School psychology (Washington, D.C.)最新文献_第2页

The role of other-gender peer relationships in promoting classroom supportiveness: A randomized controlled trial of an elementary school intervention program. 其他性别同伴关系在促进课堂支持中的作用：一项小学干预计划的随机对照试验。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-05-01 Epub Date: 2025-12-04 DOI: 10.1037/spq0000724

Cindy Faith Miller, Lorey A Wheeler, Richard A Fabes, Laura D Hanish, Carol Lynn Martin

{"title":"The role of other-gender peer relationships in promoting classroom supportiveness: A randomized controlled trial of an elementary school intervention program.","authors":"Cindy Faith Miller, Lorey A Wheeler, Richard A Fabes, Laura D Hanish, Carol Lynn Martin","doi":"10.1037/spq0000724","DOIUrl":"10.1037/spq0000724","url":null,"abstract":"Given the important role of school climate in social, emotional, and academic functioning, reform efforts have increasingly focused on implementing strategies to increase students' sense of safety, engagement, and belonging. The present study offers a unique approach toward this goal by simultaneously testing the efficacy of two interventions, (a) Meet Up and (b) Buddy Up (MUBU), designed to promote positive classroom relationships among diverse groups of peers (e.g., other-gender relationships). Using a randomized-controlled trial, MUBU was evaluated with 346 4th graders (53.5% girls; 54.9% White) by comparing students in the intervention classrooms with students in the control classrooms on measures of peer supportiveness and other-gender acceptance, familiarity, and prosociality. Consistent with hypotheses, students who participated in MUBU showed improved perceptions of other-gender peers (i.e., other-gender acceptance and prosociality) and heightened classroom supportiveness toward the end of the school year when controlling for baseline levels. Results also revealed that other-gender acceptance and prosociality mediated the intervention effects on classroom supportiveness. MUBU represents a promising strategy for improving peer dynamics in the classroom by specifically highlighting the benefits of fostering positive other-gender relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"282-292"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher-student relationships and adolescent social-emotional competence: A multicenter longitudinal study. 师生关系与青少年社会情绪能力：一项多中心的纵向研究。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-05-01 Epub Date: 2026-01-15 DOI: 10.1037/spq0000731

Zhengyi Ma, Hangna Qiu, Juntong Jing, Yongkang Fu, Dongrun Liu, Mengdan Han, Naze Xie, Jie Liu, Chaoran Chen

{"title":"Teacher-student relationships and adolescent social-emotional competence: A multicenter longitudinal study.","authors":"Zhengyi Ma, Hangna Qiu, Juntong Jing, Yongkang Fu, Dongrun Liu, Mengdan Han, Naze Xie, Jie Liu, Chaoran Chen","doi":"10.1037/spq0000731","DOIUrl":"10.1037/spq0000731","url":null,"abstract":"Social-emotional competence plays a pivotal role in adolescent development. Currently, teacher-student relationships are widely recognized as a critical determinant of adolescents' social-emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher-student relationships and adolescents' social-emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher-student relationships, social-emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents' social-emotional competence was at a moderate level. Teacher-student relationships positively predicted social-emotional competence, with school climate serving as a mediator between teacher-student relationships and social-emotional competence, while interpersonal trust mediated the link between teacher-student relationships and school climate. Thus, teacher-student relationships were directly related to adolescents' social-emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher-student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents' social-emotional competence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"329-339"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Diversity representation of editorial boards from seven school psychology journals. 七所学校心理学期刊编委会的多元化代表。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-05-01 Epub Date: 2025-10-30 DOI: 10.1037/spq0000716

