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Preview: Psychology in the Schools

Psychology in the Schools



Wiley Online Library : Psychology in the Schools



Published: 2017-12-01T00:00:00-05:00

 



Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization

2017-10-25T21:10:25.787527-05:00

Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization.



Factors related to resilience of academically gifted students in the chinese cultural and educational environment

2017-07-10T02:25:20.803474-05:00

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so-called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.



Issue Information

2017-11-20T04:57:11.961505-05:00




Reframing equity-based practices in P-12 schools

2017-11-03T05:15:40.937633-05:00




School counseling: Partnering with a school district to provide postsecondary opportunities for first generation, low income, and students of color

2017-11-03T05:15:55.095178-05:00

A classroom activity led by district school counselors was conducted in a K-12 school district to ensure educational equity for students in relation to postsecondary attendance. This took place in a school setting that has a large population of students of color, predominately Latino and African American students, as well as low-income students. As part of their practicum field experience, university school counseling students were supervised by school counselors at their sites to help provide a readily available and modified curriculum to instruct students about their options related to postsecondary awareness, planning, and attendance, as well as demonstrate career pathways that engender high expectations and college and career readiness. Instruction took place in the classroom as well as in small group settings.



On promoting understanding and equity through compassionate educational practice: Toward a new inclusion

2017-10-31T03:41:30.929265-05:00

This work offers a conceptual synthesis of several contemporary educational service delivery models that implicitly embed compassionate educational practices into supporting the learning and growth of diverse student populations. This manuscript discusses how such paradigms, such as culturally responsive positive behavior intervention and supports (PBIS) and trauma-informed school models, can inform, complement, and support inclusion- and equity-based practices for diverse learner populations.



Racial equity and school social work

2017-10-17T03:00:24.737457-05:00

This manuscript outlines the beginning contours of a racial justice and equity framework for school social work. It briefly summarizes prior social work scholarship related to social and racial justice and race, outline forces related to school social work professional practice that likely shape limited explicit attention to conceptions of racial equity and justice in schools. Specifically it suggests attention to (a) school institutional and organizational structure and (b) school social work practice routines to center issues of racial justice and equity in relation to the school social work profession.



Addressing inequity in special education: An integrated framework for culturally responsive social emotional practice

2017-10-27T00:42:08.547657-05:00

Despite great strides toward equity and inclusion of all students, the disproportionate representation of students from culturally and linguistically diverse (CLD) backgrounds has been an issue of concern within the field of special education for decades. Of particular concern is the disproportionate representation of students from CLD backgrounds among students served within the category of emotional disturbance and students faced with exclusionary disciplinary decisions. This paper presents an overview of literature related to school- and teacher-based factors that contribute to these issues of disproportionality. It concludes with the recommendation for an integrated framework of culturally responsive practice and social emotional learning as an approach to target these factors.



Within and beyond: Some implications of developmental contexts for reframing school psychology

2017-11-20T04:57:14.612539-05:00

Disadvantage negatively affects human development but is amenable to change. Education is important in reducing disadvantage and school psychologists and counselors make critical contributions to reducing inequity and maximizing social mobility. Counselors and psychologists can further enhance their contributions in two ways. The first is to prioritize synergizing the strengths and resilience that all students bring. The second is to reconceptualize “the client” as the ecosystem in which all students develop and learn. Considering evidence through the lens of Bronfenbrenner's bioecological (Process–Person–Context–Time) model, this article presents promising evidence that where deliberate, collaborative efforts are made to strengthen multiple developmental contexts, both within and beyond schools, these can successfully improve student outcomes across multiple domains and have a greater likelihood of achieving scale and sustainability than traditional, individual-focused therapeutic approaches.



Culturally responsive practice and the role of school administrators

2017-10-27T00:42:15.752583-05:00

In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.



System approach to pedagogical discourse: CLD learners

2017-11-20T04:57:12.288207-05:00

This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability-based education system. In this paper, we will situate the variables known to contribute to CLD students’ achievement at the national, local, and individual levels within Bronfenbrenner's model. We will also provide some pedagogical recommendations that everyone working with CLD students should know and do.



Examining the relationship between creativity and equitable thinking in schools

2017-10-27T00:42:12.692368-05:00

This paper reviews the relationship between creativity and equitable thinking and the individual differences in personality, demographic, and experiential factors that influence both concepts as they affect each other. Given the nationwide push to increase equity in public schools, interventions beyond teaching about equity are becoming progressively more vital to school improvement. The work suggests that schools may be able to increase equitable thinking and, accordingly, community equity by employing creative thinking strategies in classrooms.



