[Status of health psychology teaching in Chilean schools of medicine].

Science.gov (United States)

Santander, Jaime T; Pinedo, José P; Repetto, Paula L

2012-07-01

Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

Theory-Driven Evaluation in School Psychology Intervention Research: 2007-2012

Science.gov (United States)

Mercer, Sterett H.; Idler, Alyssa M.; Bartfai, Jamie M.

2014-01-01

This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, "Journal of School Psychology," "Psychology in the Schools," "School Psychology…

School Psychology in the Federal Republic of Germany.

Science.gov (United States)

Mietzel, Gerd; And Others

1987-01-01

Reviews origins and evaluation of the present status of school psychology in the Federal Republic of Germany, emphasizing strict separation of school tracks. Notes that system has been evolving into more flexible organizational structure in recent years. Discusses roles and functions of school psychology, administration, training, relationships…

An Analysis of Social Justice Research in School Psychology

Science.gov (United States)

Graybill, Emily; Baker, Courtney N.; Cloth, Allison H.; Fisher, Sycarah; Nastasi, Bonnie K.

2018-01-01

The purpose of the current content analysis was to build upon previous empirical research both within school psychology and in other subdisciplines of psychology to refine the operationalized definition of social justice within school psychology research. Operationalizing the definition and substantiating it within the empirical literature is a…

Understanding the Development of School Psychology in Mainland China

Science.gov (United States)

D'Amato, Rik Carl; van Schalkwyk, Gertina J.; Zhao, B. Yang; Hu, Juan

2013-01-01

School psychology is an important area within psychology, which has a short developmental history in Mainland China. Nonetheless, along with economic advances and social changes in Mainland China, school psychology is developing and becoming more important. Currently, people need to work harder and longer. This places many under pressure that may…

Beyond the schools of psychology 1: a digital analysis of Psychological Review, 1894-1903.

Science.gov (United States)

Green, Christopher D; Feinerer, Ingo; Burman, Jeremy T

2013-01-01

Traditionally, American psychology at the turn of the twentieth century has been framed as a competition among a number of "schools": structuralism, functionalism, behaviorism, etc. But this is only one way in which the "structure" of the discipline can be conceived. Most psychologists did not belong to a particular school, but they still worked within loose intellectual communities, and so their work was part of an implicit psychological "genre," if not a formalized "school." In this study, we began the process of discovering the underlying genres of American psychology at the turn of the twentieth century by taking the complete corpus of articles from the journal Psychological Review during the first decade of its publication and conducting a statistical analysis of the vocabularies they employed to see what clusters of articles naturally emerged. Although the traditional functionalist school was among the clusters we found, we also found distinct research traditions around the topics of color vision, spatial vision, philosophy/metatheory, and emotion. In addition, momentary clusters corresponding to important debates (e.g., the variability hypothesis) appeared during certain years, but not others. © 2013 Wiley Periodicals, Inc.

The Status of School Psychology in Ontario School Boards: 2016 Perspective

Science.gov (United States)

Lean, Debra

2016-01-01

This article reports on the status of school psychology in Ontario. School psychology practice in Ontario has continued to evolve since the previous report was published in 2001. School psychologists have varied roles, and although the most prominent one remains as assessing students for entry into certain special education services, school-based…

Assessing Effectiveness and Efficiency of Academic Interventions in School Psychology Journals: 1995-2005

Science.gov (United States)

Bramlett, Ron; Cates, Gary L.; Savina, Elena; Lauinger, Brittni

2010-01-01

This article reviews research in the four major school psychology journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review." The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995-2005, synthesize…

Investigation of social cognitive career theory for minority recruitment in school psychology.

Science.gov (United States)

Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

2016-06-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Lvov-Warsaw School: The forgotten tradition of historical psychology.

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Citlak, Amadeusz

2016-05-01

This article is an attempt to reconstruct the psychological achievements of the representatives of the Lvov-Warsaw School of historical psychology, virtually forgotten and unknown in the world's psychological literature. Kazimierz Twardowski (1866-1938), founder of the school, developed a philosophical and psychological program on the basis of (among other things) the theory of actions and products, including the research program that is now included in the thread of historical psychology. His student, Wladyslaw Witwicki (1878-1948), developed the cratism theory (the theory of power) on the basis Twardowski's assumptions, providing an alternative to Alfred Adler's theory of striving for superiority while also declaring it a few years before Adler. The consequence of Witwicki's theory and the methodological assumptions was the creation of psychobiography: the first nonpsychoanalytical psychobiography of Socrates (Witwicki, 1909, 1922) and the psychobiography of Jesus Christ (Witwicki, 1958). The school's activities weakened for political reasons, particularly the outbreak of the First World War. The members of the school dispersed after 1918, and they lost international connections with the world of science. Their significant achievements in the field of psychology remained unknown to psychologists for nearly a century. In this article, I would like to present the school's unique but unfinished program of reconstructing mental life through the psychological interpretation of cultural products (literature, arts, diaries), and its value for the practice of research in historical psychology. This program required additional development, but because of the war this never happened. Some of the school's theoretical findings and the first attempts to apply them have still significant value and show us the originality of Lvov-Warsaw School psychology. (c) 2016 APA, all rights reserved).

Men in Academic School Psychology: A National Survey

Science.gov (United States)

Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.

2012-01-01

There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

Beyond the schools of psychology 2: a digital analysis of psychological review, 1904-1923.

Science.gov (United States)

Green, Christopher D; Feinerer, Ingo; Burman, Jeremy T

2014-01-01

In order to better understand the broader trends and points of contention in early American psychology, it is conventional to organize the relevant material in terms of "schools" of psychology-structuralism, functionalism, etc. Although not without value, this scheme marginalizes many otherwise significant figures, and tends to exclude a large number of secondary, but interesting, individuals. In an effort to address these problems, we grouped all the articles that appeared in the second and third decades of Psychological Review into five-year blocks, and then cluster analyzed each block by the articles' verbal similarity to each other. This resulted in a number of significant intellectual "genres" of psychology that are ignored by the usual "schools" taxonomy. It also made "visible" a number of figures who are typically downplayed or ignored in conventional histories of the discipline, and it provide us with an intellectual context in which to understand their contributions. © 2014 Wiley Periodicals, Inc.

Developing the Profession of School Psychology in Vietnam

Science.gov (United States)

Terjesen, Mark D.; Kassay, Kimberly S.; Bolger, Maria

2008-01-01

Building upon a successful prior initial trip to Vietnam in January 2008, students and faculty from St. John's University (STJ) School Psychology program returned to work with the faculty from Hanoi National University of Education (HNUE) in developing the profession of school psychology in that country. The purpose of this trip was twofold: (1)…

Mindfulness in School Psychology: Applications for Intervention and Professional Practice

Science.gov (United States)

Felver, Joshua C.; Doerner, Erin; Jones, Jeremy; Kaye, Nicole C.; Merrell, Kenneth W.

2013-01-01

Although the use of mindfulness is increasing in other areas of applied psychology, school psychology has yet to embrace it in practice. This article introduces school psychologists to the burgeoning field of mindfulness psychology and to the possibilities that it offers to their discipline. A background on the Western scientific study and…

Rogerian Psychology and "Non-Directive" Counselling in Schools.

Science.gov (United States)

Quicke, J. C.

1978-01-01

The article discusses the prevalence of the nondirective approach in the school counseling movement and analyzes its psychological rationale and practical implications, centering on the psychological concepts of Carl R. Rogers. (MF)

Demographic Changes in School Psychology Training Programs between 1997 and 2005

Science.gov (United States)

Cannon, Sharon

2009-01-01

The purpose of this study seeks to add to the body of knowledge regarding school psychology training programs by analyzing the data of the 2005 National Association of School Psychologists (NASP) Graduate Training in School Psychology Database, a national survey of psychology training programs. Program directors of all known existing school…

An Overview of Psychological Research on School-Family Partnership

OpenAIRE

小倉, 正義; OGURA, Masayoshi

2007-01-01

These days, the importance of school-family partnership has much understanding. It is valuable forschool-family partnership to promote children's growth, their school progress, and their development.So school-family partnership is one of notable topics in psychological research. The purpose of thisstudy was to overview psychological research on school-family partnership and to discuss the determinantsof school-family relationship and the methods of promoting school-family partnership. In thef...

The 2012 School Psychology Futures Conference: Accomplishments and next Steps

Science.gov (United States)

Jamruz-Smith, Susan; Harrison, Patti L.; Cummings, Jack A.

2013-01-01

The major national and international school psychology organizations hosted the 2012 School Psychology Futures Conference during the fall of 2012. The conference was designed to provide an opportunity for school psychologists to plan their future roles in better supporting children, families, and schools. The 2012 conference, titled "School…

Intervention Research Productivity from 2005 to 2014: Faculty and University Representation in School Psychology Journals

Science.gov (United States)

Villarreal, Victor; Umaña, Ileana

2017-01-01

The purpose of this study was to identify authors and training programs making the most frequent contributions to intervention research published in six school psychology journals ("School Psychology Review," "School Psychology Quarterly," "Journal of School Psychology," "Psychology in the Schools,"…

An Updated Analysis of Author Affiliation across Four School Psychology Journals: Is Practitioner Research Increasing?

Science.gov (United States)

Aspiranti, Kathleen B.; McCleary, Daniel F.; Ratliff, Stephen R.

2018-01-01

This study analyzed articles published in four school psychology journals ("Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review") between the years 2009 and 2015. Articles were classified based on whether they were narrative or empirical,…

Characteristics of Intervention Research in School Psychology Journals: 2010-2014

Science.gov (United States)

Villarreal, Victor; Castro, Maria J.; Umaña, Ileana; Sullivan, Jeremy R.

2017-01-01

The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010-2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals--"School Psychology Review," "School Psychology…

Standards for the High School Psychology Course. ERIC Digest.

Science.gov (United States)

Morganett, L. Lee

The latest contribution to the content standards boom that began in the 1990s comes from the American Psychological Association (APA), which recently published "National Standards for the Teaching of High School Psychology." This Digest discusses: (1) the origin and purposes of the project to develop standards for high school psychology…

School Psychology in Nova Scotia

Science.gov (United States)

King, Sara; McGonnell, Melissa; Noyes, Amira

2016-01-01

Registration as a psychologist in Nova Scotia can be at the master's or doctoral level; however, the Nova Scotia Board of Examiners in Psychology has announced a move to the doctoral degree as the entry-level to practice. Many school psychologists in Nova Scotia practice at the master's level; therefore, this change could affect school psychology…

Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

Science.gov (United States)

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

Publication Outlets for School Psychology Faculty: 2010 to 2015

Science.gov (United States)

Hulac, David; Johnson, Natalie D.; Ushijima, Shiho C.; Schneider, Maryia M.

2016-01-01

Many school psychology faculty are required to publish for purposes of retention and promotion. It is useful to have an understanding of the different outlets for scholarly publications. In the present study, we investigated the peer-reviewed journals in which school psychology faculty were published between 2010 and 2015, the number of articles…

Psychology departments in medical schools: there's one in Canada, eh?

Science.gov (United States)

McIlwraith, Robert D

2014-12-01

Comments on the original article by Robiner et al. (see record 2014-07939-001) regarding psychologists in medical schools and academic medical center settings. Robiner et al. reported that their extensive review "revealed no independent departments of psychology in U.S. medical schools." The current authors note north of the border in Canada there is one department of psychology in a medical school. The Department of Clinical Health Psychology has been a department within the Faculty of Medicine of the University of Manitoba since 1995. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Enriching science, practice, and policy relevant to school psychology around the globe.

Science.gov (United States)

Jimerson, Shane R

2016-03-01

This editorial provides a brief synthesis of the past, present, and future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, and advance science, practice, and policy relevant to school psychology around the globe. Information herein highlights (a) the value of high quality and timely reviews, (b) publishing manuscripts that address a breadth of important topics relevant to school psychology, and (c) the structure and contributions of the special topic sections featured in School Psychology Quarterly. (c) 2016 APA, all rights reserved).

Play Therapy Training among School Psychology, Social Work, and School Counseling Graduate Training Programs

Science.gov (United States)

Pascarella, Christina Bechle

2012-01-01

This study examined play therapy training across the nation among school psychology, social work, and school counseling graduate training programs. It also compared current training to previous training among school psychology and school counseling programs. A random sample of trainers was selected from lists of graduate programs provided by…

Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011

Science.gov (United States)

Laurent, Jeff; Runia, Elizabeth

2016-01-01

The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified.…

School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

Science.gov (United States)

Chen, Ji-Kang; Wei, Hsi-Sheng

2013-01-01

Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

Development and Initial Examination of the School Psychology Multicultural Competence Scale

Science.gov (United States)

Malone, Celeste M.; Briggs, Candyce; Ricks, Elizabeth; Middleton, Kyndra; Fisher, Sycarah; Connell, James

2016-01-01

This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists' multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school…

Bringing Psychological Science to the Forefront of Educational Policy: Collaborative Efforts of the American Psychological Association's Coalition for Psychology in the Schools and Education

Science.gov (United States)

Rollin, Stephen A.; Subotnik, Rena F.; Bassford, Maya; Smulson, Jennifer

2008-01-01

The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher…

Psychology of the scientist: LXXXI. Professional school and traditional program graduates: comparison on measures of achievement in clinical psychology.

Science.gov (United States)

Templer, D I; Tomeo, M E; Pointkowski, S R; Mitroff, D; Niederhauser, R N; Siscoe, K

2000-06-01

Clinical psychologists who graduated from traditional programs and those who graduated from professional schools were compared on both scientifically and professionally oriented criteria of achievement and recognition. Upon controlling for year of graduation from a doctoral program, the professional school graduates were less likely to be APA fellows, less likely to be on the editorial board of specified research oriented journals in clinical psychology, less likely to have diplomate status in the American Board of Professional Psychology (ABPP), less likely to have been president of state psychological associations, and less likely to have been APPIC internship directors.

Ensuring the Availability and Quality of School Psychology Doctoral Internships

Science.gov (United States)

Harris, Abigail M.

2015-01-01

Currently, only a small percentage of internships accredited by the American Psychological Association (APA) are filled by school psychology interns and only a few of the available APA internship positions are in schools. Program data submitted online to APA indicate that many interns are in sites that meet the guidelines adopted by the Council of…

The Perceptions of Academic Women in School Psychology: A National Survey

Science.gov (United States)

Akin-Little, K. Angeleque; Bray, Melissa A.; Eckert, Tanya L.; Kehle, Thomas J.

2004-01-01

There is a paucity of research examining the experiences and perceptions of women employed as school psychology academicians. The purpose of this investigation was to ascertain female school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress. Comparisons…

Examining Diversity Research Literature in School Psychology from 2004 to 2010

Science.gov (United States)

Grunewald, Stephanie; Shriberg, David; Wheeler, Anitra S.; Miranda, Antoinette Halsell; O'Bryon, Elisabeth C.; Rogers, Margaret R.

2014-01-01

One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a "significant diversity focus." To date, there have been three published empirical studies (Brown, Shriberg, & Wang; Miranda & Gutte; Rogers Wiese) that have…

Identifying Critical Cross-Cultural School Psychology Competencies.

Science.gov (United States)

Rogers, Margaret R.; Lopez, Emilia C.

2002-01-01

Study sought to identify critical cross-cultural competencies for school psychologists. To identify the competencies, an extensive literature search about cross-cultural school psychology competencies was conducted, as well as a questionnaire to ask expert panelists. The 102 competencies identified cover 14 major domains of professional activities…

Guidelines for Preparing High School Psychology Teachers: Course-Based and Standards-Based Approaches

Science.gov (United States)

American Psychologist, 2013

2013-01-01

Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second…

An International Partnership Promoting Psychological Well-Being in Sri Lankan Schools

Science.gov (United States)

Nastasi, Bonnie K.; Jayasena, Asoka N. S.

2014-01-01

This article illustrates the application of psychological and educational consultation in an international setting. With the goal of promoting psychological well-being of the school-age population, a partnership was formed between an American school psychologist and a Sri Lankan educational sociologist and teacher educator. The partners, or…

A history of the founding and early development of the Journal of School Psychology.

Science.gov (United States)

Fagan, Thomas K; Jack, Sabrina L

2012-12-01

Historical aspects of the founding and early development of the Journal of School Psychology are discussed. Emphases are placed on the first decade of the journal, the factors in its founding and development, persons who have served as editors and members of the editorial boards and corporate leadership, and the journal's changing formats. The publication's relationships to the Journal of School Psychology, Inc. and later to the Society for the Study of School Psychology are briefly mentioned. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The emergence and evolution of school psychology literature: A scientometric analysis from 1907 through 2014.

Science.gov (United States)

Liu, Shuyan; Oakland, Thomas

2016-03-01

The objective of this current study is to identify the growth and development of scholarly literature that specifically references the term 'school psychology' in the Science Citation Index from 1907 through 2014. Documents from Web of Science were accessed and analyzed through the use of scientometric analyses, including HistCite and Pajek software, resulting in the identification of 4,806 scholars who contributed 3,260 articles in 311 journals. Whereas the database included journals from around the world, most articles were published by authors in the United States and in 20 journals, including the Journal of School Psychology, Psychology in the Schools, School Psychology Review, School Psychology International, and School Psychology Quarterly. Analyses of the database from the past century revealed that 20 of the most prolific scholars contributed 14% of all articles. Contributions from faculty and students at University of Minnesota-Twin Cities, University of Nebraska-Lincoln, University of South Carolina, University of Wisconsin-Madison, and University of Texas-Austin represented 10% of all articles including the term school psychology in the Science Citation Index. Relationships among some of the most highly cited articles are also described. Collectively, the series of analyses reported herein contribute to our understanding of scholarship in school psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Investigation and Analysis on Psychological Health Situation for Middle and Primary School Students in Xianning City

Directory of Open Access Journals (Sweden)

Hong Yanping

2015-01-01

Full Text Available This paper is used to know about the psychological health situation for middle and primary school students in Xianning City and provide a certain empirical basis for meaningful development of psychological health education and psychological assistance. This paper uses the MHT scale prepared by Bucheng Zhou professor et al. to conduct a test for 1000 students in 7 middle and primary schools in Xianning City. The detection rate of psychological health problem accounts for 1.6% where the positive detection rate of study anxiety ranks first (43.2%. The psychological health situations have much difference in sex (t = -4. 624, P<0. 001, and it’s lower in male students than female ones. There is a significant difference between the psychological health situation for only and non-only children (t = -2. 519, P<0. 01.There is a significant difference on the psychological health situation for primary school, middle school and high school students (F = 11. 3, P<0. 001, and the psychological health situation of primary school students is better than that for middle school students. It can be concluded that the psychological health situation of middle and primary school students in Xianning City is fairly good, and the psychological health situation for male student, only children and primary school student is also fairly good.

Analysis of Author Affiliation across Four School Psychology Journals from 2000 to 2008: Where Is the Practitioner Research?

Science.gov (United States)

Carroll, Erin E.; Skinner, Christopher H.; McCleary, Daniel F.; von Mizener, Briana Hautau; Bliss, Stacy L.

2009-01-01

Articles published between 2000 and 2008 in four major school psychology journals--"School Psychology Review," "Journal of School Psychology," "Psychology in the Schools," and "School Psychology Quarterly"--were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than…

Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

Science.gov (United States)

Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

2012-02-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

School Psychological Services and Program Evaluation

Science.gov (United States)

MacGregor, Mary Jo, Ed.

1972-01-01

A variety of court decisions and laws relevant to malpractice and liability of school psychologists are presented. Terms are defined and examples of faulty psychological testing, defamation, withholding information, and inferred imcompetence are provided. Suggestions regarding litigation and legal defenses are made and issues related to…

Voices in International School Psychology: Interviews in Honor of Calvin D. Catterall.

Science.gov (United States)

Culbertson, Frances M.

Following a brief memorial message and a dedicatory tribute to Calvin D. Catterall, a leader in the field of school psychology, this volume provides a description of the origins of the International School Psychology Association and interviews with five school psychologists: Bram Norwich, University of London, England; Tony Cline, London, England;…

The Application of Social Justice Principles to Global School Psychology Practice

Science.gov (United States)

Shriberg, David; Clinton, Amanda

2016-01-01

In as much as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition…

School Psychology in New Brunswick in 2016

Science.gov (United States)

Mureika, Juanita

2016-01-01

School psychology in New Brunswick experienced a surge of growth and development in the early part of the 21st century; however, dwindling numbers and recent government initiatives are presenting serious challenges to our ability to continue to provide the quality tiered services that we want to offer to the school community.

Prevalence of Mindfulness Literature and Intervention in School Psychology Journals from 2006 to 2016

Science.gov (United States)

Bender, Stacy L.; Roth, Rachel; Zielenski, Alicia; Longo, Zachary; Chermak, Ashley

2018-01-01

Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006-2016. The prevalence of mindfulness…

Teachers' Perceptions of Disruptive Behaviour in Schools: A Psychological Perspective

Science.gov (United States)

Nash, Poppy; Schlösser, Annette; Scarr, Tanya

2016-01-01

This article reports on an investigation into school teachers' perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils,…

Employment, Leaving School, and Psychological Well-Being.

Science.gov (United States)

Winefield, Tony

1985-01-01

The author sums up the findings of research on the psychological effects of unemployment and of a variety of work experience schemes in which unemployed people participate. The article focuses on school leavers in Australia. (CT)

Mixed Methods Research in School Psychology: A Mixed Methods Investigation of Trends in the Literature

Science.gov (United States)

Powell, Heather; Mihalas, Stephanie; Onwuegbuzie, Anthony J.; Suldo, Shannon; Daley, Christine E.

2008-01-01

This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the…

Understanding Immigrants, Schooling, and School Psychology: Contemporary Science and Practice

Science.gov (United States)

Frisby, Craig L.; Jimerson, Shane R.

2016-01-01

Immigration into the United States is a particularly salient topic of current contemporary educational, social, and political discussions. The school-related needs of immigrant children and youth can be well served by rigorous research and effective school psychology preservice training and preparation. This overview highlights key definitions,…

Children's Rights and School Psychology: Historical Perspective and Implications for the Profession

Science.gov (United States)

Hart, Stuart N.; Hart, Brannon W.

2014-01-01

School psychology and children's rights have great potential, well beyond what has been realized, for advancing the best interests of children, their communities, and societies. A child rights approach infused into school psychology can significantly contribute to the fulfillment of this potential. To respect and illuminate these factors and…

Evaluating School-Based Psychological and Counselling Services in Macao Using a Qualitative Approach

Science.gov (United States)

van Schalkwyk, Gertina J.; Sit, Holly H. Y.