Sequoya A Fitzpatrick, Randy G Floyd, Patrick McNicholas, Jordan Moreno

{"title":"Diversity representation of editorial boards from seven school psychology journals.","authors":"Sequoya A Fitzpatrick, Randy G Floyd, Patrick McNicholas, Jordan Moreno","doi":"10.1037/spq0000716","DOIUrl":"10.1037/spq0000716","url":null,"abstract":"There have been numerous calls within school psychology and related fields to evaluate the demographic representation of their institutions and initiatives. Currently, little is known about the demographic composition of the editorial boards supporting school psychology journals. Three studies were completed during 2023 and 2024 to address demographic representation across seven school psychology journals. Study 1 analyzed the names of 636 editorial board members to estimate the representation of scholars of color, women, and gender-diverse scholars. Study 2 surveyed board members to estimate representation of scholars of color, women, gender-diverse scholars, sexual minority scholars, scholars with disabilities, and multilingual scholars. Study 3 surveyed journal editors about the composition of their editorial boards. Across studies and journals, results revealed that women composed 56%-61%, scholars of color composed 24%-29%, scholars with disabilities composed 23%, multilingual scholars composed 16%, sexual minority scholars composed 11%, and gender-diverse scholars composed 0.2%-0.4% of editorial board members. One third of board members had two or more intersecting marginalized identities, including 14%-17% who were women of color. Variation in marginalized scholars' representation underscores the need to continue to prioritize and support marginalized board members through advocacy and integration of feedback from its members. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"260-269"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145410975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intersections of disability and housing insecurity: A snapshot and call to action. 残疾和住房不安全的交叉点：快照和行动呼吁。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-04-06 DOI: 10.1037/spq0000743

Elizabeth L Shaver, Shayna C Williams, Amanda L Sullivan, Tessa Walker

{"title":"Intersections of disability and housing insecurity: A snapshot and call to action.","authors":"Elizabeth L Shaver, Shayna C Williams, Amanda L Sullivan, Tessa Walker","doi":"10.1037/spq0000743","DOIUrl":"https://doi.org/10.1037/spq0000743","url":null,"abstract":"Few studies have explored the co-occurrence of housing insecurity and educational disability among preK-12 students. Yet, both are the basis for legal entitlements to educational supports and protections and are often associated with unmet educational needs with far-ranging detriments to students' experiences; functioning; and academic, social, emotional, and health outcomes. This exploratory descriptive study used a state's education and homeless management information systems' data to examine the co-occurrence of disability and housing insecurity among 989,572 preK-12 students enrolled in Minnesota public or charter schools during the 2018-2019 school year. Differences by demographic characteristics and disability type were also explored. Of the students experiencing housing insecurity, 32.3% were identified as having an educational disability. Housing-insecure students were 63% more likely to be identified with a disability than students who did not experience housing insecurity. Students with an educational disability were more likely to be experiencing housing insecurity than those without an educational disability. Most students were identified as housing-insecure only by educational agencies. Patterns of over- and underrepresentation across demographic characteristics and disability categories suggest the need for future research to explore how systemic factors such as marginalization, interagency and interprofessional collaboration, professional preparation, and recent discontinuation of safety net programs may be associated with these youths' educational experiences, needs, and treatment. Findings also suggest that it is important for school psychologists to consider housing in/security when engaging in data-based decision making, student supports, and collaborative practice. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The family check-up: Relations between motivational interviewing fidelity and intervention outcomes in early elementary school. 家庭检查：小学早期动机访谈保真度与干预结果之关系。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-26 DOI: 10.1037/spq0000744

Caleb E Flack, S Andrew Garbacz, Elizabeth A Stormshak, Laura Lee McIntyre

{"title":"The family check-up: Relations between motivational interviewing fidelity and intervention outcomes in early elementary school.","authors":"Caleb E Flack, S Andrew Garbacz, Elizabeth A Stormshak, Laura Lee McIntyre","doi":"10.1037/spq0000744","DOIUrl":"https://doi.org/10.1037/spq0000744","url":null,"abstract":"The Family Check-Up (FCU) is a family-centered intervention that uses motivational interviewing (MI) to enhance parents' motivation for goal-directed change in parenting practices. The present study examined relations between FCU therapists' MI fidelity and (a) the proportion of parent change talk, (b) parent-reported positive parenting practices (proactive parenting and limit setting), and (c) parent- and teacher-reported child social, emotional, and behavioral concerns. Participants were a subsample of parents (n = 136) and teachers (n = 36) of children from the FCU intervention condition of a randomized controlled trial implemented at kindergarten entry. MI fidelity was measured in FCU feedback sessions with parents using the Motivational Interviewing Treatment Integrity Code 4.2.1. Binomial regression analysis and multiple linear regression analysis were performed to examine relations between MI fidelity and intervention outcomes. Results suggest that FCU therapists implemented MI with fair to good levels of fidelity. Several Motivational Interviewing Treatment Integrity summary scores were related to intervention outcomes. As hypothesized, Technical Global was associated with a higher proportion of parent change talk, Percent Complex Reflections was associated with higher parent-reported limit setting in first grade, and Total MI Nonadherent was associated with higher teacher-reported social, emotional, and behavioral concerns in first grade. Unexpectedly, Total MI Adherent was associated with a lower proportion of parent change talk. Taken together, findings suggest areas of MI fidelity that may be helpful to emphasize to maximize FCU efficacy. Implications for school psychology, study limitations, and future directions are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147517463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Test anxiety in adolescents: Predominantly stable across the school year. 青少年的考试焦虑：整个学年都很稳定。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-16 DOI: 10.1037/spq0000745

