 3区心理学

School Psychology International Pub Date : 2021-08-26 DOI: 10.1177/01430343211042655

Yi Ding, T. Ridgard, Su-Je Cho, Jiayi Wang

引用次数: 2