2013-01-01

The purpose of this study was to explore the status of psychological services in schools in Macao, and the role of school counsellors providing these services. At present, school psychology is not a recognized profession within the territory and school counsellors appointed by the Direccao dos Servicos de Educacao e Juventude (DSEJ) through their…

Full Human Development And School Psychology

DEFF Research Database (Denmark)

Chaiklin, Seth

The aim of this keynote address is to show how theoretical ideas from the cultural-historical tradition have been used to address issues that fall within the scope of interest for Brazilian school psychologists. The first part of the conference discusses the idea of radical-local teaching...... which explains how this perspective was used with lower secondary school boys in Denmark who had been expelled from several schools. These two parts will be used to illustrate a perspective about full human development, expressed through cultural-historical theoretical concepts, as an orientation...... for all professional approaches to school psychology....

Evaluation of School Psychological Services: A Case Illustration.

Science.gov (United States)

Fairchild, Thomas N.; Seeley, Tracey J.

1996-01-01

Illustrates how school psychological services were evaluated in two elementary schools. Questionnaires were used to solicit input from students regarding individual counseling and classroom guidance activities. Rating scales were used to solicit input from parents regarding the assessment service and from building staff regarding their perception…

Integrating Neuropsychology and School Psychology: Potential and Pitfalls

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Jantz, Paul B.; Plotts, Cynthia A.

2014-01-01

The neurological basis of learning disabilities (LD), and other handicapping conditions commonly found in school-age children, makes the integration of neuropsychology and school psychology plausible. However, there has been longstanding debate over the required level of education, training, supervision, and credentialing needed for the practice…

Exploring Neuropsychology: Seeking Evidence of Added Worth to School Psychology Practice

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Sassu, Kari A.; Gelbar, Nicholas W.; Bray, Melissa A.; Kehle, Thomas J.; Patwa, Shamim

2015-01-01

Historically, school psychological assessment has included the core elements of cognitive, academic, and behavioral indices. Neuropsychological assessment has included these and the additional elements of attention, memory, language, visual-spatial, motor, sensory, and executive functioning (American Psychological Association, 2006). With the…

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

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Rahim Badri

2014-07-01

Full Text Available Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance, basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

Childhood psychological problems in school settings in rural Southern Africa.

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Melissa A Cortina

Full Text Available BACKGROUND: Many children can be exposed to multiple adversities in low and middle-income countries (LMICs placing them at potential risk of psychological problems. However, there is a paucity of research using large representative cohorts examining the psychological adjustment of children in school settings in these countries. Children's psychological adjustment has been shown to affect educational progress which is critical for their future. This study, based in a rural, socio-economically disadvantaged area of South Africa, aimed to examine the prevalence of children's psychological problems as well as possible risk and protective factors. METHODS: Rates of psychological problems in 10-12 year olds were examined using teacher- and child-report questionnaires. Data on children from 10 rural primary schools, selected by stratified random sampling, were linked to individual and household data from the Agincourt health and socio-demographic surveillance system collected from households over 15 years. RESULTS: A total of 1,025 children were assessed. Teachers identified high levels of behavioural and emotional problems (41%. Children reported lower, but substantial rates of anxiety/depression (14%, and significant post-traumatic stress symptoms (24%; almost a quarter felt unsafe in school. Risk factors included being a second-generation former refugee and being from a large household. Protective factors highlight the importance of maternal factors, such as being more educated and in a stable partnership. CONCLUSION: The high levels of psychological problems identified by teachers are a serious public health concern, as they are likely to impact negatively on children's education, particularly given the large class sizes and limited resources in rural LMIC settings. Despite the high levels of risk, a proportion of children were managing well and research to understand resilience could inform interventions.

Racial/Ethnic Minority Undergraduate Psychology Majors' Perceptions about School Psychology: Implications for Minority Recruitment

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Bocanegra, Joel O.; Newell, Markeda L.; Gubi, Aaron A.

2016-01-01

Racial and ethnic minorities are underrepresented within school psychology. Increased racial/ethnic diversity within university training programs has been shown to reduce prejudices and anxiety within students while increasing empathy for other racial/ethnic groups. The reduction of prejudices and anxiety and increased empathy for racial/ethnic…

Statistical Reform in School Psychology Research: A Synthesis

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Swaminathan, Hariharan; Rogers, H. Jane

2007-01-01

Statistical reform in school psychology research is discussed in terms of research designs, measurement issues, statistical modeling and analysis procedures, interpretation and reporting of statistical results, and finally statistics education.

Contingent self-worth moderates the relationship between school stressors and psychological stress responses.

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Ishizu, Kenichiro

2017-04-01

This study examined the moderating role of contingent self-worth on the relationships between school stressors and psychological stress responses among Japanese adolescents. A total of 371 Japanese junior high school students (184 boys and 187 girls, M age  = 12.79 years, SD = 0.71) completed the Japanese version of the Self-Worth Contingency Questionnaire and a mental health checklist at two points separated by a two-month interval. Hierarchical multiple regression analyses were then used to determine whether contingent self-worth moderated the relationship between school stressors and psychological stress responses. The results indicated that, when psychological stress responses were controlled for at Time 1, contingent self-worth did not predict the psychological stress responses at Time 2. However, a two-way interaction between contingent self-worth and stressors was found to significantly influence psychological stress responses, thus indicating that stressors had a stronger impact on psychological stress responses among those with high contingent self-worth compared to those with low contingent self-worth. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Scientific research in school psychology: Leading researchers weigh in on its past, present, and future.

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McIntosh, Kent; Martinez, Rebecca S; Ty, Sophie V; McClain, Maryellen B

2013-06-01

A survey of established researchers in school psychology was conducted to reflect on the state of the science of school psychology research. A total of 54 members of the Society for the Study of School Psychology shared their perceptions of (a) the most significant findings of the past 25years that have influenced research and practice in school psychology, (b) current, exciting research topics, and (c) topics that are likely to guide the future of research in school psychology. Qualitative analyses revealed 6 major categories and 17 minor categories within the major categories. Four major categories were present across each of the three time periods: (a) Data-Informed Practices and their Implementation, (b) Theory Development, (c) Changing Role and Function, and (d) Biological Bases of Behavior. Additional major categories included Advances in Research Methodology and Psychometrics (found across past and present time periods) and There is Not One Single Most Important Idea (found during only the past time period). Quotations are provided to illustrate these categories and share the respondents' ideas in their own words. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Positive psychology and ideas of cultural-historical school of L.S. Vygotsky

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Vasilev V.K.,

2017-08-01

Full Text Available In the article was carried out a comparative analysis between two distinctive psychology schools: the cultural-historical psychology of L.V. Vygotsky and the positive psychological school. Distinct are a number of significant similarities between their basic ideas that are valuable both for the development of human knowledge and for public practice. The authors have outlined and systematized the leading personal and intellectual qualities of the famous psychologists who have created the most promising theories in the psychological science. The category is highlighted as well as a small group of visionary psychologists who have identified the most important problems of man and psychology and have offered the best quality solutions to these problems. These are W. James, S. Freud, L. Vygotsky, E. Eriksson and A. Maslow; We’ve noticed that Vygotsky alone meets all the criteria, as if the concept of insightful psychologists was modeled over his creative work and his personality.

The Psychology School Mental Health Initiative: An Innovative Approach to the Delivery of School-Based Intervention Services

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Millar, Golden M.; Lean, Debra; Sweet, Susan D.; Moraes, Sabrina C.; Nelson, Victoria

2013-01-01

Evidence suggests that schools have, by default, become the primary mental health system for students in Canada. The goal of the present study was to design, implement, and evaluate the Psychology School Mental Health Initiative (PSMHI). The PSMHI is an innovative attempt to increase the capacity of school-based psychology staff to deliver…

School Psychology in Greece: A System of Change.

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Theodore, Lea A.; Bray, Melissa A.; Kehle, Thomas J.; Dioguardi, Richard J.

2002-01-01

Discusses origin of school psychology in Greece which emerged with services for mentally disabled in 1937. Explains how laws were instituted with the growing demand for educational services for students with social and emotional needs. Includes discussions on diverse roles of school psychologists, present status of special education, and influence…

Counseling, Psychological, and Social Services Staffing: Policies in U.S. School Districts.

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Brener, Nancy; Demissie, Zewditu

2018-06-01

Schools are in a unique position to meet the mental and behavioral health needs of children and adolescents because approximately 95% of young people aged 7-17 years attend school. Little is known, however, about policies related to counseling, psychological, and social services staffing in school districts. This study analyzed the prevalence of such policies in public school districts in the U.S. Data from four cycles (2000, 2006, 2012, and 2016) of the School Health Policies and Practices Study, a national survey periodically conducted to assess policies and practices for ten components of school health, were analyzed in 2017. The survey collected data related to counseling, psychological, and social services among nationally representative samples of school districts using online or mailed questionnaires. Sampled districts identified respondents responsible for or most knowledgeable about the content of each questionnaire. The percentage of districts with a district-level counseling, psychological, and social services coordinator increased significantly from 62.6% in 2000 to 79.5% in 2016. In 2016, 56.3% of districts required each school to have someone to coordinate counseling, psychological, and social services at the school. Fewer districts required schools at each level to have a specified ratio of counselors to students (16.2% for elementary schools, 16.8% for middle schools, and 19.8% for high schools), and the percentage of districts with these requirements has decreased significantly since 2012. Increases in the prevalence of district-level staffing policies could help increase the quantity and quality of counseling, psychological, and social services staff in schools nationwide, which in turn could improve mental and behavioral health outcomes for students. This article is part of a supplement entitled The Behavioral Health Workforce: Planning, Practice, and Preparation, which is sponsored by the Substance Abuse and Mental Health Services Administration

Online School Psychology: Blueprint to Higher Education Conversations

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Dixon, Robert J.

2018-01-01

The author is convinced that the school psychology profession needs to develop innovative programs to address the shortages of school psychologists across the nation, specifically, online programs that can reach the rural and underserved districts of each state. Current educators seeking to expand their skill set can be the untapped answer to…

Educational and School Psychology in Newfoundland and Labrador: A 15-Year Follow-Up

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Joy, Rhonda; Paul, Heather; Adey, Keith; Wilmott, Angela; Harris, Gregory E.

2016-01-01

Educational psychology is an important profession in the Newfoundland and Labrador school system. Educational psychologists have core training in the areas of education and psychology and offer a variety of services to students, families, and teachers in the school system. This article builds on Martin's reflections by exploring the evolution of…

Racial Microaggressions and School Psychology Students: Who Gets Targeted and How Intern Supervisors Can Facilitate Racial Justice

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Proctor, Sherrie L.; Kyle, Jennifer; Lau, Cindy; Fefer, Keren; Fischetti, Jessica

2016-01-01

The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N = 228), the study examined if level of graduate training (i.e., interns…

Comments on "Distinguishing science from pseudoscience in school psychology:" Evidence-based interventions for grandiose bragging.

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Kratochwill, Thomas R

2012-02-01

The purpose of this article is to provide some perspectives on Lilienfeld, Ammirati, and David's (2012) paper on distinguishing science from pseudoscience in school psychology. In many respects their work represents an intervention for "grandiose bragging," a problem that has occasionally occurred when various non-evidence-based or discredited interventions receive sensationalized positive endorsement for adoption in school psychology practice. In this paper, the implications of the Lilienfeld et al. work are discussed within the context of the scientist-practitioner gap, scientific thinking and evaluation of scientific thinking, and negative results research. The authors have advanced our thinking on evidence-based practices in school psychology and education. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Effects of Social Psychological Phenomena on School Psychologists' Ethical Decision-Making: A Preliminary Empirical Analysis

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Klose, Laurie McGarry; Lasser, Jon; Reardon, Robert F.

2012-01-01

This preliminary, exploratory study examines the impact of select social psychological phenomena on school-based ethical decision-making of school psychologists. Responses to vignettes and hypothetical statements reflecting several social psychological phenomena were collected from 106 practicing school psychologists. Participants were asked to…

National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services

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School Psychology Review, 2010

2010-01-01

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

Academic Leaderships Views of School Psychology and Black Students: The Case of Historically Black Colleges and Universities

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Beeks, Amirah; Graves, Scott L., Jr.

2017-01-01

The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology…

Investigation of Social Cognitive Career Theory for Minority Recruitment in School Psychology

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Bocanegra, Joel O.; Gubi, Aaron A.; Cappaert, Kevin J.

2016-01-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less…

Long working hours and psychological distress among school teachers in Japan.

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Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

2015-01-01

Long working hours have the possibility to influence human health. In Japan, it is well known that teachers have long working hours, and the number of leaves of absence due to mental disorders among public school teachers increased from 2,687 in 2002 to 4,960 in 2012. The aim of this study was to investigate the association between long working hours and psychological distress among school teachers. This cross-sectional study was conducted from mid-July to September in 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics, including working hours, and responses to the General Health Questionnaire-28 were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and psychological distress by gender. Of the 1,245 teachers contacted, 558 (44.8%) responded. After excluding responses with missing data, the final sample included 522 teachers (337 males and 185 females). Psychological distress was identified in 47.8% of males and 57.8% of females. Our results showed a significantly increased risk only in males working >60 hours per week (adjusted OR=4.71 [95% CI 2.04-11.56]) compared with those working ≤40 hours per week. There were no significant associations between long working hours and psychological distress for females. There is a significant association between long working hours and psychological distress in male teachers. However, the causal relationship remains unclear. Further studies such as cohort studies with large sample sizes are needed.

Psychological Challenges Affecting Primary School Going Orphans In Wanganui Community Zimbabwe.

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Mbwirire John

2017-04-01

Full Text Available This study sought to identify psychological challenges affecting primary school orphans in Wanganui Community in Zimbabwe. The study employed a mixed method approach combining questionnaires with teachers and care givers interview sessions with orphans and in-depth interviews with community socialdevelopment worker. The study finds that lack of love lack of attention and withdrawal were the main signs and symptoms of psychological challenge in the community. The study revealed that the term and symptoms of psychological challenges were understood differently between African context and Western context. The study recommended that action must be taken as soon as possible once the signs and symptoms which include lack of love lack of attention to rectify the psychological challenges faced by the community.

Realism, Relativism, and Evolutionary Psychology

NARCIS (Netherlands)

Derksen, M.

Against recent attempts to forge a reconciliation between constructionism and realism, I contend that, in psychology at least, stirring up conflict is a more fruitful strategy. To illustrate this thesis, I confront a school of psychology with strong realist leanings, evolutionary psychology, with

Children's rights and school psychology: children's right to participation.

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Lansdown, Gerison; Jimerson, Shane R; Shahroozi, Reza

2014-02-01

The Convention on the Rights of the Child detailed an international imperative to fulfilling, protecting, and respecting the rights of every child. In particular, the Convention set out a clear mandate for guaranteeing opportunities for children to be heard on all matters of concern to them. The attainment of these goals involves respecting and valuing children as active participants in the educational process. If fully implemented, the right of children to express views and have them taken seriously, throughout the school environment, would represent one of the most profound transformations in moving towards a culture of respect for children's rights, for their dignity and citizenship, and for their capacities to contribute significantly towards their own well-being. These values and principles are consistent with those of the school psychology profession, thus, school psychologists are encouraged to be at the Center of the process advocating and actualizing the Convention in schools throughout the world. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Psychological and School Functioning of Latino Siblings of Children with Intellectual Disability

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Lobato, Debra; Kao, Barbara; Plante, Wendy; Seifer, Ronald; Grullon, Edicta; Cheas, Lydia; Canino, Glorisa

2011-01-01

Background: Siblings of children with disabilities are at risk for internalizing psychological disorders; however, little is known about how culture influences this effect. This study examined the psychological and school functioning of Latino siblings of children with intellectual disability (ID). Methods: Participants were 100 Latino (L) and…

The Legal Content of School Psychology Journals: A Systematic Survey

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Zaheer, Imad; Zirkel, Perry A.

2014-01-01

The many challenges that school psychologists face inevitably include legal issues. In light of the agreement between the two primary professional organizations for school psychologists that understanding of law is a critical competency, this study analyzed the extent of law-based articles in leading school psychology journal articles published…

Promoting Diversity through Program Websites: A Multicultural Content Analysis of School Psychology Program Websites

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Smith, Leann V.; Blake, Jamilia J.; Graves, Scott L.; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney

2016-01-01

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to…

Positive Psychology in Jewish Education: Gratitude in the School and Synagogue Classroom

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Schnall, Eliezer; Schnall, David

2017-01-01

Positive psychology is a rapidly growing area of study for research psychologists, and more recently for school psychologists and educators as well. Yet religious education researchers and practitioners have yet to embrace this exciting new field. The current article introduces positive psychology to clergy and educators in religious institutions.…

School Psychology: Learning Lessons from History and Moving Forward

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Farrell, Peter

2010-01-01

At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using…

Sport Psychology Teaching Approaches for High School Coaches and Their Student-Athletes

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Gilbert, Jenelle N.

2017-01-01

Coaches lacking a formal background in sport psychology may shy away from teaching these skills in favor of teaching physical skills with which they are more familiar. Other coaches may assume that athletes will learn sport psychology skills as a byproduct of their coaching pedagogy. Regardless, high school coaches are responsible for teaching…

Evolving Nature of School Psychology in Alberta: Politics and Practice

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Johnson, R. Coranne; Zwiers, Michael L.

2016-01-01

Over the past 15 years, the practice of school psychology in the province of Alberta reflects the entrenchment of assessment with the emerging possibility of a broader service provider role. This article articulates the influence that politics and government has had on the role of school psychologists in Alberta schools as special education…

Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

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Grapin, Sally L.; Kranzler, John H.; Daley, Matt L.

2013-01-01

The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by…

The Legal Quality of Articles Published in School Psychology Journals: An Initial Report Card

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Zirkel, Perry A.

2014-01-01

As a follow-up to a companion study (Zaheer & Zirkel, in press) that focused on the legal content in school psychology, this analysis examined legal quality. The companion study found that only 35 of the more than 7,000 articles in five leading journals of school psychology for the period 1970-2013 met rather relaxed standards for being law…

Social Networking in School Psychology Training Programs: A Survey of Faculty and Graduate Students

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Pham, Andy V.; Goforth, Anisa N.; Segool, Natasha; Burt, Isaac

2014-01-01

The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school…

Contextual positive psychology: Policy recommendations for implementing positive psychology into schools.

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Joseph Ciarrochi

2016-10-01

Full Text Available There has been a rapid growth in positive psychology, a research and intervention approach that focuses on promoting optimal functioning and well-being. Positive psychology interventions are now making their way into classrooms all over the world. However, positive psychology has been criticized for being decontextualized and coercive, and for putting an excessive emphasis on positive states, whilst failing to adequately consider negative experiences. Given this, how should policy be used to regulate and evaluate these interventions? We review evidence that suggests these criticisms may be valid, but only for those interventions that focus almost exclusively on changing the content of people’s inner experience (e.g., make it more positive and personality (improving character strength, and overemphasize the idea that inner experience causes action. We describe a contextualized form of positive psychology that not only deals with the criticisms, but also has clear policy implications for how to best implement and evaluate positive education programs so that they do not do more harm than good.

Clinical Reasoning in School Psychology: From Assessment to Intervention

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Andrews, Jac J. W.; Syeda, Maisha M.

2017-01-01

School psychologists typically conduct psychological and psychoeducational assessments, provide prevention and intervention services, and consult and collaborate with allied professionals (e.g., teachers, physicians, psychiatrists, physiotherapists, occupational therapists, social workers, and nurses) and parents toward better understanding and…

Cyberbullying, school bullying, and psychological distress: a regional census of high school students.

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Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S

2012-01-01

Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.

Experimental Research in School Psychology Internationally: An Assessment of Journal Publications and Implications for Internationalization

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Begeny, John C.; Levy, Rebecca A.; Hida, Rahma; Norwalk, Kate

2018-01-01

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…

Psychological wellbeing and self-esteem in students across the transition between secondary school and university: A longitudinal study

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Malinauskas Romualdas

2017-01-01

Full Text Available This longitudinal study investigated the psychological wellbeing and self-esteem of students during the transition between secondary school and university. The sample comprised 197 students (82 male; 115 female. The mean age of the students at the start of the study was 18.54 years (SD = 0.78. Students completed measures of psychological wellbeing (Ryff Psychological Wellbeing Scale and self-esteem (Rosenberg Self-esteem Scale during their final year of secondary school and again at the start of their university studies. Repeated measures (RM multivariate analysis of variance (MANOVA was used to investigate how transition status and gender affected aspects of psychological wellbeing and self-esteem. Multivariate analysis showed main effect of the transition from school to university on psychological wellbeing and self-esteem. Univariate analysis indicated that psychological wellbeing was higher at the start of university studies than during the final year of secondary school, but failed to confirm the effect of the transition on self-esteem. Gender by transition status interactions for two psychological wellbeing dimensions (autonomy and purpose in life were found.

Recurrent Respiratory Infections and Psychological Problems in Junior School Children

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Kelmanson, Igor A.

2015-01-01

Background: Recurrent respiratory infections (RRI) are among most common diseases in school-aged children. Little is known about possible associations between RRI and children psychological well-being. Aim: To study possible associations between RRI in junior school pupils and their emotional/behavioural characteristics. Methods: The RRI group…

Treatment Acceptability of Interventions Published in Six School Psychology Journals

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Villarreal, Victor; Ponce, Christopher; Gutierrez, Heveli

2015-01-01

Treatment acceptability (TA) is critical when selecting and implementing an intervention, as TA is associated with treatment outcomes. The significance of TA is reflected in school psychology models for services that state that school psychologists should address TA during development, implementation, and evaluation of interventions. However, the…

Understanding the Development of School Psychology Services in the Republic of Taiwan

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Wang, Yuanyuan; D'Amato, Rik Carl

2013-01-01

School psychology is one of the most important fields within applied psychology, which is closely related to education and as a developing specialty it is important to be considered. Taiwan is an important Western ally and is highly developed in many ways. Taiwan is influenced by both Western and Eastern cultures, and this has inevitably impacted…

Psychology Educators of Tennessee (PET): A Regional Learning Community for Psychology Teachers

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Kelly, Kiesa; Jones, Linda; Brinthaupt, Thomas M.; Hart, Wendy

2016-01-01

This paper describes the development of a regional psychology teaching organisation, Psychology Educators of Tennessee (PET). PET is designed to enhance collaboration among teachers from local colleges, universities, and high schools. We discuss the history of PET, the themes and pragmatics associated with our annual conference, plans for…

Student Representations of Psychology in the UK

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Banyard, Philip; Duffy, Karen

2014-01-01

Psychology is a popular choice for UK students in their secondary school curriculum. Policy makers and elite universities, however, express concern about the subject. The British Psychological Society (2013) commissioned a detailed study of the provision of school curricula in psychology and as part of this work a survey of students was conducted.…

Barriers to Implementing Treatment Integrity Procedures in School Psychology Research: Survey of Treatment Outcome Researchers

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Sanetti, Lisa M. Hagermoser; DiGennaro Reed, Florence D.

