Contemporary school psychology最新文献_第4页

Perceptions on Transition to College Among High School Students in Recovery 恢复期高中生对大学过渡的认知

Contemporary school psychology Pub Date : 2023-03-14 DOI: 10.1007/s40688-023-00458-4

Tamar M. Boyadjian, Rachael A Sabelli, Ian L. Wong, M. Skeer

引用次数: 0

Reading Skills and Background Noise in Autistic and Non-autistic Children: a Pilot Study 自闭症和非自闭症儿童阅读技能与背景噪声的初步研究

Contemporary school psychology Pub Date : 2023-03-13 DOI: 10.1007/s40688-023-00450-y

M. McClain, Sarah E. Yoho, Rochelle B. Drill, Cassity Haverkamp, Sarah E. Schwartz, B. A. Barker, David N. Longhurst, S. Upton

引用次数: 0

Is Social Validity an Afterthought in Single-Case Design Studies in School Psychology Research? 学校心理学研究中单案例设计研究的社会效度是事后考虑吗?

Contemporary school psychology Pub Date : 2023-03-10 DOI: 10.1007/s40688-023-00460-w

Q. Wellons, Andrew T. Roach, Sonia Sanchez-Alvarez

引用次数: 0

Students' Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer? 学生对新冠肺炎压力和内在问题的认知：社会支持是缓冲吗？

Contemporary school psychology Pub Date : 2023-03-10 DOI: 10.1007/s40688-023-00457-5

Swapna Balkundi, Stephanie S Fredrick

{"title":"Students' Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer?","authors":"Swapna Balkundi, Stephanie S Fredrick","doi":"10.1007/s40688-023-00457-5","DOIUrl":"10.1007/s40688-023-00457-5","url":null,"abstract":"The current study investigated the associations among student perceptions of COVID-19 stress, internalizing problems, and school social support (teacher and classmate support) and how these relations differed across elementary/middle and high school students. Based on data from 526 4th- through 12th-grade students from a school district in the Northeast, we found that COVID-19-related stress was significantly related to internalizing problems for all students, regardless of grade level. We also found that teacher social support, but not classmate social support, buffered the positive relation between COVID-19 stress and internalizing problems. The results of the current study have implications for school psychologists, counselors, social workers, and other educators in alleviating COVID-19-related stress in students and associated symptoms of internalizing problems in students. As the pandemic unwinds, future research should examine the long-term impacts of the COVID-19 pandemic, especially for students with marginalized identities, and how teacher and/or peer support may play a role in buffering these stressors for students.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10000339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9717173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Will Computers Replace School Psychologists? An Analysis of Tech-Based Tools for Assessment, Consultation, and Counseling 电脑会取代学校心理学家吗?评估、咨询和咨询的技术工具分析

Contemporary school psychology Pub Date : 2023-02-27 DOI: 10.1007/s40688-023-00455-7

S. K. Krach, S. Corcoran

引用次数: 0

Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context. 在职业发展背景下考察职前教育者的隐性偏见。

Contemporary school psychology Pub Date : 2023-02-23 DOI: 10.1007/s40688-023-00456-6

Amanda C Breese, Amanda B Nickerson, Melinda Lemke, Rebecca Mohr, Kamontá Heidelburg, Stephanie Fredrick, Kathleen Allen

{"title":"Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context.","authors":"Amanda C Breese, Amanda B Nickerson, Melinda Lemke, Rebecca Mohr, Kamontá Heidelburg, Stephanie Fredrick, Kathleen Allen","doi":"10.1007/s40688-023-00456-6","DOIUrl":"10.1007/s40688-023-00456-6","url":null,"abstract":"The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators' implicit biases. The aim of this qualitative study was to understand preservice educators' awareness of individual, structural, and systemic racism with regard to implicit bias. Our sample included 154 preservice educators, enrolled in an anti-bullying/harassment/discrimination training, which is required for any New York State (NYS) educator certification. Educators responded to questions about group generalizations, factors contributing to these biases, and how biases may affect their behavior toward students. Our content analysis revealed several themes, most notably that frequent biases existed toward Asian/Asian Americans, Black/African Americans, males, and people from socioeconomically disadvantaged backgrounds. Although participant responses reflect an open-minded approach to discussing bias, many responses reflected no observable desire to change potentially biased interactions with students. Responses with racially held biases aligned with the tenets of critical race theory (CRT), particularly racism as permanent and racism as normalized. Implications for practice, with an emphasis on anti-bias training and professional development, are discussed.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9948799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10813885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Moderating Role of Ethnic Identity in the Relation Between Peer Stress and Life Satisfaction among Adolescents. 探索种族认同在青少年同伴压力与生活满意度之间的调节作用。

