School Psychology International最新文献_第8页

Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents 自尊和社交焦虑的个体差异预测青少年问题智能手机的使用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-07-03 DOI: 10.1177/01430343221111061

E. J. Edwards, Caitlin S. Taylor, Robert S. Vaughan

{"title":"Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents","authors":"E. J. Edwards, Caitlin S. Taylor, Robert S. Vaughan","doi":"10.1177/01430343221111061","DOIUrl":"https://doi.org/10.1177/01430343221111061","url":null,"abstract":"Smartphones have many characteristics that make them attractive to adolescents. Recent work, however, has established a link between smartphone-related problems and self-esteem (self-worth) and social anxiety (fear of social relations). To date, little is known about the characteristics underpinning these relationships in combination. Driven by theory, the present study examined the association between self-esteem, social anxiety, and nomophobia (fear of being without access to a smartphone) and problem smartphone use (PSU) in a sample of early adolescents (N = 254). Self-esteem (Rosenberg Self Esteem Scale), social anxiety (Social Avoidance and Distress Scale) and their combined contribution (self-esteem × social anxiety) served as predictor variables of nomophobia (Nomophobia Questionnaire) and PSU (Mobile Phone Problem Usage Scale – Adolescent version) in separate moderated regression analyses. We found that lower self-esteem was associated with higher nomophobia and PSU, and that higher self-esteem may be a protective factor in those lower in social anxiety, such that they are not prone to excessive smartphone use. Our findings offer preliminary markers for psychologists addressing the challenges related to excessive smartphone use in this age group.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"460 - 476"},"PeriodicalIF":2.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292163","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

Universal crisis psychoeducational interventions in schools: A scoping review 学校普遍的危机心理教育干预：范围界定综述

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-28 DOI: 10.1177/01430343221104986

M. Capurso, S. De Stasio, B. Ragni

{"title":"Universal crisis psychoeducational interventions in schools: A scoping review","authors":"M. Capurso, S. De Stasio, B. Ragni","doi":"10.1177/01430343221104986","DOIUrl":"https://doi.org/10.1177/01430343221104986","url":null,"abstract":"In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"339 - 380"},"PeriodicalIF":2.3,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377146","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

Loneliness and depressive symptoms among Australian female boarding school students 澳大利亚寄宿学校女学生的孤独和抑郁症状

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-19 DOI: 10.1177/01430343221107394

Michelle Rudrum, S. Houghton, K. Glasgow

引用次数: 1

Assessing measurement equivalence of PSC-17 across teacher and parent respondents 评估教师和家长受访者PSC-17的测量等效性

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-19 DOI: 10.1177/01430343221108874

Ruiqin Gao, Alyssa Raygoza, C. Distefano, Fred W. Greer, E. Dowdy

引用次数: 1

Adolescents’ academic achievement, mental health, and adverse behaviors: Understanding the role of resilience and adverse childhood experiences 青少年的学业成绩、心理健康和不良行为：理解韧性和不良童年经历的作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-10 DOI: 10.1177/01430343221107114

Aye Myat Myat Zaw, Nay Zar Win, B. Thepthien

{"title":"Adolescents’ academic achievement, mental health, and adverse behaviors: Understanding the role of resilience and adverse childhood experiences","authors":"Aye Myat Myat Zaw, Nay Zar Win, B. Thepthien","doi":"10.1177/01430343221107114","DOIUrl":"https://doi.org/10.1177/01430343221107114","url":null,"abstract":"This study examined the relationship between exposure to adverse childhood experiences (ACEs) and health in adolescents with high or low levels of resilience. Data came from the 2020 Bangkok Behaviour Surveillance Survey (BBSS). Multivariate logistic regression analyses examined associations between ACEs and health conditions overall, and for adolescents with low versus high resilience on the Grotberg’s Resilience Scale. Overall, 54.9% of adolescents reported 0 ACEs. Compared to adolescents with no ACEs, it was found that those with ≥ 1 ACE were more likely to experience insomnia, sadness, suicide attempt, depression, and excess alcohol consumption. Those with a history of four or more ACEs had worse mental health, higher total undesirable behaviour, and lower academic achievement. When the sample was divided into high resilience (60.2%) and low resilience (39.8%), having at least 1 ACEs (vs. 0 ACEs) was associated with worse mental health and undesirable behaviour in adolescents with low resilience. History of ACEs can predict adverse health conditions and undesirable behaviour among adolescents, and the strongest correlation is among adolescents with low resilience. Future studies are needed to develop strategies and interventions to increase adolescent resilience, and test whether improvements in resilience reduce the adverse impact of ACEs on adolescent mental/behavioural health.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"516 - 536"},"PeriodicalIF":2.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48305552","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 relation between nominations and traditional measures in the gifted identification process: A meta-analysis 天赋鉴定过程中提名与传统测量之间的关系：一项荟萃分析

