Psychology in the Schools最新文献

How to Utilize University Nursing Clinic Resources Successfully to Transition Autistic Adolescents into Higher Education 如何成功利用大学护理诊所资源帮助自闭症青少年升学

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-11-18 DOI: 10.1002/pits.23347

Constance E. McIntosh, Janelle Wendel

{"title":"How to Utilize University Nursing Clinic Resources Successfully to Transition Autistic Adolescents into Higher Education","authors":"Constance E. McIntosh, Janelle Wendel","doi":"10.1002/pits.23347","DOIUrl":"https://doi.org/10.1002/pits.23347","url":null,"abstract":"Autism Spectrum Disorder (ASD) is complex neurodevelopmental disorder that is exhibited through a wide‐range of symptoms including social interactions, communication deficits, limited interests, and repetitive behaviors (e.g., stimming). The prevalence of autism amongst children and adolescents continues to grow with 1 in 36 diagnosed annually (CDC, 2024). Because autism often comes with a myriad of comorbidities (e.g., sleep disorders, seizure activity, nutritional imbalances, gastrointestinal issues, and mental health disorders), children and adolescents are often prescribed medications and/or treatments to help with the management of these chronic diseases. Croen et al., (2006) found that adolescents are six times more likely to be hospitalized than their neuro‐typical peers. Managing autism takes a multi‐disciplinary approach. Navigating a large university system, academics, and being away from home can be challenging for any teenager. But, adding the complexity of managing a chronic neurodevelopmental disorder on top of the new environment could potentially be overwhelming for the autistic adolescent. It makes sense to use all available resources when transitioning into a college setting. Registered nurses (RN) and advanced practice nurses (APN) are employed at university clinics to help manage student healthcare issues including acute healthcare problems (e.g., viruses), traumatic issues, and chronic healthcare issues. This paper will examine how nursing professionals can assist autistic adolescents when they are entering into a college environment by managing medications and other treatment modalities while being a student advocate within a multi‐disciplinary team.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"51 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665594","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

Mastery performance‐goal orientation objective test: goal orientation profiles 掌握绩效-目标定向客观测试：目标定向简介

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-17 DOI: 10.1002/pits.23299

Miriam Romero, James F. Juola, Cristina Casadevante, José Manuel Hernández

引用次数: 0

Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences 在控制情绪能力的情况下，分析西班牙学龄前侵害者、受害者、侵害者-受害者和辩护者在社会影响和社会偏好方面的差异

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-17 DOI: 10.1002/pits.23288

Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez‐Álvarez, Santiago Yubero, Elisa Larrañaga

{"title":"Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences","authors":"Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez‐Álvarez, Santiago Yubero, Elisa Larrañaga","doi":"10.1002/pits.23288","DOIUrl":"https://doi.org/10.1002/pits.23288","url":null,"abstract":"Peer status among preschool children has been associated with their roles in aggression‐related interactions. This study analyses the differences between aggressors, victims, aggressor‐victims and defenders on two measures of peer status (social impact and social preferences) whilst controlling for individual factors. The sample comprised 394 preschool children (184 girls, 210 boys) between the ages of 3–6 years old (M = 4.36, SD = 0.87) and their parents supplying information about socio‐demographic variables and children's emotion regulation. Teachers rated emotional competences for each child in their class. Analysis of covariance along with Bonferroni‐adjusted post‐hoc comparisons were conducted to compare mean scores between the aggression roles for social impact and social preference while controlling for significant individual factors. The results revealed that aggressors and aggressor‐victims exhibited higher social impact but lower social preference after controlling for individual factors. In contrast, defenders enjoyed higher social status among their peers, characterized by both higher social preference and social impact. Victims were associated with lower social preference and social impact. Uninvolved children consistently exhibited lower social impact. Results underscore the need for interventions that focus on promoting prosocial behaviors, addressing aggressive tendencies, and enhancing emotional competences to create a more positive and supportive peer environment.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"8 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253195","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 development of sources of self‐efficacy in self‐regulation during one primary school year: the role of gender, special educational needs, and individual strengths 小学一年级自我调节自我效能来源的发展：性别、特殊教育需求和个人特长的作用

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-17 DOI: 10.1002/pits.23303

Minna J. Ikävalko, Erkko T. Sointu, Matthew C. Lambert, Rebecca Lazarides, Jaana Viljaranta

{"title":"The development of sources of self‐efficacy in self‐regulation during one primary school year: the role of gender, special educational needs, and individual strengths","authors":"Minna J. Ikävalko, Erkko T. Sointu, Matthew C. Lambert, Rebecca Lazarides, Jaana Viljaranta","doi":"10.1002/pits.23303","DOIUrl":"https://doi.org/10.1002/pits.23303","url":null,"abstract":"The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old (N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, special educational needs, and behavioral and emotional strengths relate to these changes. These results indicated that, on average, mastery experiences decreased and physiological and emotional arousal increased, whereas vicarious experience and social persuasion remained stable. Girls had higher initial levels of physiological and emotional arousal than boys, and experienced a steeper decline in mastery experiences compared to boys. Students with special educational needs had lower initial levels of mastery experience and higher physiological and emotional arousal than students without special educational needs. In addition, students with higher individual strengths presented higher initial levels of mastery and vicarious experiences, and lower physiological and emotional arousal. The results contribute to current research and practice by indicating that sources of self‐efficacy for self‐regulation change over time and are thus malleable in the school context.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"20 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253136","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