Contemporary school psychology Pub Date : 2023-02-17 DOI: 10.1007/s40688-023-00454-8

Allyson K Topps, Xu Jiang

{"title":"Exploring the Moderating Role of Ethnic Identity in the Relation Between Peer Stress and Life Satisfaction among Adolescents.","authors":"Allyson K Topps, Xu Jiang","doi":"10.1007/s40688-023-00454-8","DOIUrl":"10.1007/s40688-023-00454-8","url":null,"abstract":"Objective: Ethnic identity is a crucial aspect of identity development during adolescence. This study aimed to examine the potential protective effect of ethnic identity in the relation between peer stress and global life satisfaction among adolescents.Method: Data were collected via self-report measures from 417 adolescents (ages 14 to 18, 63.0% girls; 32.6% African American, 32.1% European American, 15.0% Asian American, 10.5% Hispanic or Latinx, 6.6% Biracial or Multiracial, and 0.7% Other) at one public, urban high school.Results: The first model tested ethnic identity as the single moderator in the entire sample, and the moderation effect was not significant. The second model added ethnicity (African American vs. European American) as another moderator, and moderation effects were significant for both moderators. Furthermore, the negative effect of peer stress on life satisfaction was stronger for African American adolescents than European American counterparts. For both racial groups, the negative effect of peer stress on life satisfaction decreased as ethnic identity increased. The third model tested a three-way interaction across peer stress, ethnicity (African American vs. European American), and ethnic identity, which was not significant.Conclusions: The results supported the buffering effect of ethnic identity in the context of peer stress for both African American and European American adolescents, and such effect appears to be more important for protecting African American adolescents' life satisfaction, though these two moderators appear to work independently, rather than interact with each other and the peer stressor. Implications and future directions are discussed.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9936939/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10799403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Pilot Evaluation of a School-Based Psychoeducational Program for Chinese and Latino/a Parents: Perceived Effectiveness and Acceptability 一项针对华裔和拉美裔家长的校本心理教育项目的试点评估:感知效果和可接受性

Contemporary school psychology Pub Date : 2023-02-16 DOI: 10.1007/s40688-023-00453-9

A. Rao, Prerna G. Arora, Nils Myszkowski

引用次数: 0

COVID-19, Mental Health, Technology Use, and Job Satisfaction Among School Psychology Trainers. COVID-19，学校心理培训师的心理健康、技术使用和工作满意度。

Contemporary school psychology Pub Date : 2023-02-02 DOI: 10.1007/s40688-023-00449-5

Joel O Bocanegra, Jennifer Gallup, Minghui Hou, Aaron A Gubi, Chung-Hau Fan, Nai-Jiin Yang, Celal Perihan

{"title":"COVID-19, Mental Health, Technology Use, and Job Satisfaction Among School Psychology Trainers.","authors":"Joel O Bocanegra, Jennifer Gallup, Minghui Hou, Aaron A Gubi, Chung-Hau Fan, Nai-Jiin Yang, Celal Perihan","doi":"10.1007/s40688-023-00449-5","DOIUrl":"10.1007/s40688-023-00449-5","url":null,"abstract":"The COVID-19 pandemic threatens to exacerbate the school psychology personnel crisis. There is a dearth of knowledge regarding how the pandemic has impacted school psychology trainers and course delivery. In this national study, 92 school psychology trainers completed an online questionnaire regarding technological instructional changes, job satisfaction, and their own mental health well-being during the pandemic. Findings suggest that during the portion of the pandemic assessed most trainers reported that they: (a) switched from in-person instruction to primarily online instruction, (b) were mostly satisfied with their jobs, and (c) generally experienced a positive sense of well-being. Furthermore, a sizable portion of those that switched to a mixture of hybrid and online instruction during the pandemic endorsed that they are likely to continue to use these modalities after the pandemic subsides. Unfortunately, although school psychology trainers presented as generally resilient workforce during the pandemic, almost 20% participants screened positive for possible depression.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9893972/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10673821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Examination of Self-Care Research in School Psychology 学校心理学中的自我关怀研究

Contemporary school psychology Pub Date : 2023-01-30 DOI: 10.1007/s40688-023-00451-x

Stephanie Flood, Shanye Phillips, Kristy Goodwin, R. Mcconnell, Lindsay Matthews, Scott L. Graves

引用次数: 0