2012-01-01

Treatment integrity data are essential to drawing valid conclusions in treatment outcome studies. Such data, however, are not always included in peer-reviewed research articles in school psychology or related fields. To gain a better understanding of why treatment integrity data are lacking in the school psychology research, we surveyed the…

School Psychology Research and Practice in East Asia: Perspectives on the Past, Present, and Future Directions of the Field

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Brown, Jacqueline A.; Watanabe, Yayoi; Lee, Dong Hun; McIntosh, Kent

2016-01-01

To engage in a comparison of school psychology research and practice in eastern and western countries, the current study sought to identify key themes that have influenced the field of school psychology in East Asian countries. Forty-six leading school psychology professionals in Japan, Hong Kong, South Korea, Thailand, and Taiwan provided their…

Institutions Offering Graduate Training in School Psychology: 1973-1974

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Bardon, Jack I.; Wenger, Ralph D.

1974-01-01

This compilation of graduate programs in school psychology from 180 institutions in U.S. and Canada includes: (1) names and address of institution; (2) responsible administrative unit; (3) degree(s) conferred; (4) type and quantity of financial assistance; and (5) program emphasis. (HMV)

School Psychology in Rural Contexts: Ethical, Professional, and Legal Issues

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Edwards, Lynn M.; Sullivan, Amanda L.

2014-01-01

Delivering psychological services in rural communities presents a number of unique challenges for practitioners relative to their peers in urban and suburban communities. In this article, the authors describe the current context of rural schools and examine the ethical and legal issues school psychologists may face when practicing in rural…

Canadian Innovation: A Brief History of Canada's First Online School Psychology Graduate Program

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Drefs, Michelle A.; Schroeder, Meadow; Hiebert, Bryan; Panayotidis, E. Lisa; Winters, Katherine; Kerr, Jamie

2015-01-01

This article presents a brief historical review and survey of the current landscape of online graduate psychology programs within the Canadian context. Specific focus is given to outlining the establishment and evolution of the first Canadian online professional specialization program in school psychology. The article argues that given the virtual…

Article Publications, Journal Outlets, and Article Themes for Current Faculty in APA-Accredited School Psychology Programs: 1995?1999

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Carper, Robin M.; Williams, Robert L.

2004-01-01

The study addressed three major questions regarding the 1995?1999 journal publications of faculty at school psychology programs accredited by the American Psychological Association (APA) as of Sept. 1, 2000: (a) Which program faculties had the strongest records of article publications for 1995?1999? (b) What were the major school psychology and…

Is there an emotional cost of completing high school? Ecological factors and psychological distress among LGBT homeless youth.

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Bidell, Markus P

2014-01-01

This study explored the nexus of home and school climate on the psychological distress of lesbian, gay, bisexual, and transgender (LGBT) homeless youth, as well as their experiences during high school. Of the LGBT homeless youth (N = 89) surveyed, 39.3% reported not completing high school. Most participants did not seek support from school staff nor did they report attending a school with a Gay-Straight Alliance. Significantly higher levels of psychological distress were found among high school graduates and those reporting LGBT harassment at home; however, harassment experienced at school was not statistically related to psychological distress. Findings are discussed.

Toward a Framework for Translational Research in School Psychology

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Edwards, Oliver W.

2017-01-01

This article addresses a translational research framework for school psychology. Translational research uses outcomes of basic and applied science to enhance the overall well-being of persons. This transdisciplinary framework connects disciplines and uses their resources, capacities, systems, and procedures to advance prevention, intervention, and…

Sexual orientation and gender identity in schools: A call for more research in school psychology-No more excuses.

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Espelage, Dorothy L

2016-02-01

Research focused on sexual orientation and gender identity among youth is scarce in school psychology journals. Graybill and Proctor (2016; this issue) found that across a sample of eight school support personnel journals only .3 to 3.0% of the articles since 2000 included lesbian, gay, bisexual, transgender (LGBT)-related research. It appears that special issues are a mechanism for publishing LGBT-related scholarship. This commentary includes a call for more research in school psychology and other related disciplines that intentionally addresses experiences of LGBT youth and their families. Two articles in this special section are summarized and critiqued with clear directions for future scholarship. Researchers and practitioners are ethically responsible for engaging in social justice oriented research and that includes assessing gender identity and sexual orientation in their studies and prevention program evaluations. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The research impact of school psychology faculty.

Science.gov (United States)

Watkins, Marley W; Chan-Park, Christina Y

2015-06-01

Hirsch's (2005) h index has become one of the most popular indicators of research productivity for higher education faculty. However, the h index varies across academic disciplines so empirically established norms for each discipline are necessary. To that end, the current study collected h index values from Scopus and Google Scholar databases for 401 tenure-track faculty members from 109 school psychology training programs. Male faculty tended to be more senior than female faculty and a greater proportion of the male faculty held professorial rank. However, female faculty members outnumbered males at the assistant and associate professor ranks. Although strongly correlated (rho=.84), h index values from Google Scholar were higher than those from Scopus. h index distributions were positively skewed with many faculty having low values and a few faculty having high values. Faculty in doctoral training programs exhibited significantly larger h index values than faculty in specialist training programs and there were univariate differences in h index values across academic rank and sex, but sex differences were not significant after taking seniority into account. It was recommended that the h index be integrated with peer review and diverse other indicators when considering individual merit. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Home-school Relations--An Exploration from the Perspective of Social Psychology.

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Pang, I-wah

2000-01-01

Explores home-school relations by using three social psychology theories: (1) symbolic interactionism; (2) social exchange theory; and (3) reference group theory. States that these theories can contribute to the understanding and development of home-school relations in Hong Kong (China). (CMK)

Adolescents' psychological health and experiences with unwanted sexual behavior at school

NARCIS (Netherlands)

Timmerman, G

2004-01-01

This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated

FORMATION OF SCHOOL MANAGERS: THEORETICAL-PRACTICAL CONTRIBUTIONS OF HISTORICAL-CULTURAL PSYCHOLOGY

Directory of Open Access Journals (Sweden)

Larissa Figueiredo Salmen Seixlack Bulhões

2017-12-01

Full Text Available This work reports the experience of training school managers based on the theoretical assumptions of historical-cultural psychology. The intervention took place as one of the actions of the Project Education Without Borders (PESF - a partnership between the Municipal Secretary of Education and the psychology department of a state University of São Paulo in assisting schools that have low IDEB (Basic Education Development Index. Study meetings were held monthly with the managers of the six participating schools and with representatives of the pedagogical department of the Municipal Secretary of Education. The themes of the meetings were established based on the demand of the group, which chose as study goals: 1. understanding the production of motives and interests for the students' learning and 2. understanding how the study activity is formed and developed as a main activity at school age. As a strategy of theoretical-practical articulation, the proposition of study tasks on the themes discussed in each meeting was adopted. As a reference, the concept of study task of Davydov and Markova (1987 was used. The results point out that the application of the theoretical assumptions of historical-cultural psychology to the concrete demands of the organization of teaching in the daily school life makes it possible to overcome the traditional dichotomy between theory and practice in teacher education and promotes the construction of new guidelines for pedagogical practice.

Psychological culture of a class teacher as the foundation of modern schoolchildren’s psychological security

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Tatyana I. Kulikova

2012-01-01

Full Text Available This article discusses the role that psychological culture of class teacher plays in theestablishment and maintenance of psychological safety in a modern schoolchild.The problem of protection against psychological abuse within the educational environmentof a school is particularly important in the current socio-cultural realm.The article analyzes many pedagogical and psychological studies regarding theproblem of psychological education of teachers. It discusses contradiction betweenthe objective need to create a psychologically safe learning environmentand the unwillingness of teachers to work on it due to low own level of psychologicalculture. The author introduced the original structural model of psychologicalculture of a class teacher, representing the integration of the three main components:the culture of pedagogical refl ection, emotional culture and culture ofpedagogical infl uence.

Society of Pediatric Psychology Diversity Award: Training Underrepresented Minority Students in Psychology

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Mitchell, Monica J.; Crosby, Lori E.

2016-01-01

Improving diversity, particularly among trainees and professionals from underrepresented ethnic minority backgrounds, has been a long-stated goal for the field of Psychology. Research has provided strategies and best practices, such as ensuring cultural sensitivity and relevance in coursework, clinical and research training, promoting a supportive and inclusive climate, providing access to cultural and community opportunities, and increasing insight and cultural competence among professionals (Rogers & Molina, 2006). Despite this, the rates of psychologists from ethnically diverse and underrepresented minority (URM) backgrounds remain low and few published studies have described programmatic efforts to increase diversity within the field. This paper describes the INNOVATIONS training model, which provides community and culturally related research experiences, graduate-school related advising, and mentoring to high school and college students. The paper also examines how the model may support enrollment of URM students in doctoral programs in psychology. Findings indicate that INNOVATIONS supported students’ transition from high school and college to graduate programs (with approximately 75% of students enrolling in Master’s and Doctoral programs). INNOVATIONS also supported students, including those from URM backgrounds, enrolling in doctoral programs (41.7%). Students who were trained in the research assistant track were most likely to enroll in psychology doctoral programs, perhaps as a result of the intensive time and training committed to research and clinical experiences. Data support the importance of research training for URM students pursuing psychology graduate study and the need to ensure cultural relevance of the training. Implications for clinical and pediatric psychology are discussed. PMID:28603680

A Modified Content Analysis of Existing School Psychology Reports

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Mallin, Barry; Schellenberg, Miriam E.; Smith, Christiane

2012-01-01

Discrepancies between our university's training program's report-writing guidelines and common practice in Manitoba could not be resolved by reference to the literature. To inform the discussion, we collected a sample of local real world school psychology reports and undertook a modified content analysis to operationally define and measure…

The Home-School Psychological Contract: Implications for Parental Involvement in Middle Schooling.

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Renihan, Patrick J.; Renihan, Frederick J.

1995-01-01

Contends that social change has created a need for parents and teachers to develop strategies to improve communication, mutual understanding, and effective ways to nurture and educate young adolescents. Addresses the psychological contract between school and home, strategies and stances, and considerations and strategies for strengthening the…

Body image and psychological well-being in adolescents: the relationship between gender and school type.

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Delfabbro, Paul H; Winefield, Anthony H; Anderson, Sarah; Hammarström, Anne; Winefield, Helen

2011-01-01

Adolescents (N=1281; M age = 15.2 years, SD = 0.51 years) from a state-wide sample of schools provided information about their psychological well-being, family functioning, extraversion, and perceived physical attractiveness and weight, using a questionnaire completed at school. Consistent with previous research, girls were significantly more likely than boys to be dissatisfied with their weight and physical appearance, and these factors explained significantly more variation in self-esteem than in life satisfaction or other measures of psychological well-being. The strong relationship between body dissatisfaction and self-esteem for adolescent girls was not moderated by school type (single sex or educational). However, girls who were dissatisfied but psychologically well adjusted tended to be more extraverted, have more close friends and receive greater family support.

What can an intern of psychology do at school? Discussing the practice and professional education

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Naiana Dapieve Patias

2014-01-01

Full Text Available School psychology is dedicated to integrate actions that can facilitate the process of learning and development of scholar community. The psychologist has the function of reviewing his or her own professional concepts and practices constantly so that he or she can deal with the complexity of this reality, broadening the concept of school complaints in order to identify other factors associated with these complaints. This paper presents a report on the interventions done during an internship of school psychology at an Elementary School in the countryside of RS. It was noticed an initial necessity of awareness about the psychologist role and about a greateracceptance of a job that could not be just clinical. The practice of the psychologist and of the psychology intern in this context were discussed and related to education and health in a broad sense.

Enhancing the Educational Subject: Cognitive Capitalism, Positive Psychology and Well-Being Training in Schools

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Reveley, James

2013-01-01

Positive psychology is influencing educational policy and practice in Britain and North America. This article reveals how this psychological discourse and its offshoot school-based training programs, which stress happiness, self-improvement and well-being, align with an emergent socio-economic formation: cognitive capitalism. Three key points are…

Annotated Bibliography on the Teaching of Psychology: 1997.

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Johnson, David E.; Schroder, Simone I.

1998-01-01

Includes materials on: (1) abnormal and clinical psychology, and personality; (2) career issues; (3) cognition and learning; (4) educational technology; (5) faculty evaluation; (6) graduate education; (7) high school instruction; (8) history of psychology; (9) introductory psychology; (10) perception, and physiological and comparative psychology;…

Recruitment and retention of Native American graduate students in school psychology.

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Goforth, Anisa N; Brown, Jacqueline A; Machek, Greg R; Swaney, Gyda

2016-09-01

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Physical Activity and Psychological Correlates during an After-School Running Club

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Kahan, David; McKenzie, Thomas L.

2018-01-01

Background: After-school programs (ASPs) have the potential to contribute to moderate-to-vigorous physical activity (MVPA), but there is limited empirical evidence to guide their development and implementation. Purpose: This study assessed the replication of an elementary school running program and identified psychological correlates of children's…

Developments in clinical neuropsychology: implications for school psychological services.

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Cleary, Michael J; Scott, Albert J

2011-01-01

According to the 2000 Report of the Surgeon General's Conference on Children's Mental Health, a significant percentage of children and adolescents have emotional or behavioral problems serious enough to merit a mental health diagnosis. The No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004 reemphasized the schools' importance in supporting cognitive and behavioral development in students, particularly those identified with learning problems. In this article, we examine the growing specialty of clinical neuropsychology and provide suggestions for integrating this field into school-based psychological services. This article provides a review of the neuropsychological bases for many childhood learning disorders and addresses how school psychologists can work with clinical neuropsychologists to better address the needs of exceptional children through neuropsychological testing. There is substantial neurological evidence for attention-deficit hyperactivity disorder as well as disorders of reading, language, and mathematics. Close collaborative partnerships between clinical neuropsychologists and school psychologists will help develop assessment protocols that are likely to result in more effective intervention services for students with neuropsychological conditions. Schools are being asked to support the physical, cognitive, and emotional development in students, particularly those identified with chronic physical and mental health challenges. Dissatisfaction with minimal screenings, the growing awareness of the neurology of learning disorders, and the passage of the Individuals With Disabilities Education Improvement Act of 2004 obliges all school-based mental health providers to consider how to fully integrate the tools of clinical neuropsychology into school-based psychological services. © 2011, American School Health Association.

Advancing science, practice, and policy relevant to school psychology.

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Jimerson, Shane R

2013-03-01

The purpose of this editorial to inform both readers and potential authors, the editor provides a few details relevant to the School Psychology Quarterly (SPQ) including: the mission, contemporary context, the new emphases of SPQ, the editorial board, and advice for authors. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Culture and Identity in School Psychology Research and Practice: Fact versus Fiction

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Worrell, Frank C.

2015-01-01

This article reviews and critiques the article by Frisby (2015) in this special issue of "School Psychology Forum" as well as Frisby's book, "Meeting the Psychoeducational Needs of Minority Students: Evidence-Based Guidelines for School Psychologists and Other School Personnel" (Frisby, 2013). The concepts discussed are in the…

Adolescents' Psychological Health and Experiences with Unwanted Sexual Behavior at School

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Timmerman, Greetje

2004-01-01

This paper examines the relationship between experiences with unwanted sexual behavior at school and adolescents' health. Adolescent boys and girls (N = 2,808) participated in a 1998/1999 survey of secondary school students in two regions of The Netherlands. The psychological issues investigated included psychosomatic problems and self-esteem. It…

Rethinking the early history of post-Vygotskian psychology: the case of the Kharkov school.

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Yasnitsky, Anton; Ferrari, Michel

2008-05-01

Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotskian psychology, still remain largely unknown; this represents a significant gap in understanding the history of Vygotskian psychology as an empirical study of consciousness. This paper provides a systematic overview of the research agenda of the Kharkov group between 1931 and 1941 and provides new insights into the early development of Vygotskian psychology.

Psychology or Psychological Science?: A Survey of Graduate Psychology Faculty Regarding Program Names

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Collisson, Brian; Rusbasan, David

2018-01-01

The question of renaming graduate psychology programs to psychological science is a timely and contentious issue. To better understand why some programs, but not others, are changing names, we surveyed chairpersons (Study 1) and faculty (Study 2) within graduate psychology and psychological science programs. Within psychology programs, a name…

Assessing Student Interest and Familiarity with Professional Psychology Specialty Areas

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Stark-Wroblewski, Kimberly; Wiggins, Tina L.; Ryan, Joseph J.

2006-01-01

The present study examined undergraduate psychology students' (N = 83) self-reported interest in and familiarity with five specialty areas in professional psychology: counseling psychology, clinical psychology, school psychology, forensic psychology, and criminal profiling. Results suggest that although students are quite interested in careers…

"Forest Grove School District v. T.A." Supreme Court Case: Implications for School Psychology Practice

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Dixon, Shauna G.; Eusebio, Eleazar C.; Turton, William J.; Wright, Peter W. D.; Hale, James B.

2011-01-01

The 2009 "Forest Grove School District v. T.A." United States Supreme Court case could have significant implications for school psychology practice. The Court ruled that the parents of a student with a disability were entitled to private school tuition reimbursement even though T.A. had not been identified with a disability or previously…

The Preparation of School Psychologists and Specialists in Educational Psychology in Sweden

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Schad, Elinor

2014-01-01

School psychologists have a new and stronger position in Sweden's educational system than earlier. For example, as of July 2011, all Swedish students ages 6 through 18 have guaranteed access to school psychology services. The school psychologists' roles are to be active participants and coworkers in the student health service team, working to…

Psychological Impact of Cyber-Bullying: Implications for School Counsellors

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Nordahl, Jennifer; Beran, Tanya; Dittrick, Crystal J.

2013-01-01

Cyber-bullying is a significant problem for children today. This study provides evidence of the psychological impact of cyber-bullying among victimized children ages 10 to 17 years (M = 12.48, SD = 1.79) from 23 urban schools in a western province of Canada (N = 239). Students who were cyber-bullied reported high levels of anxious,…

IFE PsychologIA

African Journals Online (AJOL)

Journal Homepage Image. The journal has a multidisciplinary focus. It is not intended ... Influence of Parenting Styles on Psychological Well-Being and School Adjustment of Secondary School Adolescents in Bayelsa State, Nigeria · EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

Teaching Psychological Report Writing: Content and Process

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Wiener, Judith; Costaris, Laurie

2012-01-01

The purpose of this article is to discuss the process of teaching graduate students in school psychology to write psychological reports that teachers and parents find readable and that guide intervention. The consensus from studies across four decades of research is that effective psychological reports connect to the client's context; have clear…

Psychology of religion: perspectives from cultural psychology

NARCIS (Netherlands)

Belzen, J.A.

2010-01-01

After a brief introduction, this paper tries to establish what type of psychology the psychology of religion is. Having introduced cultural psychology in general, some theories applicable in research on religion are presented, and some examples of cultural psychological research of religious

Pediatric Psychology: Applications to the Schools Needs of Children with Health Disorders.

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Perry, Joseph D.; Flanagan, William K.

1986-01-01

A review of pediatric psychology considers interventions by school personnel to promote the school adjustment of children with serious medical illness. Psychosocial and educational impacts of cancer, spina bifida, enuresis, and encopresis are discussed; and suggestions for managing children with chronic health disorders, serious illness, and…

Psychological behaviorism and behaviorizing psychology

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Staats, Arthur W.

1994-01-01

Paradigmatic or psychological behaviorism (PB), in a four-decade history of development, has been shaped by its goal, the establishment of a behaviorism that can also serve as the approach in psychology (Watson's original goal). In the process, PB has become a new generation of behaviorism with abundant heuristic avenues for development in theory, philosophy, methodology, and research. Psychology has resources, purview and problem areas, and nascent developments of many kinds, gathered in chaotic diversity, needing unification (and other things) that cognitivism cannot provide. Behaviorism can, within PB's multilevel framework for connecting and advancing both psychology and behaviorism. PMID:22478175

School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives

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Feng, Feng-I

2016-01-01

This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…

Research quality and psychological theory in publications on school shooters with multiple victims - A systematic review of the literature

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Pål Grøndahl

2016-12-01

Full Text Available School shooting homicide events generate considerable attention. A substantial number of research reports have tried to explain the phenomenon. However, the outcome of these studies has produced a conflicting picture of the issue. Our systematic review explored the quality of research in publications on school shooters. Research quality was assessed concerning description of design, method and interpretation of results according to PRISMA and CRD criteria. We investigated evidence of the impact of psychological theories on how research was designed and interpreted. A total of 10 papers met the criteria for inclusion in the review. With a few exceptions, the research quality was low. Only three studies contained a separate methods section. Two out of ten studies reported from an interview with a school shooter. Secondary sources such as school, hospital and/or psychological evaluations were used in four studies, while the rest had only applied tertiary data sources. There was a void of psychological theoretical analysis to inform the creation of relevant research designs. No study discussed psychological theories to inform inference from empirical data to conclusion. Higher quality of research and enhanced focus on theoretical understanding of psychological factors in school shooting are called upon.

Personality and Graduate Academic Performance among Counselor Education and School Psychology Students

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Ding, Yi; Laux, John; Salyers, Kathleen; Kozelka, Susan

2017-01-01

General personality was assessed of 104 graduate students in school counseling, mental health counseling, and school psychology programs in the United States using the Big Five model of personality domains. The students in three programs reported similarities and differences in their preference and performance in domain knowledge, with more…

Psychology Faculty Perceptions of Abnormal Psychology Textbooks

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Rapport, Zachary

2011-01-01

The problem. The purpose of the current study was to investigate the perceptions and opinions of psychology professors regarding the accuracy and inclusiveness of abnormal psychology textbooks. It sought answers from psychology professors to the following questions: (1) What are the expectations of the psychology faculty at a private university of…

Psychological and Sociological Determinants of Academic ...

African Journals Online (AJOL)

This study investigated the psychological and sociological determinants of academic achievement of school-going adolescents. Six self-report measures were administered randomly to 280 senior secondary III students in Ibadan. Results showed that the six psychological and sociological factors (motivation, anxiety, and ...

International psychology and scientific psychology: at the crossroads for the future of psychology

OpenAIRE

Robert, J.

2014-01-01

The discipline of psychology as a science and the newly emerging field of international psychology are at a crossroads in terms of a conflict that has developed in their views. By means of comparative analysis, this article examines how the proponents of international psychology describe their area, how that description conflicts with the concept of psychology as a science, and what that conflict means for the development of psychology as an overall discipline. The analysis reveals weaknesses...

"I Want to Study Psychology": Vocational Interests and Values of University Preparatory Students with a Preference for Studying Psychology

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Hernández-Franco, Vicente; Baena, Belén Charro; Prieto-Ursúa, María; Toro, Laura Bermejo

2018-01-01

Introduction: The aim of this study was to explore the specific vocational identity of secondary school students whose first choice of degree program is Psychology. In particular, this study analyzes when their interest in Psychology began, the curriculum track taken in high school and their profile of vocational interests and values. Method: The…

Navigating Social Networking and Social Media in School Psychology: Ethical and Professional Considerations in Training Programs

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Pham, Andy V.