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-10 DOI: 10.1177/01430343221105398

Francesco Marsili, Marta Pellegrini

引用次数: 2

A moderated mediation model of implicit theories of intelligence and life satisfaction among Chinese adolescents 中国青少年内隐智力理论与生活满意度的调节中介模型

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-06-05 DOI: 10.1177/01430343221104228

Qiuxu Chen, Yidan Gao, Yuchi Zhang

引用次数: 2

COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice. COVID-19与澳大利亚学校心理学:加强未来实践的定性视角

IF 1.7 3区心理学

School Psychology International Pub Date : 2022-06-01 DOI: 10.1177/01430343221091953

Andrea Reupert, Daliya Greenfeld, Fiona May, Emily Berger, Zoe A Morris, Kelly-Ann Allen, Dianne Summers, Gerald Wurf

{"title":"COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice.","authors":"Andrea Reupert, Daliya Greenfeld, Fiona May, Emily Berger, Zoe A Morris, Kelly-Ann Allen, Dianne Summers, Gerald Wurf","doi":"10.1177/01430343221091953","DOIUrl":"10.1177/01430343221091953","url":null,"abstract":"<p><p>The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students' learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters).</p>","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"219-236"},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8984599/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47986034","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

Translating reports: School psychologists, knowledge-making and pedagogy 翻译报告：学校心理学家、知识创造和教育学

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-05-09 DOI: 10.1177/01430343221098267

Joanne Lindelauf

{"title":"Translating reports: School psychologists, knowledge-making and pedagogy","authors":"Joanne Lindelauf","doi":"10.1177/01430343221098267","DOIUrl":"https://doi.org/10.1177/01430343221098267","url":null,"abstract":"This paper is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster’s (2019) evidence-making framework is utilised to analyse reports through the theoretical perspectives of relational materialism. This analysis suggests acts of translation are produced by the way in which the authoring psychologist is positioned within relational assemblages of material (e.g., report format) and psychosocial (e.g., beliefs) components found at the intersection of education and psychology. By evidencing the utility of reports through theory and practice, the inquiry illustrates how the practical meaning, value and effect of reports is not pre-determined and fixed. Instead, it suggests their utility is relational and dependent on context-specific conditions and the way in which school psychologists respond within these conditions. Implications for practice are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"400 - 419"},"PeriodicalIF":2.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46524692","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

Hope as an engine mediating the relation between parental attachment and social problem solving skills in adolescents 希望在父母依恋与青少年社会问题解决能力之间的中介作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2022-04-11 DOI: 10.1177/01430343221091991

Yu-Ying Hu, Xu Jiang

{"title":"Hope as an engine mediating the relation between parental attachment and social problem solving skills in adolescents","authors":"Yu-Ying Hu, Xu Jiang","doi":"10.1177/01430343221091991","DOIUrl":"https://doi.org/10.1177/01430343221091991","url":null,"abstract":"Research has consistently supported the significance of parental attachment in behavioral development during adolescence. Based on the attachment theory and the engine of well-being model, the current study examined the mediating effect of hope in the relation between parental attachment and social problem-solving skills in Chinese early adolescents (N = 745, 6th to 8th grade, age range 11 to 15 years, mean = 12.76, SD = 0.74). Data were collected across two time points, with six months between each time. After confirming the measurement model, the structural equation modeling analysis results showed that hope fully mediated the relation between maternal and paternal attachment, respectively, and social problem-solving skills. The findings are consistent with previous research conducted in the United States showing the mediating role of hope in the relation between family resources and adolescents’ positive goal-directed behavior. These findings also support the application of the attachment theory and the engine of well-being model in Chinese culture and possibly Eastern culture in general. Implications for school psychologists and other mental health professionals to help parents understand how they influence adolescents’ social problem-solving skills (via hope), especially in the Eastern cultural context, are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"237 - 252"},"PeriodicalIF":2.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622829","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