Gabrielle Yale-Soulière, Isabelle Plante, Kathryn E Chaffee, Floriane Binette-Laporte, Audrey-Ann Journault, Nazifa Ali

{"title":"Test anxiety in adolescents: Predominantly stable across the school year.","authors":"Gabrielle Yale-Soulière, Isabelle Plante, Kathryn E Chaffee, Floriane Binette-Laporte, Audrey-Ann Journault, Nazifa Ali","doi":"10.1037/spq0000745","DOIUrl":"https://doi.org/10.1037/spq0000745","url":null,"abstract":"Test anxiety has been associated with educational and psychological well-being impairments, especially for girls. However, its stability over an academic year and the distribution of high test anxiety scores across students remain unclear. This study focuses on (a) identifying whether test anxiety levels vary across a school year and (b) assessing the proportion of students with stable, increasing, or decreasing test anxiety scores over a school year. A total of 527 students from Grades 10 and 11, attending five secondary schools in Quebec (Canada), completed two widely used test anxiety scales: The Spielberger's Test Anxiety Inventory and the Brief Friedben Test Anxiety Scale. The sample consisted predominantly of female students (69.2%), most of whom were French-speaking and born in Canada (77%). Multilevel regression results showed that test anxiety remained stable throughout the school year when analyzed as a continuous variable but varied for one of the two measures, the Brief Friedben Test Anxiety Scale, when analyzed as a dichotomous variable. A multilevel logistic regression analysis revealed that test anxiety remained stable for 71.3%-81.4% students, while 18.6%-28.7% experienced significant fluctuations. Gender differences in test anxiety levels remained consistent over time, with higher levels observed in girls compared with boys. The findings underscore the persistent nature of test anxiety and highlight the need for ongoing, tailored school-based interventions to support students' mental health and academic well-being. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147476500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Malleable correlates of teacher-student relationship quality among elementary students with disabilities: Teacher and student perspectives. 小学残障学生师生关系品质的可塑相关：教师与学生视角。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-02 DOI: 10.1037/spq0000742

Christopher Murray, Christen Knowles, Yen K Pham, James Sinclair, Katherine W Bromley

{"title":"Malleable correlates of teacher-student relationship quality among elementary students with disabilities: Teacher and student perspectives.","authors":"Christopher Murray, Christen Knowles, Yen K Pham, James Sinclair, Katherine W Bromley","doi":"10.1037/spq0000742","DOIUrl":"https://doi.org/10.1037/spq0000742","url":null,"abstract":"Teacher-student relationships (TSRs) are critical for student development, yet little is known about the role that malleable child-level skills and experiences play in shaping TSR quality among students with disabilities experiencing behavioral difficulties. This study examines how student experiences (e.g., classroom working alliance) and skills (i.e., social skills, internalizing/externalizing behaviors) relate to TSR quality as perceived by both teachers and students. Participants included 185 students with disabilities and 76 special education teachers across 50 schools. Multi-informant assessments and regression analyses revealed that working alliance, specific social skills, and externalizing problem behaviors were uniquely associated with both positive (e.g., trust, closeness) and negative (e.g., conflict, alienation) TSR dimensions. Importantly, working alliance emerged as a consistent predictor across both rater perspectives, while discrepancies between teacher and student perceptions highlighted the importance of using multi-informant approaches. Findings underscore the potential of interventions targeting alliance-building and social-emotional skills to enhance TSRs for students with elevated behavioral needs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147328343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How are school psychologists using artificial intelligence in 2024? A descriptive study. 2024年，学校心理学家如何使用人工智能？一项描述性研究。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-01 Epub Date: 2025-09-29 DOI: 10.1037/spq0000713