2014-01-01

Social networking and social media have undoubtedly proliferated within the past decade, allowing widespread communication and dissemination of user-generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however,…

Psychology Ethics in Introductory Psychology Textbooks

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Zucchero, Renee' A.

2011-01-01

Previous research revealed that introductory psychology textbooks included limited information about psychology ethics. This study reviewed 48 current introductory psychology textbooks for research and other APA ethics content. These textbooks included slightly more total ethics content and were more thorough in their review of research ethics…

Rasch Analysis: A Primer for School Psychology Researchers and Practitioners

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Boone, William J.; Noltemeyer, Amity

2017-01-01

In order to progress as a field, school psychology research must be informed by effective measurement techniques. One approach to address the need for careful measurement is Rasch analysis. This technique can (a) facilitate the development of instruments that provide useful data, (b) provide data that can be used confidently for both descriptive…

Discursive Psychology

NARCIS (Netherlands)

Molder, te H.F.M.

2016-01-01

Discursive psychology examines how psychological issues are made relevant and put to use in everyday talk. Unlike traditional psychological perspectives, discursive psychology does not approach the question of what psychology comprises and explains from an analyst's perspective. Instead, the focus

Influence of work-family-school role conflicts and social support on psychological wellbeing among registered nurses pursuing advanced degree.

Science.gov (United States)

Xu, Lijuan; Song, Rhayun

2016-08-01

The purpose of the study was to determine how work-family-school role conflict and social support influence psychological well-being among registered nurses pursuing an advanced degree. A cross-sectional, correlational study design was used. Convenience sampling was used to recruit 320 registered nurses pursuing an advanced nursing degree at 13 hospitals in Korea, from June to October 2011. Data were analyzed using structural equation modeling with the AMOS program. Confirmatory factor analyses were conducted to evaluate the measurement model prior to the testing of study hypotheses before and after controlling for extraneous variables. The fit parameters of the modified model (χ(2)/df=2.01, GFI=0.91, AGFI=0.89, CFI=0.92, SRMR=0.068, and RMSEA=0.065) indicated its suitability as the research model. This model explained 45% of the variance in work-related psychological well-being and 52% of the variance in general psychological well-being. Both social support and work-family-school role conflict exerted significant effects on work-related psychological well-being and general psychological well-being. The findings of the present study imply that work-family-school role conflict influences the psychological well-being of registered nurses pursuing an advanced degree. It is necessary for nursing administrators to develop strategies to help registered nurses to manage their multiple roles and improve both their work-related psychological well-being and their general psychological well-being. Copyright © 2015 Elsevier Inc. All rights reserved.

Research on the psychological gap, personality and achievement of in-school youth based on regression analysis

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Lei Zhou

2017-02-01

Full Text Available Although our society is in rapid development, the psychological problems among in-school university students are increasingly obvious. According to this problem, this thesis applied the Psychological Gap Scale made by Caixia Ma with EPQ and AMS, and made random questionnaire survey among 400 students in a comprehensive university. The survey found out that the average scores of all psychological gap dimensions exceeded the critical value 3, showing most students in that university have psychological gap. Their personality stability, introversion and extroversion are all above the national norm level while their stubbornness is lower than it. Besides, the students’ motivation in pursuing success is stronger than their motivation in avoiding failure. In the last part, this thesis reached the conclusion that personality leaves a great impact in the students’ psychology through regression analysis model and study of the quantitative relations among personality, achievement and psychological gap.

Planes of phenomenological experience: The psychology of deafness as an early example of American Gestalt psychology, 1928-1940.

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Schmidt, Marion A

2017-11-01

When, in 1928, the Clarke School for the Deaf in Northampton, Massachusetts, opened a psychological research division, it was nothing unusual in a time fascinated with the sciences of education. Yet with its longstanding ties to Northampton's Smith College, the school was able to secure the collaboration of eminent Gestalt psychologist Kurt Koffka, who, in turn, engaged 2 more German-speaking emigrants, Margarete Eberhardt and social psychologist Fritz Heider, and Heider's American wife Grace Moore Heider. This collaboration has seen little attention from historians, who have treated Koffka's and Heider's time in Northampton as a transitory phase. I argue, however, that their research on deafness adds to the history of emigration and knowledge transfer between European and American Schools of psychology, and to historical understanding of the interrelation of Gestalt, child, and social psychology. Professionals in child studies and developmental psychology were keenly interested in the holistic and introspective approach Gestalt psychology offered. Deaf children were considered a particularly fascinating research population for exploring the relationship between thought and language, perception and development, Gestalt, and reality. At the Clarke School, Grace Moore Heider was among the first Americans to apply Gestalt principles to child psychology. In a time in which pejorative eugenic beliefs dominated professional perceptions of disability, the Heiders' groundbreaking work defined the deaf as a social and phenomenological minority. This was in opposition to dominant beliefs in deaf education, yet it points to early roots of a social model of deafness and disability, which historians usually locate in 1960s and '70s activism. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Cognitive frames in psychology: demarcations and ruptures.

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Yurevich, Andrey V

2009-06-01

As there seems to be a recurrent feeling of crisis in psychology, its present state is analyzed in this article. The author believes that in addition to the traditional manifestations that have dogged psychology since it emerged as an independent science some new features of the crisis have emerged. Three fundamental "ruptures" are identified: the "horizontal" rupture between various schools and trends, the "vertical" rupture between natural science and humanitarian psychology, and the "diagonal" rupture between academic research and applied practice of psychology. These manifestations of the crisis of psychology have recently been compounded by the crisis of its rationalistic foundations. This situation is described in terms of the cognitive systems in psychology which include meta-theories, paradigms, sociodigms and metadigms.

LGBT psychology and feminist psychology: bridging the divide

OpenAIRE

Clarke, V.; Peel, E.

2005-01-01

In this paper, we outline some of the similarities and differences between lesbian and gay psychology (more recently known as LGBT psychology) and feminist psychology. Both fields developed in response to the oppressive practices of psychology; however, lesbian and gay psychologists have been far more willing to using the theoretical and methodological tools of mainstream psychology than have feminist psychologists. Feminist psychologists have enthusiastically embraced qualitative and critica...

Toward Understanding School Psychology around the Globe: Economical, Educational, and Professional Factors

Science.gov (United States)

Brown, Jacqueline A.; Jimerson, Shane R.

2015-01-01

Although the field of school psychology continues to develop rapidly, few recent studies have examined how it is directly affected by a country's economy and education. This study examined the effect of gross domestic product, public spending on education, and public support for education on the ratio of school psychologists to students, level of…

The Influences of Leadership Style and School Climate to Faculty Psychological Contracts: A Case of S University in Taiwan

Science.gov (United States)

Chu, Hui-Chin; Fu, Chi-Jung

2006-01-01

This study was to investigate the impacts of leadership style and school climate on faculty psychological contracts. Demographic variables were also tested. The findings indicated that overall perceptions of the faculties toward leadership style, school climate, and psychological contract were favorable. Moreover, leadership style and school…

Complex Situational Tasks in Assessment of Educational Outcomes in “Psychological Assessment of Students” Module of the Master’s Programme in School Psychology

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Andruschenko T.Y.,

2016-12-01

Full Text Available The paper discusses the content of midterm performance evaluation of graduate students within the “Psychological Assessment” module of the master’s programme in School Psychology and focuses on the logic of the module’s design in relation to the professional standard in Educational Psychology. Complex situational tasks are considered in the modular program as the main means of assessing educational outcomes. The content of these tasks is determined by a range of diagnostic situations and closely corresponds with the real-life practice of educational psychologists. Setting complex situational tasks is related to a number of components of the educational psychologist’s professional activity in the field of psychological assessment, such as: planning the sequence of professional actions; ensuring the methodological background for assessment; taking into account deontological aspects of communication with assessed individuals; carrying out professional actions; reflecting on the process and outcomes of assessment. The paper analyses the place and role of graduate students’ self-assessment in finding solutions to complex situational tasks and offers a description of one such task that can be used in midterm performance evaluation of graduate students.

Physiological and Psychological Effects on High School Students of Viewing Real and Artificial Pansies

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Miho Igarashi

2015-02-01

Full Text Available The relaxation effects of gardening have attracted attention; however, very few studies have researched its physiological effects on humans. This study aimed to clarify the physiological and psychological effects on high school students of viewing real and artificial pansies. Forty high school students (male: 19, female: 21 at Chiba Prefectural Kashiwanoha Senior High School, Japan, participated in this experiment. The subjects were presented with a visual stimulation of fresh yellow pansies (Viola x wittrockiana “Nature Clear Lemon” in a planter for 3 min. Artificial yellow pansies in a planter were used as the control. Heart rate variability was used as a physiological measurement and the modified semantic differential method was used for subjective evaluation. Compared with artificial pansies, visual stimulation with real flowers resulted in a significant decrease in the ratio of low- to high-frequency heart rate variability component, which reflects sympathetic nerve activity. In contrast, high frequency, which reflects parasympathetic nerve activity, showed no significant difference. With regard to the psychological indices, viewing real flowers resulted in “comfortable”, “relaxed”, and “natural” feelings. The findings indicate that visual stimulation with real pansies induced physiological and psychological relaxation effects in high school students.

Diversification of School Psychology: Developing an Evidence Base from Current Research and Practice

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Blake, Jamilia J.; Graves, Scott; Newell, Markeda; Jimerson, Shane R.

2016-01-01

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of…

Stress among School-Going Adolescents in Relation to Psychological Hardiness

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Singh, Raminder

2016-01-01

The present study was designed to investigate the stress among school-going adolescents in relation to psychological hardiness and also to study the gender and locale-wise differences in various dimensions and components of stress. The study was conducted over a sample of 200 (100 rural and 100 urban) adolescents studying in 10+1 and 10+2 classes…

Psychological distress and its correlates among dental students: a survey of 17 Colombian dental schools.

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Divaris, Kimon; Mafla, Ana Cristina; Villa-Torres, Laura; Sánchez-Molina, Marisol; Gallego-Gómez, Clara Liliana; Vélez-Jaramillo, Luis Fernando; Tamayo-Cardona, Julián Andrés; Pérez-Cepeda, David; Vergara-Mercado, Martha Ligia; Simancas-Pallares, Miguel Ángel; Polychronopoulou, Argy

2013-06-26

Links between the demanding nature of studies in the health sciences, students' personality traits and psychological distress have been well-established. While considerable amount of work has been done in medicine, evidence from the dental education arena is sparse and data from Latin America are lacking. The authors conducted a large-scale investigation of psychological distress among dental students in Colombia and sought to determine its curriculum and student-level correlates. The Spanish version of the Derogatis' Symptoms Checklist Revised (SCL-90-R) was administered to all students officially registered and attending classes or clinics in 17 dental schools in 4 geographic districts of Colombia between January and April 2012. Additional information was collected on participants' socio-demographic information and first career choice, as well as school's characteristics such as class size. The Global Severity Index (GSI) score, a measure of overall psychological distress, served as the primary analytical endpoint. Analyses relied on multilevel mixed-effects linear and log-binomial regression, accounting for study design and sample characteristics. A total of 5700 dental students completed the survey, a response rate of 67%. Pronounced gradients were noted in the association between socio-economic status and psychological distress, with students in higher strata reporting fewer problems. After adjustment for all important covariates, there was an evident pattern of increasing psychological distress corresponding to the transition from the didactic, to the preclinical and clinical phases of training, with few differences between male and female students. Independent of other factors, reliance on own funds for education and having dentistry as the first career choice were associated with lower psychological distress. Levels of psychological distress correlated with students' socio-economic and study-level characteristics. Above and beyond the influence of person

The Practice-oriented Model of «School Psychology» Master's Program

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Andruschenko T.Y.,

2015-12-01

Full Text Available We presented the experience in the development and testing the module “Psychological diagnosis of students” of the “School psychology” master program in “Psychological and pedagogical education” training direction. We discussed contemporary contexts of design educational modules that are defined by ideas of cultural-historical approach of the scientific school of L.S. Vygotsky, educational theories and activities of developing education by D.B. Elkonin, V.V. Davydov, collectively distributed educational activity of V.V. Rubtsov. We analyzed the issue of professional competence training in educational psychologists at higher education. We presented the connection between the content of masters training and the requirements of the Professional standard “Teacher-psychologist (the psychologist in education”. Within the context of the network of educational organizations we paid special attention to the content and organization of distributed practice as the basic condition of master’s professional competences formation and their readiness for the implementation of the working activities.

Instrument to measure psychological contract violation in pharmacy students.

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Spies, Alan R; Wilkin, Noel E; Bentley, John P; Bouldin, Alicia S; Wilson, Marvin C; Holmes, Erin R

2010-08-10

To adapt and evaluate an instrument that measures perceived psychological contract violations in pharmacy students by schools and colleges of pharmacy. A psychological contract violations measure was developed from existing literature and the 1997 ACPE Guidelines and pilot-tested with second-year pharmacy students at 2 schools of pharmacy. A revised measure then was administered to second-year pharmacy students at 6 schools of pharmacy. Using a 5-point Likert-type scale, participants were asked to indicate the level of obligations they received compared to what was promised by the school of pharmacy. Exploratory factor analysis on the psychological contract violations measure was conducted using principal components analysis resulting in 7 factors, which led to a revised measure with 26 items. Using a sample of 339 students, the proposed 7-factor measurement model was tested using confirmatory factor analysis. In general, the results supported the hypothesized model. The final 23-item scale demonstrated both reliability and validity. Some students perceived certain aspects of the psychological contract that exists with their school of pharmacy were being violated. The psychological contract violations measure may serve as a valuable tool in helping to identify areas where their students believe that schools/colleges of pharmacy have not fulfilled promised obligations.

[Relationship between cyberbullying and the suicide related psychological behavior among middle and high school students in Anhui Province].

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Wang, Gengfu; Fang, Yu; Jiang, Liu; Zhou, Guiyang; Yuan, Shanshan; Wang, Xiuxiu; Su, Puyu

2015-11-01

To examine the prevalence rate of cyberbullying in middle and high school students in Anhui Province and explore the relationship between cyberbullying and suicide related psychological behavior. A total of 5726 middle and high school students from the 7th to the 12th grades in three regular middle schools and three regular high schools recruited from three cities in the Anhui Province (Tongling, Chuzhou, and Fuyang). Tongling, Chuzhou, and Fuyang are in the south, middle and north of Anhui, respectively. Each city was selected one regular middle school and one regular high school, and 8 classes were selected form each grade from each school. A stratified cluster random sampling method was used to randomly select 5726 participants among the six schools. Self-reports on cyberbullying and suicide related psychological behavior were collected. Among these 5726 adolescents, 46.8% of them involved in cyberbullying. Among them, 3.2% were bullies, 23.8% were victims, and 19.8% were both. Prevalence rates of suicide idea, suicide plan, suicide preparation, suicide implementation were 19.3%, 6.9%, 4.7% and 1.8%, respectively. Cyberbullying involvement, as victims, bullies or bully-victims, increased the risk of four kinds of suicide related psychological behavior (suicide idea, suicide plan, suicide preparation, suicide implementation) (P Cyberbullying has become a common occurrence in middle and high school students. Additionally, cyberbullying is closely related to suicide related psychological behavior among middle and high school students.

Forensic psychology and correctional psychology: Distinct but related subfields of psychological science and practice.

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Neal, Tess M S

2018-02-12

This article delineates 2 separate but related subfields of psychological science and practice applicable across all major areas of the field (e.g., clinical, counseling, developmental, social, cognitive, community). Forensic and correctional psychology are related by their historical roots, involvement in the justice system, and the shared population of people they study and serve. The practical and ethical contexts of these subfields is distinct from other areas of psychology-and from one another-with important implications for ecologically valid research and ethically sound practice. Forensic psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the law to help resolve legal, contractual, or administrative matters. Correctional psychology is a subfield of psychology in which basic and applied psychological science or scientifically oriented professional practice is applied to the justice system to inform the classification, treatment, and management of offenders to reduce risk and improve public safety. There has been and continues to be great interest in both subfields-especially the potential for forensic and correctional psychological science to help resolve practical issues and questions in legal and justice settings. This article traces the shared and separate developmental histories of these subfields, outlines their important distinctions and implications, and provides a common understanding and shared language for psychologists interested in applying their knowledge in forensic or correctional contexts. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Resilience and Psychological Distress in Psychology and Medical Students.

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Bacchi, Stephen; Licinio, Julio

2017-04-01

The authors investigated levels of resilience and psychological distress in medical and psychology students, factors that may affect these levels, the relationship between resilience and psychological distress, and student opinion on causes of stress and possible interventions. A voluntary anonymous online survey was distributed to University of Adelaide medical and psychology students. Medical and psychology students (n = 560; response rate = 24.7%) had similar mean resilience and psychological distress scores, and 47.9% of medical students and 55.1% of psychology students were psychologically distressed. Higher levels of resilience were associated with lower levels of distress (p Students supported resilience-based interventions, greater financial support, clearer learning objectives and more continuous assessment as potential means to reduce the effects of stress. Higher levels of resilience were associated with lower levels of psychological distress. Further studies are required to determine the efficacy of resilience-based interventions in these groups.

Internship Training Directors' Perceptions of School Psychology Internship Applicants

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Mahoney, Emery B.; Perfect, Michelle M.; Edwinson, Roxanne M.

2015-01-01

Since the mid-1990s, an imbalance between the number of available American Psychological Association (APA)-accredited internships and applicants has existed. In 2014, 14% of predoctoral psychology students who applied for internships accredited by the APA or members of the Association of Psychology Postdoctoral and Internship Centers (APPIC) did…

The Elaboration Likelihood Model: Implications for the Practice of School Psychology.

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Petty, Richard E.; Heesacker, Martin; Hughes, Jan N.

1997-01-01

Reviews a contemporary theory of attitude change, the Elaboration Likelihood Model (ELM) of persuasion, and addresses its relevance to school psychology. Claims that a key postulate of ELM is that attitude change results from thoughtful (central route) or nonthoughtful (peripheral route) processes. Illustrations of ELM's utility for school…

Psychological disturbance in atopic eczema: the extent of the problem in school-aged children.

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Absolon, C M; Cottrell, D; Eldridge, S M; Glover, M T

1997-08-01

Although psychological factors are widely considered to be important in atopic eczema, there have been few controlled studies to assess the extent of disturbance in affected children and the problems experienced by their parents. This study was designed to find out the degree of psychological difficulty experienced by children with atopic eczema, whether their mothers show higher levels of mental distress than a comparison group, and whether the families of children with atopic eczema have less social support than the comparison group. We investigated 30 school-aged children with atopic eczema for psychological problems using the Rutter parent scale and compared them with 30 children with relatively minor skin lesions such as viral warts. Mental distress in mothers was assessed using the General Health Questionnaire. The Family Support Scale was used to get a measure of the social support experienced by the families. We found twice the rate of psychological disturbance in children in the eczema group compared with the control group. This difference was statistically significant for children with moderately severe eczema and severe eczema, but not for children with very mild eczema. Levels of mental distress were no greater in mothers of children with eczema than in parents of the control group and there was no difference in the degree of social support experienced by their families. These findings indicate that school-aged children with moderate and severe atopic eczema are at high risk of developing psychological difficulties, which may have implications for their academic and social development.

Cognitive psychology and depth psychology backgrounds

International Nuclear Information System (INIS)

Fritzsche, A.F.

1986-01-01

The sixth chapter gives an insight into the risk perception process which is highly determined by emotions, and, thus, deals with the psychological backgrounds of both the conscious cognitive and the subconscious intuitive realms of the human psyche. The chapter deals with the formation of opinion and the origination of an attitude towards an issue; cognitive-psychological patterns of thinking from the field of risk perception; the question of man's rationality; pertinent aspects of group behaviour; depth psychological backgrounds of the fear of technology; the collective subconscious; nuclear energy as a preferred object of projection for various psychological problems of modern man. (HSCH) [de

Recruitment of Diverse Students in School Psychology Programs: Direction for Future Research and Practice

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Proctor, Sherrie L.; Simpson, Chamane M.; Levin, Jacqueline; Hackimer, Laura

2014-01-01

Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America's public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school…

Mathematical psychology.

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Batchelder, William H

2010-09-01

Mathematical psychology is a sub-field of psychology that started in the 1950s and has continued to grow as an important contributor to formal psychological theory, especially in the cognitive areas of psychology such as learning, memory, classification, choice response time, decision making, attention, and problem solving. In addition, there are several scientific sub-areas that were originated by mathematical psychologists such as the foundations of measurement, stochastic memory models, and psychologically motivated reformulations of expected utility theory. Mathematical psychology does not include all uses of mathematics and statistics in psychology, and indeed there is a long history of such uses especially in the areas of perception and psychometrics. What is most unique about mathematical psychology is its approach to theory construction. While accepting the behaviorist dictum that the data in psychology must be observable and replicable, mathematical models are specified in terms of unobservable formal constructs that can predict detailed aspects of data across multiple experimental and natural settings. By now almost all the substantive areas of cognitive and experimental psychology have formal mathematical models and theories, and many of these are due to researchers that identify with mathematical psychology. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

Strategies and Attributes of Highly Productive Scholars and Contributors to the School Psychology Literature: Recommendations for Increasing Scholarly Productivity

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Martinez, Rebecca S.; Floyd, Randy G.; Erichsen, Luke W.

2011-01-01

In all academic fields, there are scholars who contribute to the research literature at exceptionally high levels. The goal of the current study was to discover what school psychology researchers with remarkably high levels of journal publication do to be so productive. In Study 1, 94 highly productive school psychology scholars were identified…

Gratitude and Adolescents' Subjective Well-Being in School: The Multiple Mediating Roles of Basic Psychological Needs Satisfaction at School.

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Tian, Lili; Pi, Luyang; Huebner, E S; Du, Minmin

2016-01-01

Based on the relation between gratitude and general subjective well-being (SWB), and Basic Psychological Needs Theory (Ryan and Deci, 2000), the present study's aim was to use structural equation modeling to test the multiple mediational roles of the satisfaction of three basic psychological needs at school in accounting for the association between gratitude and SWB in school (school satisfaction, school affect) in adolescents. A total of 881 Chinese adolescents (427 males; Mean age = 12.97) completed a multi-measure questionnaire that tapped the targeted variables. Findings revealed that gratitude related significantly, positively to adolescents' SWB in school. Moreover, a multiple-mediators analysis suggested that relatedness and competence needs satisfaction at school mediated the relation between gratitude and SWB in school. Lastly, a multiple-mediators analysis also indicated that autonomy needs satisfaction mediated the relation between relatedness and competence needs and SWB in school. Limitations and practical applications of the study were discussed.