Mirror, mirror on the wall: Reflections on speech-language pathologists’ image as advocates, activists, and aides

2017-10-31T03:41:34.617364-05:00

Traditionally speech-language pathology, along with other educational and rehabilitation-based professions, has approached disability from a deficits-based or medical-model perspective with an aim toward normalizing or ameliorating a child's atypical behaviors or performance. However, an alternative perspective rooted in a social model of disability has been growing for several decades. This model argues that although an individual may experience challenges due to a specific impairment (motor, communication, social), their true disability results from the barriers to access and opportunity created by society, and seeks to identify ways to break down such barriers and capitalize on an individual's strengths to meet individual challenges. Although self-advocates in the disability community first proposed the social model of disability in the 1970s, it remains unfamiliar to many clinicians and educators. As such, this paper aims to introduce clinicians to models of disability, with recognition of disability from a cultural lens, and acknowledgment of disability's intersectionality with ethnicity, social class, and gender. The role of speech-language pathologists in promoting self-advocacy, activism within the disability community, and the shifting role of teaching (aid) is then discussed through a strengths-based lens.



Associations between school climate, suicidal thoughts, and behaviors and ethnicity among middle school students

2017-11-03T05:16:16.266211-05:00

The purpose of the current study is to investigate the relationships between suicidal thoughts and behaviors (STBs), school climate, and student demographics among middle school students. The study was conducted with a sample of 152,191 middle school students across 607 schools within 182 school districts in a southeastern state. Results support prior research that positive perceptions of school climate are associated with fewer reports of STB. Participants identified family reasons, bullying, peer problems, and “other” as the most common reasons for STB. Further, older students and males were more likely to engage in STB than their counterparts. When examining cross-sectional interactions, race/ethnicity moderated the relationship between school climate and STB. Findings from the study support the role of school psychologists in advocating for prevention and intervention STB supports for middle school students with particular attention to students who may be at increased risk based on group identification. Implications for future research and practice are discussed.



Accessing quality apps to promote basic relational concepts acquisition among young children with autism

2017-11-20T04:57:13.571663-05:00

Mobile applications (apps) are increasingly being used with children with autism spectrum disorder (ASD) to supplement their intervention packages; however, the Apps’ educational utility is not yet understood. The lack of such knowledge results in young children's inequity of accessing quality intervention. The present qualitative study addressed this gap by analyzing the content of popular apps being used with young children (ages 3–7) with ASD for the presence of basic relational concepts. After first identifying 15 target apps via surveys, the researchers analyzed the apps for the presence of the 50 basic relational concepts, according to the Boehm Test of Basic Relational Concepts—Third Edition). Results indicated that the prevalence of basic relational concepts in the analyzed apps ranged from 0 to 39 concepts. Apps that relied on community-generated material tended to incorporate more basic relational concepts, but use methods that could be confusing or invalid. Commercially developed apps incorporated fewer basic relational concepts, but employed teaching and testing methods that have better educational utility. These findings have implications to help closing the gaps in informing parents, professionals, and app developers on the use of apps with children with ASD.



Increasing equitable care for youth through coordinated school health

2017-10-31T03:41:24.700408-05:00

Nearly a quarter of the students in the U.S. education system have a chronic health condition, disability, or special healthcare need. Students living in poverty and those at risk for or with disabilities have higher rates of health issues and encounter more barriers to accessing appropriate health care than their peers. The reciprocal influences between health and education as critical social determinants for youth are well established and prompted the development of a comprehensive model of school-based coordinated health, the Whole School, Whole Community, Whole Child (WSCC) model. A brief overview of (a) education-related health issues experienced by students living in poverty and those at risk for or with disabilities, (b) access to health care, (c) the need for coordinated care, and (d) the WSCC model are provided. The WSCC model represents an unprecedented opportunity to increase equitable care for youth through coordinated school health.



Negotiation of subjectivities and intersubjectivities in the classroom

2017-10-31T03:41:27.570653-05:00

The purpose of this paper is to describe and analyze the presence of intersubjective asymmetries as an ethical, epistemological, and social challenge in a school. We explore various aspects of interaction between teacher, students, and researcher in school during a music room. A workshop of audiovisual narratives that has been made with teenagers in a Spain school with the aim that young people themselves documented their own musical practices through tools and narratives that are common outside of school (audio, photography, video, etc.). We based our work on the principles of participatory research, participants showed those meanings that they had music in their life, all aimed to all the work that serve to modify practices and musical activities at school that were taking place. Some of the obstacles found in workshop are described as barriers that relate to the processes of delegitimization of musical culture of youth reported previously and their knowledge in the school. This project began founding the presence of those intersubjective asymmetries as a challenge to constituting a community of practice and learning, where a pedagogical transformation was waited, new forms of teachers and students participation.