Ryan L Farmer, Adam B Lockwood, Randy G Floyd, Alec D Sisco

{"title":"How are school psychologists using artificial intelligence in 2024? A descriptive study.","authors":"Ryan L Farmer, Adam B Lockwood, Randy G Floyd, Alec D Sisco","doi":"10.1037/spq0000713","DOIUrl":"10.1037/spq0000713","url":null,"abstract":"Artificial intelligence (AI) is becoming increasingly integrated into professional settings, yet little is known about its use in school psychology. As AI technologies continue to evolve, understanding how school psychologists are incorporating them into their practice is essential for guiding ethical and effective implementation. This study surveyed 199 school psychologists across the United States during 2024 to examine their current use of AI, attitudes toward its application, and perceived ethical and practical concerns. Results indicate that while some practitioners have adopted AI for tasks such as report writing, data analysis, and communication, many remain hesitant about its use due to concerns about privacy, bias, and the need for clear professional guidelines. Despite growing interest in AI's potential to enhance efficiency and streamline workflows, formal training and institutional policies on AI use remain limited. Findings highlight the need for clearer guidance, professional development opportunities, and ethical considerations to ensure AI's responsible integration into school psychology. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"137-149"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A social-contextual analysis of African American adolescents' coping self-efficacy. 非裔美国青少年应对自我效能的社会情境分析。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-01 Epub Date: 2025-09-01 DOI: 10.1037/spq0000709

Caleb E Flack, Christopher R Whipple, W LaVome Robinson

{"title":"A social-contextual analysis of African American adolescents' coping self-efficacy.","authors":"Caleb E Flack, Christopher R Whipple, W LaVome Robinson","doi":"10.1037/spq0000709","DOIUrl":"10.1037/spq0000709","url":null,"abstract":"Coping self-efficacy is linked to adaptive coping skills and improved psychological well-being, yet few studies have examined coping self-efficacy in African American adolescents. This study examined change over time in African American adolescents' coping self-efficacy and the extent to which social-contextual factors (maternal warmth and community violence exposure) and gender are associated with coping self-efficacy. Participants were 160 African American adolescents who resided in a large Midwestern city. Ninth-grade adolescents were followed through 10th grade and reported on coping self-efficacy, maternal warmth, and community violence exposure at four 6-month time intervals. Latent growth modeling was used to examine change over time in coping self-efficacy, along with the effects of social-contextual factors and gender on coping self-efficacy. Latent growth modeling results suggest that, on average, coping self-efficacy linearly declined over the course of ninth and 10th grade. Maternal warmth was associated with higher coping self-efficacy over time, whereas community violence exposure was not associated with coping self-efficacy. Girls reported a lower initial level of coping self-efficacy than boys at the start of ninth grade, but there was no difference in the slope (rate of change) of coping self-efficacy between girls and boys. Implications of study results for research and school based, culturally and contextually relevant coping skills intervention for African American adolescents are discussed. Study limitations and future directions are also described. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"150-160"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12435913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981878","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

School psychology practicum and internship: Exploring Asian and Asian American students' experience. 学校心理学实习：探索亚裔和亚裔美国学生的经验。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-01 Epub Date: 2025-08-21 DOI: 10.1037/spq0000708

Jiayi Wang, Julieta Marquez, Cixin Wang, Wenxi Yang, Yi Ding

{"title":"School psychology practicum and internship: Exploring Asian and Asian American students' experience.","authors":"Jiayi Wang, Julieta Marquez, Cixin Wang, Wenxi Yang, Yi Ding","doi":"10.1037/spq0000708","DOIUrl":"10.1037/spq0000708","url":null,"abstract":"The underrepresentation and unique challenges of Asian and Asian American graduate students in school psychology remain an underexplored area in the literature. This study explores the practicum and internship experiences of Asian and Asian American graduate students in school psychology, focusing on their unique challenges, protective factors, and recommendations for improvement. Using qualitative methods guided by AsianCrit theory, interviews with 15 participants revealed pervasive racialized experiences, including microaggressions, stereotypes, and discrimination, which negatively impacted their confidence, well-being, and performance. Participants highlighted barriers such as cultural differences, limited integration into practicum sites. Protective factors included cultural humility, bilingual skills, and support from supervisors, peers, and faculty. Participants emphasized the importance of fostering inclusive practicum environments, addressing racial inequities, and enhancing culturally responsive training in school psychology programs. Discussion and practical implications were provided to better support Asian and Asian American students in their practicum and internship training. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"185-195"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0