Gratitude and Adolescents’ Subjective Well-Being in School: The Multiple Mediating Roles of Basic Psychological Needs Satisfaction at School

Science.gov (United States)

Tian, Lili; Pi, Luyang; Huebner, E. S.; Du, Minmin

2016-01-01

Based on the relation between gratitude and general subjective well-being (SWB), and Basic Psychological Needs Theory (Ryan and Deci, 2000), the present study’s aim was to use structural equation modeling to test the multiple mediational roles of the satisfaction of three basic psychological needs at school in accounting for the association between gratitude and SWB in school (school satisfaction, school affect) in adolescents. A total of 881 Chinese adolescents (427 males; Mean age = 12.97) completed a multi-measure questionnaire that tapped the targeted variables. Findings revealed that gratitude related significantly, positively to adolescents’ SWB in school. Moreover, a multiple-mediators analysis suggested that relatedness and competence needs satisfaction at school mediated the relation between gratitude and SWB in school. Lastly, a multiple-mediators analysis also indicated that autonomy needs satisfaction mediated the relation between relatedness and competence needs and SWB in school. Limitations and practical applications of the study were discussed. PMID:27708601

Psychological distress and its correlates in secondary school students in Pavia, Italy.

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Marinoni, A; Degrate, A; Villani, S; Gerzeli, S

1997-10-01

Adolescence is a time of social as well as biological transition; nevertheless, there are very few epidemiological studies in this field in Italy. Therefore, we felt it would be useful to conduct a cross-sectional study on a sample of 1346 adolescents aged 14-19 years attending high schools in the Health Authority Area of Pavia (northern Italy) through a multi-dimensional approach, taking into consideration physical and psychological health, life habits, family environment and social life of teen-agers. We used a structured self-administered questionnaire consisting of 264 question items to achieve the study aim, which was to find the variables (among personal data, scholastic, family, relational characteristics and habits) correlated with psychological distress. The results showed that in this sample psychological distress (evaluated by GHQ-30) was significatively (p parent (from a region different from that of residence), little love for parents and poor parental psycho-physical health status, staying at home on the weekend, smoking and using psychoactive medicines.

Building Blocks of Psychology: on Remaking the Unkept Promises of Early Schools.

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Gozli, Davood G; Deng, Wei Sophia

2018-03-01

The appeal and popularity of "building blocks", i.e., simple and dissociable elements of behavior and experience, persists in psychological research. We begin our assessment of this research strategy with an historical review of structuralism (as espoused by E. B. Titchener) and behaviorism (espoused by J. B. Watson and B. F. Skinner), two movements that held the assumption in their attempts to provide a systematic and unified discipline. We point out the ways in which the elementism of the two schools selected, framed, and excluded topics of study. After the historical review, we turn to contemporary literature and highlight the persistence of research into building blocks and the associated framing and exclusions in psychological research. The assumption that complex categories of human psychology can be understood in terms of their elementary components and simplest forms seems indefensible. In specific cases, therefore, reliance on the assumption requires justification. Finally, we review alternative strategies that bypass the commitment to building blocks.

Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice

OpenAIRE

Fairchild, Amanda J.; McQuillin, Samuel D.

2010-01-01

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are pr...

Social Justice Training in School Psychology: Applying Principles of Organizational Consultation to Facilitate Change in Graduate Programs

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Grapin, Sally L.

2017-01-01

Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement…

The new Medical College Admission Test: Implications for teaching psychology.

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Mitchell, Karen; Lewis, Richard S; Satterfield, Jason; Hong, Barry A

2016-01-01

This year's applicants to medical school took a newly revised version of the Medical College Admission Test. Unlike applicants in the past, they were asked to demonstrate their knowledge and use of concepts commonly taught in introductory psychology courses. The new Psychological, Social, and Biological Foundations of Behavior Test asked applicants to demonstrate the ways in which psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships among social stratification, access to resources, and well-being. Building from the classic biopsychosocial model, this article provides the rationale for testing psychology concepts in application to medical school. It describes the concepts and skills that the new exam tests and shows how they lay the foundation for learning in medical school about the behavioral and sociocultural determinants of health. This article discusses the implications of these changes for undergraduate psychology faculty and psychology curricula as well as their importance to the profession of psychology at large. (c) 2016 APA, all rights reserved).

School Psychology: How Universal Are Ethical Principles Approved by International Associations?

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Pettifor, Jean L.

2004-01-01

Globalization is a dominant issue in all aspects of business and professional activities in the 21st Century. The International School Psychology Association and the International Test Commission have adopted ethics and competency guidelines to raise the standards of practice for their members. Other international organizations are doing likewise.…

International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of the "International Journal of School & Educational Psychology"

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Oakland, Thomas; Hatzichristou, Chryse

2014-01-01

This special issue of the "International Journal of School & Educational Psychology" is devoted to promoting an understanding of some current features of school psychology programs and to suggest ways to further strengthen preparation. Information summarized in these 12 articles is intended to assist us in determining the relevance…

Adolescents' psychological well-being and self-esteem in the context of relationships at school

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Sarkova, Maria; Bacikova-Sleskova, Maria; Geckova, Andrea Madarasova; Katreniakova, Zuzana; van den Heuvel, Wim; van Dijk, Jitse P.

2014-01-01

Background: The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment. Purpose: The aim

Development Contexts, Psychological Distress, Social Self- Esteem and School Violence from a Gender Perspective in Mexican Adolescents

Directory of Open Access Journals (Sweden)

María Elena Villarreal-González

2011-07-01

Full Text Available The aim of this study was to analyze the relationships between three development contexts -family, school and community-, and school violence, examining psychological distress and social selfesteem from a gender perspective in Mexican adolescents. To test these relationships, 1,285 Mexican students between 12 and 18 years of age in secondary (n = 634 and high school (n = 651 were recruited. To analyze these relationships, Structural Equation Modeling With EQS was used. Results showed that familial context is directly related to school violence, and that school and community context is indirectly related to school violence through social self-esteem and psychological distress. Finally, results and their possible implications regarding gender are discussed.

Psychological and Pedagogical Foundations of Multimedia Technologies Application for School Use

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Larisa A. Shkutina

2013-01-01

Full Text Available The article deals with the topical problem of psychological and pedagogical basis development for the use of new information technologies at university and at school. Features of the use of multimedia technologies were studied, basing on the analysis of scientific works. Multimedia technologies have a number of advantages and possibilities to influence psychological environment of students and the internal processes of educational information processing by the human brain. The advisability of the use of multimedia technologies, enabling to apply all kinds of information, affecting the sensor channels, and summing up in a single image is proved. High didactic possibilities of multimedia technologies, contributing to the performance of cognitive, creative, informational, social, adaptive and other needs of students are revealed.

The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

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Geijsel, Femke P.; Sleegers, Peter J. C.; Stoel, Reinoud D.; Kruger, Meta L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

Integrative psychology: the return to the subject of psychology

OpenAIRE

Kozlov, Vladimir

2009-01-01

The article analyzes the basic paradigms of psychology and put forward the thesis of the expansion of the subject area of psychology in the course of historical development, and describes the main features of integrative psychology. Highlighted in the article the new paradigm of psychology (transpersonal, communicative, integrative), make it possible to trace a vector of development of modern psychology as a multidimensional communicative environment that has intention to make a perusal of ps...

Psychological work characteristics, psychological workload and associated psychological and cognitive requirements of train drivers

NARCIS (Netherlands)

Zoer, Ilona; Sluiter, Judith K.; Frings-Dresen, Monique H. W.

2014-01-01

This study aimed to assess the psychological work characteristics and psychological workload of train drivers and to define the psychological and cognitive requirements of their work. A systematic literature search was performed, and expert interviews were conducted. The following work demands were

POSITIVE PSYCHOLOGY: THE SCIENCE AND PRACTICE OF PSYCHOLOGY?

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Julio Alfonso Piña López

2014-05-01

Full Text Available Positive psychology is not a science of psychology, because it lacks a specific subject matter as well as conceptual categories that theoretically represent it. Even more, it is not built on the foundations of a theory that would make it possible to translate scientific knowledge into technological knowledge, applicable to social problems in which the psychological dimension is relevant. We conclude that positive psychology is more than just a “good fashion” or “sympathetic magic”; it is, in essence, an unwarranted and fruitless attempt to give life to a new and very different psychology. In short, it is a conspicuous example of the illogic of logic.

ANALYSIS OF PSYCHOLOGIC HEALTH STATE AND INFLUENCING FACTORS IN COLLEGE AND SECONDARY SCHOOL STUDENTS IN SHAANXI PROVINCE

Institute of Scientific and Technical Information of China (English)

无

2000-01-01

Objective The psychologic health level of college and secondaryschool students and the relevant fac- tors were investigated to scientific basis and guidance for school mental health work. Methods Standard 1251 cases were drawn from 1% of students in colleges and middle schools of Shaanxi province. Taking 14 psychic health level indexes in SCL-90 as dependent variable and 109 indexes of psychic health back ground as in-dependent variable, multi-factor analyses have been made. Results 22.6 % of students had relatively serious psychological problems. The score of SCL-90 in females was a little bit higher than that in males. The scores of students at both universities and se- nior middle schools were higher than that in junior middle schools students. The score of SCL-90 of students who came from the countryside was higher than that of city students. The score of the whole students was higher than that of the normal. The students with psychic problems showed obsession, interpersonal sensitivity, depression, anxiety, paranoia and hostility. Factor-analysis showed that influencing factors included history of positive individual risking behavior, physical conditions,grade,address, family influences, menses and sexual prombles, bad relation with others, poor self-assessment. Conclusion The psychologic health level of the students investigated is lower than that of the whole society. The factors, which hamper psychic health of students, are biological ,psychological and social in nature.

Neuroscience and Positive Psychology: Implications for School Counselors

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Stickel, Sue A.; Callaway, Yvonne L.

2007-01-01

Increasing research findings are pointing out that using positive psychology and wellness strategies in counseling and therapy are helpful in fostering healthy human development (Snyder & Lopez, 2001). Positive psychology is addressing the importance of positive emotions, character traits, and features of enabling institutions such as the 'good…

Socioecological psychology.

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Oishi, Shigehiro

2014-01-01

Socioecological psychology investigates humans' cognitive, emotional, and behavioral adaption to physical, interpersonal, economic, and political environments. This article summarizes three types of socioecological psychology research: (a) association studies that link an aspect of social ecology (e.g., population density) with psychology (e.g., prosocial behavior), (b) process studies that clarify why there is an association between social ecology and psychology (e.g., residential mobility → anxiety → familiarity seeking), and (c) niche construction studies that illuminate how psychological states give rise to the creation and maintenance of a social ecology (e.g., familiarity seeking → dominance of national chain stores). Socioecological psychology attempts to bring the objectivist perspective to psychological science, investigating how objective social and physical environments, not just perception and construal of the environments, affect one's thinking, feeling, and behaviors, as well as how people's thinking, feeling, and behaviors give rise to social and built environments.

Drunk driving among novice drivers, possible prevention with additional psychological module in driving school curriculum.

Science.gov (United States)

Eensoo, Diva; Paaver, Marika; Harro, Jaanus

2011-01-01

Road traffic collisions caused by drunk driving pose a significant public health problem all over the world. Therefore additional preventive activities against drunk driving should be worked out. The aim of the study was to assess drunk driving in novice drivers after a psychological intervention taking into account also impulsivity, law obedience, and alcohol-related measures. An intervention study was started with 1889 car driver's license attempters during their driving school studies. Subjects were classified as intervention group (n=1083, mean age 23.1 (SD=7.4) years), control group (n=517, mean age 22.8 (SD=7.1) years) and "lost" group (n=289, mean age 23.0 (SD=6.9) years). "Lost" group subjects had been assigned into the intervention group, but they did not participate in the intervention. Subjects of the intervention group participated in a psychological intervention on the dangers of impulsive behavior in traffic. After a three year follow-up period it appeared that in the control group and in the lost group there was a significantly higher proportion of drunk drivers than in the intervention group, 3.3% (n=17), 3.5% (n=10) and 1.5% (n=10) (p=0.026), respectively. Survival analysis confirmed that psychological intervention had a significant impact on drunk driving (p=0.015), and the impact of the intervention was persistent also in the case of higher scores in Mild social deviance. In subjects with higher scores in impulsivity measures and alcohol-related problems the impact of short psychological intervention was not sufficient for preventing drunk driving. It can be concluded that psychological intervention used during the driving school studies is an effective primary prevention activity against drunk driving. However, for drivers with high scores in impulsivity measures and alcohol-related problems, the short psychological intervention is not sufficient in reducing drunk driving behavior.

Positive Psychology and old age Psychology. Theoretical Intersections

OpenAIRE

Enrique Lombardo

2015-01-01

This article is a theoretical review of developments and research of the posi- tive psychology and of the psychology of aging. Some concepts that are in that intersection are: psychic capital, strengths, psychological wellbeing and emo- tional regulation. In all the cases they are positive psychic factors associated to the successful aging. Since the end of the 20th century, within the psychology of aging has been developing and achieved fundamental transformations in term of theoretical base...

The effect of teacher psychological, school organizational and leadership factors on teachers’ professional learning in Dutch schools

NARCIS (Netherlands)

Geijsel, F.P.; Sleegers, P.J.C.; Stoel, R.D.; Krüger, M.L.

2009-01-01

In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their

School Psychology 2010: Demographics, Employment, and the Context for Professional Practice--Part 1

Science.gov (United States)

Curtis, Michael J.; Castillo, Jose M.; Gelley, Cheryl

2012-01-01

The National Association of School Psychologists (NASP) established a policy in 1989 mandating a national study of the field every 5 years. The purpose of the studies was to generate a comprehensive description of the field of school psychology across the United States, as well as to allow for analyses of changes in the field over time. The first…

The Translation of Basic Behavioral Research to School Psychology: A Citation Analysis

Science.gov (United States)

Reed, Derek D.

2008-01-01

In recent years, school psychology has become increasingly grounded in data-based decision making and intervention design, based upon behavior analytic principles. This paradigm shift has occurred in part by recent federal legislation, as well as through advances in experimental research replicating laboratory based studies. Translating basic…

Ethnic Minority Psychological Associations: Connections to Counseling Psychology

Science.gov (United States)

Delgado-Romero, Edward A.; Forrest, Linda; Lau, Michael Y.

2012-01-01

This article provides the introduction, background and rationale for the Major Contribution focused on five national ethnic minority psychological associations: the Asian American Psychological Association, The Association of Black Psychologists, the National Latina/o Psychological Association, the Society of Indian Psychologists, and the Society…

Effect of Growth Mindset on School Engagement and Psychological Well-Being of Chinese Primary and Middle School Students: The Mediating Role of Resilience

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Guang Zeng

2016-11-01

Full Text Available The objective of positive education is not only to improve students’ well-being but also their academic performance. As an important concept in positive education, growth mindset refers to core assumptions about the malleability of a person’s intellectual abilities. The present study investigates the relation of growth mindsets to psychological well-being and school engagement. The study also explores the mediating function of resilience in this relation. We recruited a total of 1260 (658 males and 602 females Chinese students from five diversified primary and middle schools. Results from the structural equation model (SEM show that the development of high levels of growth mindsets in students predicts higher psychological well-being and school engagement through the enhancement of resilience. The current study contributes to our understanding towards the potential mechanisms of how positive education (e.g. altering the mindset of students can impact psychological well-being and school engagement.

Historical Links between Latin American Psychology and Pedagogy in Experimentation

Science.gov (United States)

Arias, Walter L.

2014-01-01

This work sets out historical information about the development of Latin American psychology over the base of education. It reviews the contribution from education to Latin American psychology, and especially, the creation of experimental psychology laboratories in schools and educational and psychopedagogical institutions, where experimental…

Cultural Diversity Climate and Psychological Adjustment at School-Equality and Inclusion versus Cultural Pluralism

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Schachner, Maja K.; Noack, Peter; Van de Vijver, Fons J. R.; Eckstein, Katharina

2016-01-01

The present study is concerned with cultural diversity climate at school and how it relates to acculturation orientations and psychological school adjustment of early adolescent immigrants. Specifically, the distinct role of two types of diversity policy is investigated, namely (a) fostering equality and inclusion and (b) acknowledging cultural…

A case study of school support and the psychological, emotional and behavioural consequences of HIV and AIDS on adolescents.

Science.gov (United States)

Asikhia, Olubusayo Aduke; Mohangi, Kesh

2015-01-01

Various studies have reported a huge increase in the numbers of orphaned adolescents in Sub-Saharan Africa and its effects on their psychological, emotional and behavioural development. Yet, their needs are seldom recognised or adequately addressed in policy and programmes.This article uses a qualitative study to report the experiences of 11 orphaned adolescents (5 boys and 6 girls aged between 15 and 18 years) affected by HIV and AIDS in a secondary school (in Atteridgeville, Pretoria, South Africa) and the school support provided by them. The primary data-generation strategies were informal interviews and the Beck Youth Inventories-II (BYI-II) (adopted to measure the participants' level of emotional, behavioural and psychological problems). All interview transcriptions with the participants were thematically analysed. BYI-II data were subjected to T scores (in percentages) to know the participant's psychological, behavioural and emotional problems in order to compare it with their perceptions on the degree of support provided by the school. Result shows that participants have a high prevalence of psychological, behavioural and emotional problems and that the school support provided to them (teachers' support, the general school environment and the degree of discrimination, labelling and bullying that exists in the school) was not sufficient. The participants, however, reported a high level of support from the principal. In conclusion, we have suggested the urgent need for teachers to acquire and possess basic knowledge and skills in caring and paying attention to learners affected by HIV and AIDS and for government agencies and NGOs working with HIV-and AIDS-affected children, to focus on proposals that address the psychological, behavioural and emotional problems in such affected adolescents.

Usefulness of a psychology proficiency test to evaluate psychology education : A study at a small psychology college

OpenAIRE

田積, 徹; 石原, 俊一; 嶋原, 栄子; 谷口, 麻起子; 新美, 秀和; 炭谷, 将史; 李, 艶; 高橋, 宗; 高橋, 啓子

2014-01-01

This study sought to reveal the association between results on a psychology proficiency test (PPT) and academic performance in psychology courses of students studying psychology at a small local college. This study controlled for factors of metacognition and motivation to achieve that are presumably related to results on the PPT. Two scores served as indicators of performance in psychology courses. These scores were calculated for students taking psychology courses, which included those cours...

The nature and psychological content of information psychological impact

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Evgeny G. Baranov

2017-03-01

Full Text Available The paper presents the results of theoretical analysis of «information-psychological impact» category. The study aims to determine the role and place of impacts of such kind in the upbringing process, and in education in general. The paper contrasts comparative analysis of existing scientific approaches to understanding the nature and psychological content of the concept of “information” and psychological impact. Based on the data mentioned above, the conclusion is made that the psychological impact is the influence of surrounding elements of the physical and social environment on the people, which change the course of their mental processes, mental state, psychological structure of consciousness and behaviour. In addition, the purposeful psychological impact carried out either by an individual or a collective entity can be direct or indirect (e.g. information psychological. Based on the performed analysis the conclusion is made that depending on their purpose and nature of influence, information and psychological impact can be manipulative (subject-object or developmental (subject-subject. Manipulative impact creates temporary, unstable mental forms, while developing impact creates stable personality forms. Both kinds of information and psychological influences can be observes in the educational process. The teacher selects types of influence based on his/her own pedagogical qualifications and teaching objectives: to develop the personality of the student or to form behavioural stereotypes.

[Political psychology].

Science.gov (United States)

Resch, Mária; Bella, Tamás

2013-04-21

In Hungary one can mostly find references to the psychological processes of politics in the writings of publicists, public opinion pollsters, philosophers, social psychologists, and political analysts. It would be still important if not only legal scientists focusing on political institutions or sociologist-politologists concentrating on social structures could analyse the psychological aspects of political processes; but one could also do so through the application of the methods of political psychology. The authors review the history of political psychology, its position vis-à-vis other fields of science and the essential interfaces through which this field of science, which is still to be discovered in Hungary, connects to other social sciences. As far as its methodology comprising psycho-biographical analyses, questionnaire-based queries, cognitive mapping of interviews and statements are concerned, it is identical with the psychiatric tools of medical sciences. In the next part of this paper, the focus is shifted to the essence and contents of political psychology. Group dynamics properties, voters' attitudes, leaders' personalities and the behavioural patterns demonstrated by them in different political situations, authoritativeness, games, and charisma are all essential components of political psychology, which mostly analyses psychological-psychiatric processes and also involves medical sciences by relying on cognitive and behavioural sciences. This paper describes political psychology, which is basically part of social sciences, still, being an interdisciplinary science, has several ties to medical sciences through psychological and psychiatric aspects.

The Changing Face of School Psychology: Trends in Data and Projections for the Future

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Curtis, Michael J.; Grier, J. Elizabeth Chesno; Hunley, Sawyer A.

2004-01-01

Trends in data from the past to the present are described for demographic variables (gender, race and ethnicity, preparation levels, credentialing, age and experience) and ratio of students to school psychologists. School psychology in the United States will continue to be characterized as primarily Caucasian, specialist- level and female through…

Struggles for Order and Control of School Behaviour: A Sketch for a Social Psychology

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Funnell, Robert

2009-01-01

Behaviour management is acknowledged as a leading psychological method to reduce classroom conflict by applying "rational choice" techniques. But it falls short in schools where poor academic results are reproduced, as is illustrated in an analysis of misbehaviour in an Australian rural school. It is argued that explanations of behaviour…

Maternal Parenting and Social, School, and Psychological Adjustment of Migrant Children in Urban China

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Zhao, Siman; Chen, Xinyin; Wang, Li

2015-01-01

This study examined the relations of maternal warmth, behavioral control, and encouragement of sociability to social, school, and psychological adjustment in migrant children in China. The participants were 284 rural-to-urban migrant children (M age = 11 years, 149 boys) in migrant children's schools and their mothers. Data on parenting were…

Broadening the Boundaries of Psychology through Community Psychology

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Kagan, Carolyn

2008-01-01

This paper argues for community psychology to be included within the discipline boundaries of psychology. In doing this, it will enable psychology to begin to address some of the large scale social issues affecting people's well-being. It will be necessary, however, to incorporate aspects of other disciplines, make explicit the political…

Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals

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Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna

2012-01-01

Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…

Publishing about Autism Spectrum Disorder in Six School Psychology Journals: 2002-2012

Science.gov (United States)

Mckenney, Elizabeth L. W.; Dorencz, Julie; Bristol, Ryan M.; Hall, Lacey P.

2015-01-01

Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students' needs has been disparate, with…

Conflicts and missed signals in psychoanalysis, behaviorism, and Gestalt psychology.

