Contemporary school psychology最新文献_第5页

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

Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals. 学校心理学文献中的心理咨询在哪里？六种著名学校心理学期刊述评》。

Contemporary school psychology Pub Date : 2023-01-28 DOI: 10.1007/s40688-023-00452-w

Stephanie Y Flood, Laurice M Joseph

{"title":"Where Is Counseling in School Psychology Literature? A Review of Six Prominent School Psychology Journals.","authors":"Stephanie Y Flood, Laurice M Joseph","doi":"10.1007/s40688-023-00452-w","DOIUrl":"10.1007/s40688-023-00452-w","url":null,"abstract":"School psychology professionals rely on professional literature to access information on scientifically supported practices. Counseling is certainly one of those practices. The purpose of this review was to determine how many articles published in prominent peer-reviewed school psychology journals have addressed providing effective counseling services to children and youth. We wanted to determine the types of counseling approaches that were described in those articles and which approaches garnered the most attention. Findings revealed that there were relatively few articles about counseling in prominent school psychology journals. Interestingly, most studies employed quantitative rather than qualitative designs and analyses. Cognitive behavior therapy (CBT) was the approach that was implemented the most in empirical studies across the school psychology journals. Empirical studies mainly included elementary and middle school students from diverse racial and ethnic groups who were receiving counseling services in a small group (tier 2) format. Implications for the profession of school psychology are provided.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9884129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10652084","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 Systematic Literature Review of Group Contingencies Within General Education Classrooms 通识教育课堂中群体偶然性的系统文献综述

Contemporary school psychology Pub Date : 2023-01-21 DOI: 10.1007/s40688-023-00448-6

Brittany N. Beaver, Tyler C Ré, Annette K. Griffith, Dorothy X. Zhang, Mary A. Schoener

引用次数: 0

What Does the Digital Administration Format of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) Measure? 韦氏儿童智力量表第五版(WISC-V)的数字管理格式测量了什么?

Contemporary school psychology Pub Date : 2023-01-19 DOI: 10.1007/s40688-022-00447-z

Kacey Gilbert, Nicholas Benson, J. Kranzler

引用次数: 0

“You Have No Place in the World”: Social Rejection as a Developmental Mechanism in Middle Childhood—Latency “你在世界上没有立足之地”:社会排斥作为儿童中期潜伏期的发展机制

Contemporary school psychology Pub Date : 2023-01-04 DOI: 10.1007/s40688-022-00445-1

Hanna Fisher-Grafy, Halabi Rinat

引用次数: 3

An Exploratory Study of School Psychology Students' Perceptions of Religious and Spiritual Diversity Training in their Graduate Programs. 学校心理学学生对研究生宗教与精神多样性训练认知的探索性研究。

Contemporary school psychology Pub Date : 2023-01-01 DOI: 10.1007/s40688-021-00396-z

Janise S Parker, Kate Murray, Riley Boegel, Madeline Slough, Lee Purvis, Christie Geiling

{"title":"An Exploratory Study of School Psychology Students' Perceptions of Religious and Spiritual Diversity Training in their Graduate Programs.","authors":"Janise S Parker, Kate Murray, Riley Boegel, Madeline Slough, Lee Purvis, Christie Geiling","doi":"10.1007/s40688-021-00396-z","DOIUrl":"https://doi.org/10.1007/s40688-021-00396-z","url":null,"abstract":"Religiosity and spirituality are essential aspects of individuals' cultural identities. However, the field of school psychology has generally avoided in-depth discussion regarding the implications of religious/spiritual diversity within the context of multiculturalism and culturally responsive practice. One aim of this study was to examine school psychology students' perceptions of their current training relative to religious and spiritual diversity, because graduate training is critical for helping emerging practitioners develop attitudes, knowledge, and skills to employ culturally responsive services. Results showed that students received limited preparation and explicit teaching to address issues related to religious and spiritual diversity; and programs most frequently addressed disability diversity, socioeconomic diversity, and racial/ethnic diversity. Furthermore, the participants most frequently identified practicum experiences as facilitating their capacity to respond to religious and spiritual diversity in their professional practice. Key results suggest that school psychology graduate students may benefit from more explicit instruction during their graduate training to respond to religion and spirituality as aspects of cultural diversity in their professional work.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 2","pages":"370-385"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8438905/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9870033","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

Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals. 学校正念干预的特征:学校心理学期刊的系统回顾。

Contemporary school psychology Pub Date : 2023-01-01 DOI: 10.1007/s40688-022-00432-6

Andrea Molina Palacios, Stacy L Bender, Danielle J Berry

{"title":"Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals.","authors":"Andrea Molina Palacios, Stacy L Bender, Danielle J Berry","doi":"10.1007/s40688-022-00432-6","DOIUrl":"https://doi.org/10.1007/s40688-022-00432-6","url":null,"abstract":"Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school psychology journals from 2006 to 2020 to examine prevalence of MBI intervention studies, specific techniques taught in MBIs, if and how fidelity of MBI implementation was evaluated, and how mindfulness skills were measured for youth participating in MBIs. A total of 46 articles (out of 4415) were related to mindfulness and 23 articles (0.52%) focused on the implementation of MBIs in schools. Nine different mindfulness techniques were implemented as part of MBIs in studies with some of the most common including awareness, breathing, and meditation. This study also found scarce evidence of implementation fidelity, and limited use of mindfulness measures within MBI studies. Future research and limitations are also discussed.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"182-197"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9575630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10814902","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: 2

Extending Validation of a Social Emotional Health Measure For Middle School Students. 中学生社会情绪健康量表的扩展验证。

Contemporary school psychology Pub Date : 2023-01-01 DOI: 10.1007/s40688-022-00411-x

Michael J Furlong, Jennica L Paz, Delwin Carter, Erin Dowdy, Karen Nylund-Gibson

{"title":"Extending Validation of a Social Emotional Health Measure For Middle School Students.","authors":"Michael J Furlong, Jennica L Paz, Delwin Carter, Erin Dowdy, Karen Nylund-Gibson","doi":"10.1007/s40688-022-00411-x","DOIUrl":"https://doi.org/10.1007/s40688-022-00411-x","url":null,"abstract":"The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7-8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6-8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students' psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses.Supplementary information: The online version contains supplementary material available at 10.1007/s40688-022-00411-x.","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"92-103"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8941839/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10813488","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: 1

Positive Psychological Effects of School-Based Yoga and Mindfulness Programs for At-Risk Hispanic Adolescents. 学校瑜伽和正念课程对高危西班牙裔青少年的积极心理影响。

Contemporary school psychology Pub Date : 2023-01-01 DOI: 10.1007/s40688-022-00427-3

Bernice Sanchez, David Allen, Janna Delgado

引用次数: 1