Developing and validating perceived intercultural communication anxiety/apprehension scale 编制并验证跨文化交际焦虑/担忧感量表

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-13 DOI: 10.1002/pits.23297

Ali Roohani, Reza Parhizkar, Shahla Ostovar

引用次数: 0

The mediating effect of adolescents' emotional regulation strategies on their psychological resilience 青少年情绪调节策略对其心理复原力的中介效应

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-13 DOI: 10.1002/pits.23300

Alev Üstündağ

引用次数: 0

The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students Covid-19 中的 PERMA 幸福感和学生参与模型：对菲律宾大学生样本进行的两波研究

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-13 DOI: 10.1002/pits.23286

Jonee O. Miranda, Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianney Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera‐De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz

{"title":"The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students","authors":"Jonee O. Miranda, Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianney Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera‐De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz","doi":"10.1002/pits.23286","DOIUrl":"https://doi.org/10.1002/pits.23286","url":null,"abstract":"Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"41 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253140","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

Family communication and bi‐dimensional student mental health in adolescents: A serial mediation through digital game addiction and school belongingness 家庭沟通与青少年学生的双向心理健康：通过数字游戏成瘾和学校归属感的序列调解

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-13 DOI: 10.1002/pits.23290

M. Engin Deniz, Hacer Yildirim Kurtulus, Yagmur Kaya

{"title":"Family communication and bi‐dimensional student mental health in adolescents: A serial mediation through digital game addiction and school belongingness","authors":"M. Engin Deniz, Hacer Yildirim Kurtulus, Yagmur Kaya","doi":"10.1002/pits.23290","DOIUrl":"https://doi.org/10.1002/pits.23290","url":null,"abstract":"The presence of communication within the family can be considered as a protective factor in preventing the development of mental health problems in school by acting as a buffer against mental health problems in adolescents. Thus, this study, which was designed to reveal the potential mechanisms between family communication and bi‐dimensional student mental health (psychological well‐being/distress) in Turkish adolescents, examined the serial mediator role of digital game addiction and school belongingness. The study sample consists of a total of 397 volunteering Turkish adolescents, including 206 girls (51.9%) and 191 boys (48.1%). The participants' ages range from 14 to 17 (M = 14.63 years, SD = 0.60). In this study, a cross‐sectional and explanatory design based on structural equation modeling was used. The main findings of the study are as follows: (1) digital game addiction mediated the relationship between family communication and psychological well‐being/distress, (2) school belongingness mediated the relationship between family communication and psychological well‐being/distress, and (3) the relationship between family communication and psychological well‐being/distress was serially mediated by both digital game addiction and school belongingness.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253139","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

Mediation of the influence of mindfulness on academic buoyancy by academic hope: A two‐wave longitudinal study 学业希望对正念对学业浮力影响的中介作用：两波纵向研究

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-12 DOI: 10.1002/pits.23296

Seydi Ahmet Satıcı, Hasan Kütük, Sinan Okur

引用次数: 0

Understanding anxiety‐related problems of children with ASD in school settings 了解学校环境中 ASD 儿童的焦虑相关问题

IF 2 3区心理学

Psychology in the Schools Pub Date : 2024-09-11 DOI: 10.1002/pits.23283

Celal Perihan, Ali Bicer, Joel Bocanegra

{"title":"Understanding anxiety‐related problems of children with ASD in school settings","authors":"Celal Perihan, Ali Bicer, Joel Bocanegra","doi":"10.1002/pits.23283","DOIUrl":"https://doi.org/10.1002/pits.23283","url":null,"abstract":"The primary purpose of this current study was to identify knowledge of special education and mental health professionals in anxiety‐related problems of children with autism spectrum disorder (ASD) in four Different Categories: Separation Anxiety (SA), Uncertainty (U), Performance Anxiety (PA), and anxiety Arousal (AA). Three hundred eighteen participants across the United States (199 special education teachers, 97 school counselors, and 22 school psychologists) participated. The finding indicated that special education teachers and school counselors have significantly less training and expertise to identify anxiety symptoms in typically developing children and children with ASD than school psychologists (p < .05). Moreover, school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD (p < .05). Findings showed that school counselors could not determine precisely whether symptoms of uncertainty events existed because of anxiety issues or ASD characteristics. School psychologists and special education teachers identified the uncertainty of children with ASD as characteristics of children with ASD, not anxiety symptoms. Implications were discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209849","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