Science.gov (United States)

Murray, David J; Kilgour, Andrea R; Wasylkiw, Louise

2000-04-01

At the turn of the 20th century, European psychologists found themselves in conflict situations with respect to the role that private mental states should play in a scientific psychology. Out of this conflict arose 3 of the best-known schools of the 20th century: psychoanalysis, behaviorism, and Gestalt psychology. Each of these schools is discussed with respect to two characteristics. First, the authors discuss the attitude of each school on the meaning of the word unconscious as it was understood around 1900. Second, the authors discuss the influence of each school on the reception accorded to books written around 1900 espousing viewpoints that did not cohere with the school's beliefs. Such books may be considered "missed signals" in the history of psychology. "Hits" associated with each school are also highlighted.

Systems of psychology as epistemology of psychology: technical supplies and conceptual bases for psychology education

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Catriel Fierro

2017-03-01

Full Text Available Resuming the framework outlined in a previous analysis, the present work describes a proposal for teaching systems of psychology based on parameters of meta-theoretical analysis and specific meta-scientific models, with the aim of relocating psychological systems’ courses in systematology of psychology as a component of the epistemology of psychology. Three central issues for systematology in psychologists’ education are described: the importance of working with primary sources through specific pedagogical resources with the aim of developing scientific competences and attitudes, the need to have one (or several sets of fixed parameters to comparatively analyze theoretical systems, and the problems, criteria and options available when contextualizing such comparative meta-theoretical analysis in comprehensive meta-scientific models which belong to the philosophy of science and of psychology. We conclude on the need to transcend the teaching of systematology as a verbal enunciation of concepts proposed by 'great authors', and on certain risks and limitations regarding the teaching of psychological systems conceived as an epistemological exercise.

Supportive Group Factors, Course Pedagogy, and Multicultural Competency within Multicultural Psychology Courses

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Stoyer, Michael Ryan

2017-01-01

This study examined the relationship between course pedagogy and supportive group factors with variables of multicultural competency and multicultural counseling self-efficacy at the completion of a multicultural psychology course. The participants were students in graduate clinical psychology, counseling psychology, and school psychology programs…

Сontribution to the History of Psychology in Bulgaria (From the Liberation to 1912

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Mariyana D. Nyagolova

2012-05-01

Full Text Available In the history of the Bulgarian science, the period from the liberation from the Ottoman rule to 1912 is remarkable for its serious boom, for a full expression of the freedom of the science in its national and personal aspect. In these times, the beginning of the scientific psychology in the country was laid. The main schools and trends that have formed the Bulgarian psychological thought are presented here: the Leipzig School of W. Wundt, the Jena Pedagogical School, and the Geneva School of E. Claparede. The discussion on the subject of psychology in the medical circles is also stated as well as the question of teaching psychology in the secondary and higher schools. An overview of the first textbooks on psychology of Bulgarian authors is given. The historical and psychological analysis focuses on the complete works of the most famous authors who worked during the studied period.

Evaluating mediation and moderation effects in school psychology: a presentation of methods and review of current practice.

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Fairchild, Amanda J; McQuillin, Samuel D

2010-02-01

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are presented, and different effect size measures for the models are provided. Extensions of the basic moderator and mediator models are also described.

Investigative psychology

OpenAIRE

Canter, David V.

2010-01-01

The domain of Investigative Psychology covers all aspects of psychology that are relevant to the conduct of criminal or civil investigations. Its focus is on the ways in which criminal activities may be examined and understood in order for the detection of crime to be effective and legal proceedings to be appropriate. As such Investigative Psychology is concerned with psychological input to the full range of issues that relate to the management, investigation and prosecution of crime

Adolescents' Psychological Well-Being and Self-Esteem in the Context of Relationships at School

Science.gov (United States)

Sarkova, Maria; Bacikova-Sleskova, Maria; Madarasova Geckova, Andrea; Katreniakova, Zuzana; van den Heuvel, Wim; van Dijk, Jitse P.

2014-01-01

Background: The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment. Purpose: The aim of the study is to explore whether there is a…

Psychology in Japan.

Science.gov (United States)

Imada, Hiroshi; Tanaka-Matsumi, Junko

2016-06-01

The purpose of this article is to provide information about Japan and its psychology in advance of the 31st International Congress of Psychology (ICP), to be held in Yokohama, Japan, in 2016. The article begins with the introduction of the Japanese Psychological Association (JPA), the hosting organization of the ICP 2016, and the Japanese Union of Psychological Associations consisting of 51 associations/societies, of which the JPA is a member. This is followed by a brief description of a history of psychology of Japan, with emphasis on the variation in our approach to psychology in three different periods, that is, the pre- and post-Pacific War periods, and the post-1960 period. Next, the international contributions of Japanese psychology/psychologists are discussed from the point of view of their visibility. Education and training in psychology in Japanese universities is discussed with a final positive remark about the long-awaited enactment of the Accredited Psychologist Law in September, 2015. © 2016 International Union of Psychological Science.

Thoughts and recommendations concerning impact and productivity in school psychology journals.

Science.gov (United States)

Robinson, Daniel H

2011-12-01

Having been personally involved in several examinations of productivity in various sub-disciplines of psychology, I read with great interest the articles in this special issue. I commend the authors for engaging in this activity, as I feel that a field benefits from occasional self-examinations. In this commentary, I caution against placing too much emphasis on impact factors, arguing that they are not measured without error and unethical behaviors could increase if they are weighted too heavily. I recommend examinations of methodological trends, whether implications for practice are based on observational data, whether female participation in the publication process matches their participation as members of the field, and finally including other characteristics in defining highly productive scholars that would attract potential graduate students. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Lest we forget that industrial and organisational psychology is psychology

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DJW Strümpfer

2007-10-01

Full Text Available The tie between industrial/organisational psychology (IOP and general psychology should be taken seriously. The origin of the split into separate academic departments is discussed. Four IOP topics are presented which are rooted in psychology or where the psychological quality is strong, making the tie-in clear: motivation, leadership, assessment, and appreciative inquiry; by way of illustration, proponents are referred to. Specialisation and professionalisation often bring undue emphasis on technology. IOP cannot be human resource management. Suggestions are made about bringing IOP and psychology closer within teaching programmes and internships. Appreciative images of what IOP, hand-in-hand with psychology, could be like, are put forward.

Promoting Psychological Well-Being in an Urban School Using the Participatory Culture-Specific Intervention Model

Science.gov (United States)

Bell, Patrick B.; Summerville, Meredith A.; Nastasi, Bonnie K.; Patterson, Julie; Earnshaw, Elizabeth

2015-01-01

School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing…

Meeting the Needs of Children and Families: Opportunities and Challenges for School Psychology Training Programs.

Science.gov (United States)

Curtis, Michael J.; Batsche, George M.

1991-01-01

Notes that graduate training programs face challenges, as well as opportunities, in fulfillment of their responsibilities to prepare school psychologists for entry into professional practice. Examines nature and origins of potential changes facing school psychology and discusses adequacy of current training programs. Discusses future implications…

The discontinuity in scientific psychology at the University of Rome, 1907-1947: From general psychology to psychotechnics.

Science.gov (United States)

Morgese, Giorgia; Lombardo, Giovanni Pietro; Albani, Alessandra

2016-11-01

This article examines the areas of research conducted at the Laboratory of Experimental Psychology of the University of Rome from 1907 to 1947, directed first by Sante De Sanctis (1862-1935), and then, from 1931 on, by Mario Ponzo (1882-1960). The method used to distinguish the topics and areas of research that characterized the Roman School during this period is the textual analysis of the titles of the journal in which studies completed at the laboratory were published, namely, Contributi del Laboratorio di Psicologia sperimentale [Psychological Contributions of the Laboratory of Experimental Psychology]. This empirical analysis, which complements and supports the historiographical interpretation, demonstrates the disciplines that emerged under a system managed by the directors over 2 periods of time in the pursuit of scientific psychology in Rome and in Italy. This analysis highlights the process of adjustment from a traditional, general approach to a more theoretical-technical application. This article is a new contribution to the Italian debate on the periodization of the "crisis" in Italian psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective

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Winter, Laura Anne; Burman, Erica; Hanley, Terry; Kalambouka, Afroditi; Mccoy, Lauren

2016-01-01

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships…

Psychiatric and Psychological Impact of Chronic Skin Disease.

Science.gov (United States)

Jafferany, Mohammad; Pastolero, Paul

2018-04-26

Chronic skin disease has a devastating effect on a person's physical and psychological well-being. Skin disease significantly impacts all aspects of a patient's life including school, relationships, career choices, social and leisure activities, and sexual life. The physical, psychological, and social consequences affect not only the patients, but also caregivers and family members as well. Common psychological problems associated with skin disease include, but are not limited to, feelings of stress, anxiety, anger, depression, shame, social isolation, low self-esteem, and embarrassment. Besides psychopharmacology, multiple psychotherapeutic techniques have proved to be helpful in addressing the psychological sequelae of skin disease. © Copyright 2018 Physicians Postgraduate Press, Inc.

Current status of psychology and clinical psychology in India - an appraisal.

Science.gov (United States)

Virudhagirinathan, Baboo Sankar; Karunanidhi, Subbiah

2014-10-01

This paper provides an overview of the social and cultural context for the emergence and development of psychology in India and also more specifically of the development of clinical psychology. It details the range of universities offering psychology programmes and the various bodies involved in supporting the development of the psychology. The paper also describes the development of clinical psychology in India and the variety of roles undertaken by clinical psychologists. Finally, it raises a number of issues facing the development of Indian psychology into the future.

Kantian Psychologism

NARCIS (Netherlands)

Sperber, P.|info:eu-repo/dai/nl/377312894

2017-01-01

For more than a hundred years now, the dominant view amongst scholars has been that Kant's philosophy has nothing to do with psychology, or, at the very least, that psychology is inessential to Kant's philosophical project. In the early reception of Kant's work, however, psychology played a central

Researching Pupil Well-Being in UK Secondary Schools: Community Psychology and the Politics of Research

Science.gov (United States)

Duckett, Paul; Sixsmith, Judith; Kagan, Carolyn

2008-01-01

This study explores the relationships between a school, its staff and its pupils and the impact of these relationships on school pupils' well-being. The authors adopted a community psychological perspective and applied critical, social constructionist epistemologies and participatory, multi-method research tools. The article discusses the…

Psychotherapeutics and the problematic origins of clinical psychology in America.

Science.gov (United States)

Taylor, E

2000-09-01

The problematic place of psychotherapy within the larger history of scientific psychology is reviewed, especially in the absence of any definitive history of clinical psychology yet written. Although standard histories of psychology imply that psychotherapy was somehow derived from the tradition of German laboratory science, modern historiography reveals a dramatically different story. Personality, abnormal, social, and clinical psychology have their roots in an international psychotherapeutic alliance related more to French neurophysiology, and this alliance flourished for several decades before psychoanalysis. Reconstruction of the American contribution to this alliance, the so-called Boston school of abnormal psychology, suggests an era of medical psychology in advance of today. Note is also made of the possible misattribution of Lightner Witmer as the father of clinical psychology.

An Examination of the Relationship between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students

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Kaas, Felicia M.

2017-01-01

The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology…

Positive Psychology

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Peterson, Christopher

2009-01-01

Positive psychology is a deliberate correction to the focus of psychology on problems. Positive psychology does not deny the difficulties that people may experience but does suggest that sole attention to disorder leads to an incomplete view of the human condition. Positive psychologists concern themselves with four major topics: (1) positive…

Counseling Health Psychology: Assessing Health Psychology Training within Counseling Psychology Doctoral Programs

Science.gov (United States)

Raque-Bogdan, Trisha L.; Torrey, Carrie L.; Lewis, Brian L.; Borges, Nicole J.

2013-01-01

Training directors of American Psychological Association-approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs' expectations and ability to…

The 2002 Revision of the American Psychological Association's Ethics Code: Implications for School Psychologists

Science.gov (United States)

Flanagan, Rosemary; Miller, Jeffrey A.; Jacob, Susan

2005-01-01

The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists…

The Effect of Sports on the Psychological Well-Being Levels of High School Students

Science.gov (United States)

Gül, Özgür; Çaglayan, Hakan Salim; Akandere, Mehibe

2017-01-01

The aim of this study is to examine the effect of sports education on psychological well-being levels of high school students in terms of individual, environmental and self-determination. This study group consists of totally 187 high school students, in other words 97 students (n[subscript male] = 48, n[subscript female] = 49) receive education in…

From Milgram to Zimbardo: the double birth of postwar psychology/psychologization.

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De Vos, Jan

2010-01-01

Milgram's series of obedience experiments and Zimbardo's Stanford Prison Experiment are probably the two best-known psychological studies. As such, they can be understood as central to the broad process of psychologization in the postwar era. This article will consider the extent to which this process of psychologization can be understood as a simple overflow from the discipline of psychology to wider society or whether, in fact, this process is actually inextricably connected to the science of psychology as such. In so doing, the article will argue that Milgram's and Zimbardo's studies are best usefully understood as twin experiments. Milgram's paradigm of a psychology which explicitly draws its subject into the frame of its own discourse can be said to be the precondition of Zimbardo's claim that his experiment offers a window onto the crucible of human behaviour. This will be analysed by drawing on the Lacanian concepts of acting out and passage à l'acte. The question then posed is: if both Milgram and Zimbardo claim that their work has emancipatory dimensions - a claim maintained within mainstream psychology - does a close reading of the studies not then reveal that psychology is, rather, the royal road to occurrences such as Guantanamo and Abu Ghraib? The drama of a psychology which is fundamentally based on a process of psychologization is that it turns its subjects into homo sacer of psychological discourse.

Environmental psychology matters.

Science.gov (United States)

Gifford, Robert

2014-01-01

Environmental psychology examines transactions between individuals and their built and natural environments. This includes investigating behaviors that inhibit or foster sustainable, climate-healthy, and nature-enhancing choices, the antecedents and correlates of those behaviors, and interventions to increase proenvironmental behavior. It also includes transactions in which nature provides restoration or inflicts stress, and transactions that are more mutual, such as the development of place attachment and identity and the impacts on and from important physical settings such as home, workplaces, schools, and public spaces. As people spend more time in virtual environments, online transactions are coming under increasing research attention. Every aspect of human existence occurs in one environment or another, and the transactions with and within them have important consequences both for people and their natural and built worlds. Environmental psychology matters.

Antecedents of Chinese parents' autonomy support and psychological control: the interplay between parents' self-development socialization goals and adolescents' school performance.

Science.gov (United States)

Wang, Qian; Chan, Hoi-Wing; Lin, Li

2012-11-01

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents' well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents' endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one's actions, and establishing one's independence from others, as important for adolescents to develop) and adolescents' school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age = 13.30 years, 58 % female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses' endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents' grades were obtained from school records. Significant interactions were found between parents' socialization goals and adolescents' grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents' endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents' socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents' self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents.

Phenomenology of Different Forms of Psychological Violence among Youth: Foreign Studies

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Kozhukhar G.S.,

2014-08-01

Full Text Available We provide an overview of modern Western literature devoted to the problem of psychological violence and its various manifestations in the education system, particularly at school. We briefly characterize the approaches to the problem of violence, describe the results of several studies demonstrating the relationship of the psychological climate at school and academic performance, the probability of applying for support to teachers and peers, give the specific facts of influence of sex, age and other socio- psychological characteristics, extending and specifying the notion of phenomenology of psychological violence. We show the role of cultural values and school microclimat as fundamental factors of violence prevention. Our recommendations are aimed at the prevention and reduction of violence in the modern education system (in particular, bullying and cyberbullying.

Administrative Pressure to Practice Unethically and Burnout within the Profession of School Psychology

Science.gov (United States)

Boccio, Dana E.; Weisz, Gaston; Lefkowitz, Rebecca

2016-01-01

This investigation involved the surveying of school psychology practitioners (N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one-third…

School Psychology in China (PRC), Hong Kong and Taiwan: A Cross-Regional Perspective

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Ding, Yi; Kuo, Yi-Lung; Van Dyke, Don C.

2008-01-01

Although China (People's Republic of China [PRC]), Hong Kong and Taiwan have many similarities in language, culture, values, Confucian traditions, family systems and other social-environmental variables, school psychological services in the three regions are distinctly different in both history and practice. Few studies in the psychology…

Relationships between Teacher Organizational Commitment, Psychological Hardiness and Some Demographic Variables in Turkish Primary Schools

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Sezgin, Ferudun

2009-01-01

Purpose: The purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools. Design/methodology/approach: A total of 405 randomly selected teachers working at primary schools in Ankara…

The Evolution of Psychology as a Basic Bio-behavioral Science in Healthcare Education.

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Carr, John E

2017-12-01

For over a century, researchers and educators have called for the integration of psychological science into medical school curricula, but such efforts have been impeded by barriers within medicine and psychology. In addressing these barriers, Psychology has re-examined its relationship to Medicine, incorporated psychological practices into health care, and redefined its parameters as a science. In response to interdisciplinary research into the mechanisms of bio-behavioral interaction, Psychology evolved from an ancillary social science to a bio-behavioral science that is fundamental to medicine and health care. However, in recent medical school curriculum innovations, psychological science is being reduced to a set of "clinical skills," and once again viewed as an ancillary social science. These developments warrant concern and consideration of new approaches to integrating psychological science in medical education.

From psychology of personality to psychology of persons

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Stojnov Dušan B.

2004-01-01

Full Text Available The paper considers diverse approaches to human subjectivity conceptualization. On the one hand, a summary is made of an established psychological view of personality as an intrinsic psychological entity responsible for stylistic differences in the behavior of isolated individuals, founded on the traditional Cartesian view. On the other hand more recent views are presented, which take human subjectivity as personhood i.e. responsible action of moral subjects, placed within amongst-people space, and implying allied activity of persons in a social community. In addition, consideration is given to new methodological demands for psychologists who want to research the domain of human personhood as well as to deviations of a "new paradigm" of psychological investigations from scientific tradition in viewing methods that has prevailed in psychology until recently. Clarification of demands for studying personhood is a new trend in psychology, so it should be stressed that such orientation, despite its long-lasting past, virtually has a very short history.

Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice

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Fairchild, Amanda J.; McQuillin, Samuel D.

2017-01-01

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are presented, and different effect size measures for the models are provided. Extensions of the basic moderator and mediator models are also described. PMID:20006988

Whither Psychology.

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Halpern, Diane F

2017-07-01

Contemporary psychology is experiencing tremendous growth in neuroscience, and there is every indication that it will continue to gain in popularity notwithstanding the scarcity of academic positions for newly minted Ph.Ds. Despite the general perception that brain correlates "explain" or "cause" the mind and behavior, these correlates have not yet proven useful in understanding psychological processes, although they offer the possibility of early identification of some disorders. Other recent developments in psychology include increased emphasis on applications and more global representation among researchers and participants. In thinking about the way we want psychology to evolve, psychologists need to pay more than lip service to the idea that complex questions in psychology require multiple levels of analysis with contributions from biological (brain, hormones, and genetics), individual differences and social and cultural perspectives. Early career psychologists who can attain a breadth of knowledge will be well-positioned for a team approach to psychological inquiry. Finally, I offer the belief that an emphasis on enhancing critical thinking skills at all levels of education offers the best hope for the future.

Socioeconomic inequalities in general and psychological health among adolescents: a cross-sectional study in senior high schools in Greece

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Zissi Anastasia

2010-01-01

Full Text Available Abstract Background Socioeconomic health inequalities in adolescence are not consistently reported. This may be due to the measurement of self-reported general health, which probably fails to fully capture the psychological dimension of health, and the reliance on traditional socio-economic indicators, such as parental education or occupational status. The present study aimed at investigating this issue using simple questions to assess both the physical and psychological dimension of health and a broader set of socioeconomic indicators than previously used. Methods This was a cross-sectional survey of 5614 adolescents aged 16-18 years-old from 25 senior high schools in Greece. Self-reported general and psychological health were both measured by means of a simple Likert-type question. We assessed the following socio-economic variables: parents' education, parents' employment status, a subjective assessment of the financial difficulties experienced by the family and adolescents' own academic performance as a measure of the personal social position in the school setting. Results One out of ten (10% and one out of three (32% adolescents did not enjoy good general and psychological health respectively. For both health variables robust associations were found in adolescents who reported more financial difficulties in the family and had worse academic performance. The latter was associated with psychological health in a more linear way. Father's unemployment showed a non-significant trend for an association with worse psychological health in girls only. Conclusions Socioeconomic inequalities exist in this period of life but are more easily demonstrated with more subjective socioeconomic indicators, especially for the psychological dimension of health.

Psychological Inflexibility and Child Anxiety.

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Simon, Ellin; Verboon, Peter

2016-01-01

Psychological flexibility is the main outcome of acceptance commitment therapy. Insight into the usefulness of measuring psychological flexibility is an important step to enable studies on the effectiveness of acceptance commitment therapy in middle-aged children (8-10 years). For this purpose, we examined the factor structure, the construct validity and the reliability of the Avoidance and Fusion Questionnaire for Youth. The Avoidance and Fusion Questionnaire for Youth taps psychological inflexibility (the opposite of psychological flexibility) in children and adolescents. Although the questionnaire has been extensively validated in older children, this is not the case for middle-aged children. The Avoidance and Fusion Questionnaire for Youth contains 17 items and is constituted of the subscales cognitive fusion, experiential avoidance and behavioral ineffectiveness. A shortened 8-item version also exists, the Avoidance and Fusion Questionnaire for Youth-8, which does not distinguish between these subscales. We performed a confirmatory factor analysis. Additionally, we assessed the relationship between psychological flexibility and child anxiety. Children, aged 8-10 years, were recruited via regular primary schools. Of the 459 approached children, 267 (58 %) parents signed informed consents for their children (Age: M  = 9.18; SD  = .79; Sex: n boys  = 137, 51 %). Children completed the questionnaires during regular classes. In this sample, the 17-item version of the Avoidance and Fusion Questionnaire for Youth was less appropriate for measuring psychological inflexibility than the 8-item version. Furthermore, we found a significant positive relationship between psychological inflexibility and child anxiety. We argue that acceptance commitment therapy would be an interesting candidate for intervening early on in dysfunctional child anxiety, as acceptance commitment therapy's cognitive elements require cognitive skills that children are likely to

Relative Effects of Psychological Flexibility, Parental Involvement ...

African Journals Online (AJOL)

A critical analysis and understanding of secondary students' experiences and of safety in public schools are currently lacking in the literature and warrant further research. This study investigated the relative effects of psychological flexibility, parental involvement and school climate on secondary school student's school ...

Psychological Theories of Acculturation

DEFF Research Database (Denmark)

Ozer, Simon

2017-01-01

advancements, together with greater mobility. Acculturation psychology aims to comprehend the dynamic psychological processes and outcomes emanating from intercultural contact. Acculturation psychology has been a growing field of research within cross-cultural psychology. Today, psychological theories......The proliferation of cultural transition and intercultural contact has highlighted the importance of psychological theories of acculturation. Acculturation, understood as contact between diverse cultural streams, has become prevalent worldwide due to technological, economical, and educational...... of acculturation also include cognate disciplines such as cultural psychology, social psychology, sociology, and anthropology.The expansion of psychological theories of acculturation has led to advancements in the field of research as well as the bifurcation of epistemological and methodological approaches...

School Psychology as a Relational Enterprise: The Role and Process of Qualitative Methodology

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Newman, Daniel S.; Clare, Mary M.

2016-01-01

The purpose of this article is to explore the application of qualitative research to establishing a more complete understanding of relational processes inherent in school psychology practice. We identify the building blocks of rigorous qualitative research design through a conceptual overview of qualitative paradigms, methodologies, methods (i.e.,…

The school psychologist's role in implementing the principles of positive psychology in the development of the school

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Maksić Slavica B.

2017-01-01

Full Text Available The Serbian school system is currently undergoing a transformation process, dealing with important issues of interest to society as a whole. One of the possible directions of this transformation is the development of a positive school as an institution in which value is placed not only on achievement but also on the wellbeing of all parties. This paper considers to what extent the professional potential of school psychologists could be utilized in this process. The analysis presented here aims to reassess the possibilities of applying the principles of positive psychology to defining and implementing the role of school psychologists, and to put forward along these lines certain suggestions for their practical work. For this purpose, we have reviewed the theoretical foundations of positive education and related research findings, analysed regulations and research findings regarding the work of school psychologists in Serbian schools, and discussed prospects for their further engagement from the standpoint of contemporary theories of organizational changes and development. The possibilities for creating a positive school have been corroborated through numerous studies. According to Serbian school regulations, the school psychologist is expected to be engaged in improving all aspects of work in a school, as well as relationships between all participants in that process. Research findings on building a positive school provide a stimulus, while the position of the school psychologist provides the basis for his or her engagement in the process of transforming Serbian schools into positive schools. The conclusion is that school psychologists could contribute to the development of the school as a positive institution provided their professional role is redefined in accordance with the principles of positive psychology.

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

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Hein, Vello; Koka, Andre; Hagger, Martin S

2015-07-01

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Effect of Positive Training on Positive Psychological States (Character Strengths of Female High School Students

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Ali Farnam

2017-05-01

Full Text Available psychological states of female students in second and third grades of high school. The research method was quasi-experimental with pre-test, post-test and follow-up. The sample consisted of forty students selected randomly in two groups (twenty students in each group. To collect data, Positive Psychological State Inventory (Rajaei, Khuy Nzhad and Nesaei was used. The experimental group received ninety minute positive training sessions (for two months and the control group did not receive treatment. The results of analysis  of covariance showed that positive training had positive effects on positive psychological states (trust in God, optimism, self-efficacy, duty, sense of control, targeted, hope, satisfaction with life, meaningful life, pleasant, sociability, self-esteem and self-worth, sense of peace, gratitude, and forgiveness among adolescents  both in the post  and follow-up tests

The Asian American Psychological Association: Parallels and Intersections with Counseling Psychology

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Alvarez, Alvin N.; Singh, Anneliese A.; Wu, Jenny

2012-01-01

This article provides an overview of the Asian American Psychological Association (AAPA). A brief history is provided, followed by current status and resources, connections to counseling psychology, and implications for the Society of Counseling Psychology and for the future of the AAPA. AAPA was created in 1972 in response to psychology's neglect…

Social Isolation, Psychological Health, and Protective Factors in Adolescence

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Hall-Lande, Jennifer A.; Eisenberg, Marla E.; Christenson, Sandra L.; Neumark-Sztainer, Dianne

2007-01-01

This study investigates the relationships among social isolation, psychological health, and protective factors in adolescents. Feelings of social isolation may influence psychological health in adolescents, but protective factors such as family connectedness, school connectedness, and academic achievement may also play a key role. The sample…

The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist

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Savina E.A.,

2018-04-01

Full Text Available The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers; and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.

A High School Depression and Suicide Prevention Program: A Collaboration between Health Education and Psychological Services.

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Moilanen, Donna L.; Bradbury, Susan

2002-01-01

Examined a collaboration between health education and psychological services in generating a high school depression and suicide prevention program. The five-component program raised awareness of teen depression and suicide, increased communication about these issues within the school and community, and provided information about available…

Socio-Psychological Situation as a Characteristic of the Educational Institution Uniqueness

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Pogodina A.V.

2014-08-01

Full Text Available This paper analyzes the representations of the major educational process participants (students, teachers and representatives of the school administration concerning the various elements of the socio-psychological situation in the educational institution. We assumed that the substantive characteristics of socio-psychological situation are reflected in the representations of the major participants of the educational process, which can help to define the degree of homogeneity of representations in students and teachers, as well as the uniqueness of socio-psychological situation in an educational institution. We describe the progress and the results of research conducted in Moscow on the basis of state educational institutions of various profiles (gymnasium with intensive study of English secondary school with ethno-cultural component, which was attended by 308 people, 235 of whom were students, and 73 were teachers and representatives of the school administration. We reveal the features of representation of different participants of the educational process about such elements of socio-psychological situation as leadership style, the type of organizational culture and the parameters of social and psychological climate in the educational institution. We describe significant differences in the expression of the elements of social and psychological situation in educational institutions of various types.

Is evolutionary psychology a metatheory for psychology? A discussion of four major issues in psychology from an evolutionary developmental perspective

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Ploeger, A.; van der Maas, H.L.J.; Raijmakers, M.E.J.

2008-01-01

Evolutionary psychology has been proposed as a metatheoretical framework for psychology. We argue that evolutionary psychology should be expanded if it is to offer new insights regarding the major issues in psychology. Evolutionary developmental biology can provide valuable new insights into issues

Introductory Psychology Texts as a View of Sociobiology/Evolutionary Psychology's Role in Psychology

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R. Elisabeth Cornwell

2005-01-01

Full Text Available Sociobiology and its descendant evolutionary psychology (EP have struggled to gain ground within the social sciences over the past 30 years. While some have heralded the Triumph of Sociobiology (Alcock, 2001, others have critiqued it as a poor approach to understanding human behavior and would prefer that a Darwinian perspective remain outside the domain of human social sciences. We attempt to assess just how successful (or not it has been by examining how it has been covered in introductory psychology textbooks over the past 30 years. Our findings indicate that a Darwinian perspective has gained influence and acceptance within the field of psychology over the past three decades. However, we also find that EP as a sub-discipline is often perceived as narrowly defined and limited to research on mating strategies. We address how these perceptions may affect the future of EP, and possible steps needed to increase both the acceptance and importance of evolutionary theory to psychology.

Psychological distress of adolescents exposed to Hurricane Hugo.

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Hardin, S B; Weinrich, M; Weinrich, S; Hardin, T L; Garrison, C

1994-07-01

To ascertain the effects of a natural disaster on adolescents, 1482 South Carolina high school students who were exposed to Hurricane Hugo were surveyed 1 year after the disaster. Subjects completed a self-administered questionnaire measuring Hugo exposure, nonviolent and violent life events, social support, self-efficacy, and psychological distress. Results showed that the students reported minimal exposure to the hurricane and psychological distress variables approximated national norms. As exposure increased, adolescents reported increased symptoms of psychological distress; i.e., anger, depression, anxiety, and global mental distress. Females and white students experienced higher levels of distress. In most cases, other stressful life events were at least as strong a predictor of psychological distress as was exposure to the hurricane. Self-efficacy and social support were protective.

Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism.

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Di Fabio, Annamaria; Bucci, Ornella

2015-01-01

The affective profiles model distinguishes between individuals who are self-fulfilling (high positive affect, low negative affect), high affective (high positive affect, high negative affect), low affective (low positive affect, low negative affect), and self-destructive (low positive affect, high negative affect). The literature shows that the affective profiles model has been used with Swedish people in particular in order to determine differences among profiles in relation to life satisfaction, psychological well-being, self-esteem, and optimism. The present research investigated these differences in Italian high school students. Two studies were conducted: the first with 156 Italian high school students and the second with 148 Italian high school students. The first study analyzed differences among affective profiles with regard to life satisfaction and psychological well-being while the second study analyzed differences among affective profiles with regard to self-esteem and optimism. In the first study, the Positive and Negative Affect Schedule (PANAS), the Satisfaction with Life Scale, and the Meaningful Life Measure were administered to the participants. In the second study, the PANAS, the Self-Esteem Scale, the Life Orientation Test-revised were administered to the participants. The results of the first study showed that, with respect to the other profiles, the self-fulfilling participants had greater life satisfaction and psychological well-being. The results of the second study showed that, with respect to the other profiles, the self-fulfilling participants had higher self-esteem and optimism. These results revealed differences among affective profiles regarding life satisfaction, psychological well-being, self-esteem, and optimism in the Italian context as well thereby offering new possibilities for cross-cultural research and for enhancing self-fulfilling profiles.

Historizing epistemology in psychology.

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Jovanović, Gordana

2010-12-01

The conflict between the psychometric methodological framework and the particularities of human experiences reported in psychotherapeutic context led Michael Schwarz to raise the question whether psychology is based on a methodological error. I take this conflict as a heuristic tool for the reconstruction of the early history of psychology, which bears witness to similar epistemological conflicts, though the dominant historiography of psychology has largely forgotten alternative conceptions and their valuable insights into complexities of psychic phenomena. In order to work against the historical amnesia in psychology I suggest to look at cultural-historical contexts which decisively shaped epistemological choices in psychology. Instead of keeping epistemology and history of psychology separate, which nurtures individualism and naturalism in psychology, I argue for historizing epistemology and for historical psychology. From such a historically reflected perspective psychology in contemporary world can be approached more critically.

The Association between Bullying and Psychological Health among Senior High School Students in Ghana, West Africa

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Owusu, Andrew; Hart, Peter; Oliver, Brittney; Kang, Minsoo

2011-01-01

Background: School-based bullying, a global challenge, negatively impacts the health and development of both victims and perpetrators. This study examined the relationship between bullying victimization and selected psychological variables among senior high school (SHS) students in Ghana, West Africa. Methods: This study utilized data from the…

Ethnic Minority Psychological Associations and the Society of Counseling Psychology: Greater Connections

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Lau, Michael Y.; Forrest, Linda; Delgado-Romero, Edward A.

2012-01-01

This article provides a summary of the Major Contribution on the Ethnic Minority Psychological Associations (Asian American Psychological Association, The Association of Black Psychologists, National Latina/o Psychological Association, Society of Indian Psychologists, and American Psychological Association Division 45) and their connections to…

Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

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Caputo, Andrea

2014-01-01

The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

Professional Preparation in School Psychology: A Summary of Information from Programs in Seven Countries

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Oakland, Thomas; Hatzichristou, Chryse

2014-01-01

This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dinca, 2014), Sweden (Schad, 2014), United Kingdom (Wood, 2014), and United States (Joyce & Rossen, 2014). This paper summarizes…

The psychology of thinking, animal psychology, and the young Karl Popper.

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Ter Hark, Michel

2004-01-01

In the 1920s, Karl Popper wrote two large manuscripts on psychology that he never published. In his autobiography, Unended Quest, he attempts to reduce the importance of his work in psychology as much as possible, and in his philosophical work he is an antipsychologist. However, in this article, it is argued that Popper's early psychology has been pivotally important for the development of his philosophy. In particular, it is shown that Popper's views on psychology underwent a radical shift, one that paved the way for his characteristic deductive stance in philosophy. Popper's views shifted from an inductive and associationistic psychology toward a noninductive psychology of problem solving. Tracing the historical background of Popper's early work reveals how he integrated various parts of the psychology of Karl Groos into his analysis of the childish phenomenon of dogmatic thinking and how he shortly after appropriated various elements of the animal psychology of Hans Volkelt and Herbert Jennings in his biological approach to (dogmatic) thinking. In the monumental works of Otto Selz, however, Popper finally found the roots of a noninductive and biological approach to the growth of individual and scientific knowledge. Copyright 2004 Wiley Periodicals, Inc.

Religiousness, Race, and Psychological Well-Being: Exploring Social Psychological Mediators.

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Blaine, Bruce; Crocker, Jennifer

1995-01-01

Examined predictions (n=125) that the relationship between religious belief and psychological well-being should be more positive among black than white individuals, and the relationship should be mediated by social psychological aspects of religion with positive implications for well-being. Religious belief salience and psychological well-being…

PSYCHOLOGICAL FOUNDATIONS OF THE HISTORICAL CRITICAL PEDAGOGY AND THE FOUNDATIONS OF EDUCATIONAL OF PSYCHOLOGY HISTORICAL-CULTURAL

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Ligia Marcia Martins

2013-12-01

Full Text Available This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

Developing Sport Psychology in a Girls' Sport Academy Curriculum

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Lewis, Andrew

2014-01-01

This article explores the initial steps in developing and presenting Sport Psychology in a leadership and sport curriculum at Stellenbosch University's (SU) Centre for Human Performance Sciences' (CHPS) Academy for Girls' Leadership and Sport Development. Sport Psychology does not feature within the South African school curriculum specifically,…

Social Constructionist Psychology and its Application. Possibilities for a Reorientation

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Johannes von Tiling

2008-01-01

Full Text Available Social constructionism currently is understood as a metatheoretical alternative to positivism. It serves many social and cultural scientists as a point of reference. The possibilities to understand it as a psychological program of research that leaves space for agency and subjectivity usually are neglected. Promoting a dialogue with mainstream psychology constitutes one way of fostering social constructionist psychology. In addition, a theoretically productive conception of social constructionist psychology cannot do without reference to cultural psychology. An important advantage of such a conception lies in the increased number of possibilities for practical applications in hospitals, schools and factories. Whereas present applications of social constructionism tend to promote the postmodernization and individualization of the client, applied social constructionist psychology avoids these concomitant effects. URN: urn:nbn:de:0114-fqs0801446

Impact of Physical, Psychological, and Sexual Violence on Social Adjustment of School Children in India

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Deb, Sibnath; Walsh, Kerryann

2012-01-01

This study sought to understand the pervasiveness and impact of physical, psychological, and sexual violence on the social adjustment of Grade 8 and 9 school children in the state of Tripura, India. The study participants, 160 boys and 160 girls, were randomly selected from classes in eight English and Bengali medium schools in Agartala city,…

Psychology and Gender.

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Henley, Nancy M.

1985-01-01

Considers recent efforts within the field of psychology to understand issues involving gender. Demonstrates patterns of development within feminist psychology and its relation to mainstream psychology. Examines status of the field, two case studies, and new research. (Author/SA)

Advancing Child Protection through Respecting Children's Rights: A Shifting Emphasis for School Psychology

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Fiorvanti, Christina M.; Brassard, Marla R.

2014-01-01

The moral imperative of the United Nations Convention on the Rights of the Child, backed by robust empirical findings, leads to the conclusion that the protection of children from violence and neglect and the promotion of their well-being should be major priorities in every society. This article argues that "School Psychology: A Blueprint for…

Research Productivity and Scholarly Impact of APA-Accredited School Psychology Programs: 2005-2009

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Kranzler, John H.; Grapin, Sally L.; Daley, Matt L.

2011-01-01

This study examined the research productivity and scholarly impact of faculty in APA-accredited school psychology programs using data in the PsycINFO database from 2005 to 2009. We ranked doctoral programs on the basis of authorship credit, number of publications, and number of citations. In addition, we examined the primary publication outlets of…

Popular Psychological Myths: A Comparison of Students' Beliefs across the Psychology Major

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Gaze, Catherine M.

2014-01-01

The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. This study builds on the existing…

A cross-over from Sport Psychology to the Psychology of Music: An ...

African Journals Online (AJOL)

The primary aim of this research was to evaluate whether the cross-over from Sport Psychology to the Psychology of Music in terms of the knowledge base, intervention Psychological Skills Training (PST) protocols and psychometric measurements was meaningful. A second aim was to ascertain whether the psychological ...

Core References in Introductory Social Psychology and Developmental Psychology Textbooks

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Whitehead, George I., III; Smith, Stephanie H.; Losonczy-Marshall, Marta

2017-01-01

The purpose of the present study was to identify the core references in introductory textbooks in two sub-disciplines of psychology: social psychology and developmental psychology. One research question was the extent to which the common references in these textbooks present the trends in contemporary research in each sub-discipline. An analysis…

Conference Report: How Much Culture is Psychology Able to Deal With? Conference "The 100 Years of the German Society of Psychology"

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Lars Allolio-Näcke

2005-09-01

Full Text Available The 44th Conference of the German Society of Psychology in Göttingen was the first forum for cultural psychologists to criticize the praxis of cross-cultural research in psychology and the methods and methodologies that are used. These problems have been discussed primarily in the context of the contemporary international school assessments (TIMSS, IGLU, PISA. As main themes they focused on the problem of finding the right functional equivalence and equivalence of meaning (tertium comparationis as well as the problem of the usage of the category "culture" itself. Both problems will be discussed here in detail. As result it will be proposed to renew psychology as a science that is based on culture and is not conceptualized as focusing on the individual alone. It will then be proposed not to use quantitative data as the basis for psychological methods, the better "tool" to grasp psychological functioning would be to focus on sense and meaning making. URN: urn:nbn:de:0114-fqs0503111

Relations between psychological separation and adaptation of adolescents

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Vukelić Marija

2006-01-01

Full Text Available The object of this research is a problem of relations between psychological separation-individuation as well as adaptation to secondary and boarding school and differences in separation and adaptation. Explorative research was performed on the sample of 586 adolescents aged 14-16. The instruments used were: The Psychological Separation Inventory (PSI, Hoffman, 1984, and The Student Adaptation to College Questionnaire (SACQ, Baker & Siryk, 1984. The results showed that adolescents from boarding schools, comparing to those who are not separated from parents during secondary school, have significant higher level of separation of both parents, but discriminate analysis showed that adolescents from boarding schools express nostalgia for their parents and wants more contacts and support from them. Adolescent from boarding school showed general better adaptation, but lower emotional adaptation comparing to not separate adolescents. Discriminate analysis showed that adolescents from boarding schools express low satisfaction with life in boarding school. The results confirm hypothesis of connection between psychological separation from parents and adaptation in adolescence. Canonical correlation analysis showed two statistically significant canonical factors. First factor shows significant connection of lower independence and better adaptation, with 23% explained variance. Second factor indicates connection of lower functional, emotional and attitude independence and better adaptation, with 12% of explained variance. Results are argued in light of theory separation-individuation and importance of meaning of separation from their parents for adolescents for adaptation on request for adaptation on secondary school and boarding school.

Political psychology.

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Stone, Susanna; Johnson, Kate M; Beall, Erica; Meindl, Peter; Smith, Benjamin; Graham, Jesse

2014-07-01

Political psychology is a dynamic field of research that offers a unique blend of approaches and methods in the social and cognitive sciences. Political psychologists explore the interactions between macrolevel political structures and microlevel factors such as decision-making processes, motivations, and perceptions. In this article, we provide a broad overview of the field, beginning with a brief history of political psychology research and a summary of the primary methodological approaches in the field. We then give a more detailed account of research on ideology and social justice, two topics experiencing a resurgence of interest in current political psychology. Finally, we cover research on political persuasion and voting behavior. By summarizing these major areas of political psychology research, we hope to highlight the wide variety of theoretical and methodological approaches of cognitive scientists working at the intersection of psychology and political science. WIREs Cogn Sci 2014, 5:373-385. doi: 10.1002/wcs.1293 For further resources related to this article, please visit the WIREs website. The authors have declared no conflicts of interest for this article. © 2014 John Wiley & Sons, Ltd.

[The state of the psychological contract and its relation with employees' psychological health].

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Gracia, Francisco Javier; Silla, Inmaculada; Peiró, José María; Fortes-Ferreira, Lina

2006-05-01

In the present paper the role of the state of the psychological contract to predict psychological health results is studied in a sample of 385 employees of different Spanish companies. Results indicate that the state of the psychological contract significantly predicts life satisfaction, work-family conflict and well-being beyond the prediction produced by the content of the psychological contract. In addition, trust and fairness, two dimensions of the state of psychological contract, all together contribute to explain these psychological health variables adding value to the role as predictor of fulfillment of the psychological contract. The results support the approach argued by Guest and colleagues.

Social psychology, war and peace: Towards a critical discursive peace psychology.

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Gibson, Stephen

2011-01-01

In this paper I make two related arguments: that peace psychology and social psychological peace research should give greater attention to discourse, and that critical discursive approaches in social psychology should explore matters of international military conflict, an area which has hitherto been somewhat neglected in this tradition of work. These arguments are developed in relation to debates concerning the nature and status of psychological ‘science’, and the neglect of language in soci...

V.V. Davydov – the founder of significant scientific school and director of the Psychological Institute

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Rubtsov V.V.

2015-11-01

Full Text Available The article presents the stages of biography of the famous Russian psychologist Davydov, who was a brilliant leader of a large scientific group, director of the Psychological Institute of the RAE. The content of the work of Davydov’s scientific schools is based upon the three proverbial whales that define its theoretical, methodological and didactical boundaries: the theory of content generalization and con cept formation, psychological theory of learning activity and the system of developmental teaching. The article also outlines the results of researches conducted by V.V. Davydov’s scientific group. It is demon strated that for evaluating the effectivity of learning activity, the systems of assessment of theoretical thinking and its components (such as analysis, reflection, planning, systemic characteristics of thinking were elaborated for different object matter. Also the scientific group elaborated the criteria for assessing the levels of learning activity development, as a whole as well as its separate components. The scientific school of V.V. Davydov is a living and evolving organism. The disciples and followers of Davydov conduct empirical research that bring his ideas to life. The article analyzes the philosophical, methodological and psychological foundations of Davydov’s scientific school. The content of Davydov’s debates with Vygotsky concerning the mechanisms of theo retical generalization is outlined. Davydov’s point of view is illustrated by large empirical evidence

Multiple health-risk behaviour and psychological distress in adolescence.

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Arbour-Nicitopoulos, Kelly P; Faulkner, Guy E; Irving, Hyacinth M

2012-08-01

To examine the prevalence and correlates of psychological distress in a school-based sample of Canadian adolescents. Self-reported data of demographics, weight status, physical activity, screen-time, diet, substance use, and psychological distress were derived from a representative sample of 2935 students in grades 9 to 12 (M(age) = 15.9 years) from the 2009 Ontario Student Drug Use and Health Survey. Overall prevalence of psychological distress was 35.1%. Significant associations were shown between psychological distress and the following: being female, tobacco use, not meeting physical activity and screen-time recommendations, and inadequate consumption of breakfast and vegetables. These findings highlight the need for targeting greater physical health promotion for adolescents at risk of mental health problems.

The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction

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Lili Tian

2018-04-01

Full Text Available Grounded in Basic Psychological Need Theory, we examined the direct effects of the satisfaction of three basic psychological needs at school (i.e., satisfaction of autonomy needs at school, satisfaction of relatedness needs at school, and satisfaction of competence needs at school on prosocial behavior and antisocial behavior as well as the mediation effects of school satisfaction on the relations between the satisfaction of three basic psychological needs at school and prosocial behavior as well as antisocial behavior. We employed a sample of 801 Chinese children (429 males; Mage = 9.47 in a three-wave longitudinal study, with each wave occurring 6 months apart. Direct and indirect effects were estimated by Structural Equation Modeling. Results indicated that: (1 Satisfaction of relatedness needs at school and competence needs at school, but not satisfaction of autonomy needs at school, displayed direct effects on prosocial behavior. Also, satisfaction of relatedness needs at school, but not satisfaction of autonomy needs at school or competence needs at school, displayed direct effects on antisocial behavior. (2 Both satisfaction of relatedness needs at school and competence needs at school displayed indirect effects on prosocial behavior and antisocial behavior via school satisfaction as a mediator. However, satisfaction of autonomy needs at school failed to have indirect effects on prosocial behavior or antisocial behavior via school satisfaction. These findings suggest differential predictors of children’s prosocial and antisocial behavior, supporting the separability of the two constructs. The findings also suggest developmental differences in need satisfaction, with the satisfaction of autonomy needs playing a relatively less important role in school-age children. We also discussed limitations and practical applications of the study.

Assessment of Perceived Parental Psychological Control in Chinese Adolescents in Hong Kong

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Shek, Daniel T. L.

2006-01-01

Objective: There is no validated self-report measure of parental psychological control in the Chinese culture. The reliability and validity of the Chinese Paternal Psychological Control Scale (CPPCS) and Chinese Maternal Psychological Control Scale (CMPCS) were examined. Method: A total of 3,017 Chinese secondary school students responded to the…

Affective profiles in Italian high school students: life satisfaction, psychological well-being, self-esteem, and optimism

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Annamaria eDi Fabio

2015-09-01

Full Text Available The affective profiles model distinguishes between individuals who are self-fulfilling (high positive affect, low negative affect, high affective (high positive affect, high negative affect, low affective (low positive affect, low negative affect, and self-destructive (low positive affect, high negative affect. The literature shows that the affective profiles model has been used with Swedish people in particular in order to determine differences among profiles in relation to life satisfaction, psychological well-being, self-esteem, and optimism. The present research investigated these differences in Italian high school students. Two studies were conducted: the first with 156 Italian high school students and the second with 148 Italian high school students. The first study analyzed differences among affective profiles with regard to life satisfaction and psychological well-being while the second study analyzed differences among affective profiles with regard to self-esteem and optimism. In the first study, the Positive and Negative Affect Schedule (PANAS, the Satisfaction With Life Scale (SWLS, and the Meaningful Life Measure (MLM were administered to the participants. In the second study, the Positive and Negative Affect Schedule (PANAS, the Self-Esteem Scale (SES, the Life Orientation Test - revised (LOT-r were administered to the participants. The results of the first study showed that, with respect to the other profiles, the self-fulfilling participants had greater life satisfaction and psychological well-being. The results of the second study showed that, with respect to the other profiles, the self-fulfilling participants had higher self-esteem and optimism. These results revealed differences among affective profiles regarding life satisfaction, psychological well-being, self-esteem, and optimism in the Italian context as well thereby offering new possibilities for cross-cultural research and for enhancing self-fulfilling profiles.

Prevalence of psychological symptoms in Saudi Secondary School girls in Abha, Saudi Arabia

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AlGelban, Khalid S.

2009-01-01

Adolescence is characterized by rapid physiological, social and cognititive changes. Aim of the present work is to study mental health of Saudi adolescent secondary school girls in Abha city, Aseer region, Saudi Arabia. A cross-sectional study was conducted in 10 secondary schools for girls using the Arabic version of the symptom-revised checklist 90 (SCL 90-R), a mental health questionnaire that was administered to the girls by fourth-year female medical students. The most prevalent mental symptoms in the 545 female students were phobic anxiety (16.4%), psycchoticism (14.8%), anxiety (14.3%), and somatization (14.2%). The prevalence of depression, paranoid ideation and interpersonal sensitivity amounted to 13.9%, 13.8% and 13.8%, respectively. The least prevalent mental symptoms were hostility (12.8%) and obsessive-compulsive behavior (12.3%). Overall, psychological symptoms (in terms of a positive global severity index) were found in 16.3% of the girls. In a multivariate logistic regression analysis, no significant relationship was found with sociodemographic factors. Psychological symptoms and disorders are prevalent in secondary school girls and health professionals need to be able to recognize, manage and follow-up mental health problems in young people. Further research is needed to explore the magnitude of the problem at the national level. (author)

Psychological stress in undergraduate dental students: baseline results from seven European dental schools.

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Humphris, Gerry; Blinkhorn, Andy; Freeman, Ruth; Gorter, Ronald; Hoad-Reddick, Gillian; Murtomaa, Heikki; O'Sullivan, Robin; Splieth, Christian

2002-02-01

To determine the degree of psychological distress, the experience of emotional exhaustion, and the extent of stress associated with course work in dental students and to compare these measurements among seven European dental schools. Multi-centred survey. Dental Schools at Amsterdam, Belfast, Cork, Greifswald, Helsinki, Liverpool and Manchester. 333 undergraduate first-year dental students. General Health Questionnaire (GHQ12), Maslach Burnout Inventory (MBI), Dental Environment Stress Questionnaire (DES), demographic variables. Questionnaire administered to all students attending first year course. Completed questionnaires sent to central office for processing. Seventy-nine percent of the sampled students responded. Over a third of the students (36%) reported significant psychological distress (morbidity) at the recommended cut-off point (>3 on GHQ). These scores were similar to those reported for medical undergraduates. Twenty-two percent recorded comparatively high scores on emotional exhaustion. A wide variation in these 2 measurements was found across schools (p'sStress levels indicated by the DES were less variable (p>0.5). Some evidence showed that contact with patients and the level of support afforded by living at home may be protective. Higher than expected levels of emotional exhaustion were found in a large sample of first-year undergraduate dental students in Europe.

Chinese Migrant Adolescents' Perceived Discrimination and Psychological Well-Being: The Moderating Roles of Group Identity and the Type of School.

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Liu, Xia; Zhao, Jingxin

2016-01-01

Perceived discrimination can be harmful to migrant adolescents in China. However, little is known about the processes through which discrimination may be linked to decreased well-being in Chinese migrant adolescents. This study examined the relationship between perceived discrimination and three indices of psychological well-being (self-esteem, life satisfaction, collective self-esteem) in 798 Chinese migrant adolescents (49.4% from public schools). Group identity affirmation and belonging (GIAB) was examined as a protective factor that was expected to alleviate the negative effects of perceived discrimination on well-being, and the type of school was investigated as a potential moderator of the associations of interest. The results indicate that perceived discrimination was negatively linked to the three indices of psychological well-being and that the negative effects of perceived discrimination on psychological well-being were particularly salient for migrant adolescents attending public schools. Additionally, GIAB emerged as a protective buffer against perceived discrimination's negative effects on collective well-being.

Chinese Migrant Adolescents' Perceived Discrimination and Psychological Well-Being: The Moderating Roles of Group Identity and the Type of School.

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Xia Liu

Full Text Available Perceived discrimination can be harmful to migrant adolescents in China. However, little is known about the processes through which discrimination may be linked to decreased well-being in Chinese migrant adolescents. This study examined the relationship between perceived discrimination and three indices of psychological well-being (self-esteem, life satisfaction, collective self-esteem in 798 Chinese migrant adolescents (49.4% from public schools. Group identity affirmation and belonging (GIAB was examined as a protective factor that was expected to alleviate the negative effects of perceived discrimination on well-being, and the type of school was investigated as a potential moderator of the associations of interest. The results indicate that perceived discrimination was negatively linked to the three indices of psychological well-being and that the negative effects of perceived discrimination on psychological well-being were particularly salient for migrant adolescents attending public schools. Additionally, GIAB emerged as a protective buffer against perceived discrimination's negative effects on collective well-being.

Chinese Migrant Adolescents’ Perceived Discrimination and Psychological Well-Being: The Moderating Roles of Group Identity and the Type of School

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Liu, Xia; Zhao, Jingxin

2016-01-01

Perceived discrimination can be harmful to migrant adolescents in China. However, little is known about the processes through which discrimination may be linked to decreased well-being in Chinese migrant adolescents. This study examined the relationship between perceived discrimination and three indices of psychological well-being (self-esteem, life satisfaction, collective self-esteem) in 798 Chinese migrant adolescents (49.4% from public schools). Group identity affirmation and belonging (GIAB) was examined as a protective factor that was expected to alleviate the negative effects of perceived discrimination on well-being, and the type of school was investigated as a potential moderator of the associations of interest. The results indicate that perceived discrimination was negatively linked to the three indices of psychological well-being and that the negative effects of perceived discrimination on psychological well-being were particularly salient for migrant adolescents attending public schools. Additionally, GIAB emerged as a protective buffer against perceived discrimination’s negative effects on collective well-being. PMID:26731529

Family environment and adolescent psychological well-being, school adjustment, and problem behavior: a pioneer study in a Chinese context.

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Shek, D T

1997-03-01

Chinese secondary school students (N = 365) responded to instruments measuring their family environment, psychological well-being, school adjustment, and problem behavior. Measures of the family environment include perceived paternal and maternal parenting styles, family functioning, and conflict with father and mother. Results from bivariate and canonical correlation analyses showed that in general, adolescents' perceptions of parenting styles, family functioning, and parent-adolescent conflict were significantly related to scores on measures of psychological well-being (general psychiatric morbidity, life satisfaction, purpose in life, hopelessness, and self-esteem), school adjustment (perceived academic performance and school conduct), and problem behavior (smoking and psychotropic drug abuse). The findings suggest that family factors play an important role in influencing the psychosocial adjustment, particularly the positive mental health, of Chinese adolescents.

Backlash against American psychology: an indigenous reconstruction of the history of German critical psychology.

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Teo, Thomas

2013-02-01

After suggesting that all psychologies contain indigenous qualities and discussing differences and commonalities between German and North American historiographies of psychology, an indigenous reconstruction of German critical psychology is applied. It is argued that German critical psychology can be understood as a backlash against American psychology, as a response to the Americanization of German psychology after WWII, on the background of the history of German psychology, the academic impact of the Cold War, and the trajectory of personal biographies and institutions. Using an intellectual-historical perspective, it is shown how and which indigenous dimensions played a role in the development of German critical psychology as well as the limitations to such an historical approach. Expanding from German critical psychology, the role of the critique of American psychology in various contexts around the globe is discussed in order to emphasize the relevance of indigenous historical research.

Internship Attainment and Program Policies: Trends in APA-Accredited School Psychology Programs

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Perfect, Michelle M.; Thompson, Miriam E.; Mahoney, Emery

2015-01-01

Completion of an internship that is accredited by the American Psychological Association (APA) is considered to be to the "gold standard" for health service psychology training programs. The Association of Psychology Postdoctoral and Internship Centers (APPIC) facilitates a Match process between participating applicants and internship…

Mediators of Psychological Well-being in Adolescent Boys.

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Lubans, David R; Smith, Jordan J; Morgan, Philip J; Beauchamp, Mark R; Miller, Andrew; Lonsdale, Chris; Parker, Philip; Dally, Kerry

2016-02-01

The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ± .5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Community psychology practice: expanding the impact of psychology's work.

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Wolff, Tom

2014-11-01

This article introduces the reader to community psychology practice by defining the field and its key principles and then illustrating through brief case stories what community psychology practice looks like in various employment settings. An exploration of the development of the field includes a review of the competencies of community psychology practice. Finally, the emerging opportunities for community psychology practice for psychologists are outlined. Well-publicized issues such as health disparities give psychologists an opportunity to bring social problems such as racism, sexism, homophobia, and income inequality to the forefront and to create community-wide efforts to improve the ways in which people live. Community psychology practice offers psychologists a format and a set of competencies for moving forward on this work by focusing on approaches that are ecological, community centered, population based, preventive, focused on systems change and empowerment, and multidisciplinary and that bring those most affected by the issues to the heart of the decision making. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Child Psychological Maltreatment and Its Correlated Factors in Chinese Families.

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Zhang, Wenjing; Ma, Yating; Chen, Jingqi

2016-01-01

The present study aimed to explore the prevalence and frequency of child psychological maltreatment and its correlated factors in Chinese families. A cross-sectional investigation was conducted among 1,002 parents of primary school students in Yuncheng City, China. Data were collected using the self-report questionnaire anonymously. Results showed that 696 (69.5%) surveyed parents had different extents of psychological maltreatment toward their children in the past 3 months. The high prevalence of parental psychology maltreatment was significantly associated with high scores on parental over-reactivity and low scores on recognition of child psychology maltreatment. These findings indicate that it is urgent to develop cultural interventions to raise parents' awareness of preventing child psychological maltreatment and to help parents use nonviolent child rearing in China.

Does psychological need satisfaction perceived online enhance well-being?

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Wang, Ligang; Tao, Ting; Fan, Chunlei; Gao, Wenbin

2015-09-01

The Internet has been building a new context, in which adolescents and young people complete their academic tasks, do their work, engage in social interaction, and even conduct anonymous identity experimentation. Therefore, it becomes very significant to assess psychological need satisfaction online, and to relate it to well-being. This study investigated the influence on well-being of psychological need satisfaction perceived online and the regulatory role in this relationship of psychological need satisfaction perceived in daily life. A total of 1,727 students from junior and senior high schools and universities in China were surveyed using the Basic Psychological Needs in General scale, the Basic Psychological Needs in the Online World scale, and the Index of Well-Being, Index of General Affect scale. The mean age of the adolescent sample was 17.47 years (ranging from 12.50 to 25.42 years). The results indicated that both need satisfaction perceived online and that perceived in daily life positively predicted psychological well-being, and psychological need satisfaction in daily life qualified the association between psychological need satisfaction perceived online and well-being. In particular, students who perceived higher psychological need satisfaction in daily life were found to benefit from psychological need satisfaction perceived online, but students with low psychological need satisfaction perceived in daily life did not. We suggest that people who perceive lower basic need satisfaction in daily life are more likely to use the Internet for socioaffective regulation and to consider cyberspace as a new world. Thus, need satisfaction perceived online may not transform into "real" happiness. © 2015 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

Activities for Teaching Positive Psychology: A Guide for Instructors

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Froh, Jeffrey J., Ed.; Parks, Acacia C., Ed.

2012-01-01

Positive psychology is a rapidly expanding area of study that is of great interest to students at the graduate, undergraduate, and high school levels. But the field is so broad that teachers who want to cover all the bases when designing a positive psychology course may have difficulty locating and selecting materials. "Activities for Teaching…

The Consequence Deafness has on the Psychological and ...

African Journals Online (AJOL)

The Consequence Deafness has on the Psychological and Academic Development of deaf students. The case of Alpha special school for the deaf in Addis Ababa, Hermata and Mendera Junior School at Jimma Town.

A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.

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Winter, Rachel I; Patel, Rakesh; Norman, Robert I

2017-08-01

Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose to suffer in silence in the face of psychological distress. The aim of this study was to explore drivers that prompted help-seeking behavior and barriers that prevented individuals prioritizing their well-being around the time of high-stakes assessment at medical school. Semi-structured interviews were conducted with fifty-seven students who failed high-stakes assessment at two UK medical schools, exploring their experience of academic difficulty and perceptions about causes. A thematic analysis of twenty transcripts that met inclusion criteria was completed to identify key factors that influenced participants' decisions around seeking help for their psychological distress, and in some cases, mental health problems. Twenty participants who specifically described a deterioration in their mental health around the time of assessment were included in this study. Barriers to seeking help in these instances included: normalization of symptoms or situation; failure to recognize a problem existed; fear of stigmatisation; overt symptoms of mental distress; and misconceptions about the true nature of the medical school, for example beliefs about a punitive response from the school if they failed. Drivers for seeking help appropriately included: building trust with someone in order to confide in them later on, and self-awareness about the need to maintain good mental health. There are various drivers and barriers for students' help seeking behaviors when experiencing psychological distress around the time of assessment, particularly self-awareness about the problem and prioritisation of well-being. Students who fail to recognize their own deteriorating mental health are at risk of academic failure and medical schools need to develop

Reproducibility in Psychological Science: When Do Psychological Phenomena Exist?

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Seppo E. Iso-Ahola

2017-06-01

Full Text Available Scientific evidence has recently been used to assert that certain psychological phenomena do not exist. Such claims, however, cannot be made because (1 scientific method itself is seriously limited (i.e., it can never prove a negative; (2 non-existence of phenomena would require a complete absence of both logical (theoretical and empirical support; even if empirical support is weak, logical and theoretical support can be strong; (3 statistical data are only one piece of evidence and cannot be used to reduce psychological phenomena to statistical phenomena; and (4 psychological phenomena vary across time, situations and persons. The human mind is unreproducible from one situation to another. Psychological phenomena are not particles that can decisively be tested and discovered. Therefore, a declaration that a phenomenon is not real is not only theoretically and empirically unjustified but runs counter to the propositional and provisional nature of scientific knowledge. There are only “temporary winners” and no “final truths” in scientific knowledge. Psychology is a science of subtleties in human affect, cognition and behavior. Its phenomena fluctuate with conditions and may sometimes be difficult to detect and reproduce empirically. When strictly applied, reproducibility is an overstated and even questionable concept in psychological science. Furthermore, statistical measures (e.g., effect size are poor indicators of the theoretical importance and relevance of phenomena (cf. “deliberate practice” vs. “talent” in expert performance, not to mention whether phenomena are real or unreal. To better understand psychological phenomena, their theoretical and empirical properties should be examined via multiple parameters and criteria. Ten such parameters are suggested.

Reproducibility in Psychological Science: When Do Psychological Phenomena Exist?

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Iso-Ahola, Seppo E.

2017-01-01

Scientific evidence has recently been used to assert that certain psychological phenomena do not exist. Such claims, however, cannot be made because (1) scientific method itself is seriously limited (i.e., it can never prove a negative); (2) non-existence of phenomena would require a complete absence of both logical (theoretical) and empirical support; even if empirical support is weak, logical and theoretical support can be strong; (3) statistical data are only one piece of evidence and cannot be used to reduce psychological phenomena to statistical phenomena; and (4) psychological phenomena vary across time, situations and persons. The human mind is unreproducible from one situation to another. Psychological phenomena are not particles that can decisively be tested and discovered. Therefore, a declaration that a phenomenon is not real is not only theoretically and empirically unjustified but runs counter to the propositional and provisional nature of scientific knowledge. There are only “temporary winners” and no “final truths” in scientific knowledge. Psychology is a science of subtleties in human affect, cognition and behavior. Its phenomena fluctuate with conditions and may sometimes be difficult to detect and reproduce empirically. When strictly applied, reproducibility is an overstated and even questionable concept in psychological science. Furthermore, statistical measures (e.g., effect size) are poor indicators of the theoretical importance and relevance of phenomena (cf. “deliberate practice” vs. “talent” in expert performance), not to mention whether phenomena are real or unreal. To better understand psychological phenomena, their theoretical and empirical properties should be examined via multiple parameters and criteria. Ten such parameters are suggested. PMID:28626435

Mainstreaming Culture in Psychology

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Cheung, Fanny M.

2012-01-01

Despite the "awakening" to the importance of culture in psychology in America, international psychology has remained on the sidelines of psychological science. The author recounts her personal and professional experience in tandem with the stages of development in international/cross-cultural psychology. Based on her research in cross-cultural…

Can Industrial-Organizational Psychology Survive the Advancement of Professional Psychology? Speciality Standards for Providers of I/O Psychological Services.

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Tice, Thomas E.

The Revised Standards for Providers of Psychological Services, developed by a committee of the American Psychological Association, have an important impact on industrial/organizational psychologists. Currently, four types of controls exist as assurances to the public that appropriate psychological services are being provided. They are: graduate…

Psychology and photography: chimneys dreaming and chimneys warriors

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Tilde Giani Gallino

2013-02-01

Full Text Available The article covers two aspects related to Psychology and Art. The first aspect concerns the similarities found between photography and various Schools of experimental psychology. For instance, the scientists of Psychology of ethological theory, and Non-verbal communication (NVC, observe with particular methodologies the non-verbal messages that animals and humans transmit to their peers through expressions, posture, gestures. The same is done by photographers (those who use the “camera” with a good knowledge of the medium and a “photographic  eye” when they look around, careful to catch an expression, any unusual attitude, or a gesture of friendship. Another School of psychology, the Gestalpsychologie (Gestalt: form, figure, configuration, attributes a decisive value to the perception of space, the foreground and the background, the perspective and vanishing points, the contrast between black and white. All aspects that effectively interest psychologists just as much as photographers. Finally, the second aspect relates to the art of Antony Gaudì and makes some hypothesis about the personality and behavior of the great architect, with regard to the construction of two houses, "Casa Batllo" and "Casa Mila": particularly because of the configuration or Gestalt of the "chimneys" that dominate the two buildings. In this study, cooperate each other psychological analysis and the art of photography. The last enables us to study also the details of the work of Gaudì, as can be seen in the pictures of this essay.

Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia.

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E N Zamri

Full Text Available Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role.To assess the prevalence of self-reported low back pain (LBP, and neck and/or shoulder pain (NSP among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors.This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR for the associations between psychological distress and work-related psychosocial factors with LBP and NSP.The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI 45.2%, 50.9% and 60.1% (95% CI 57.4%, 62.9% respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32, severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75, high psychological job demand (1.29, 95% CI 1.06, 1.57, low skill discretion (1.28, 95% CI 1.13, 1.47 and poorer mental health (0.98, 95% CI 0.97, 0.99. Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33, severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43, low supervisory support (1.13, 95% CI 1.03, 1.25 and poorer mental health (0.98, 95% CI 0.97, 0.99.Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work-related psychosocial characteristics may reduce

Military Psychology | Ijide | African Journal for the Psychological ...

African Journals Online (AJOL)

According to Jean Piaget (1970), psychology is applicable to all human activities and situations, education and psychotherapy, work and leisure in nearly all sectors of employment particularly in the military (emphasis mine). There are however some individuals who believe that psychology might only be applicable to the ...

Psychology in India

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Sushma, B.; Padmaja, G.

2011-01-01

Psychology forms the basis of every human activity. The scope of psychology is increasingly widening in various economic, political, social, cultural and technological aspects. Though the application of psychology is extending to various aspects of life, it needs to be indigenised to address the dynamic needs in the various socio-economic contexts…

Positive Psychology and Disaster Mental Health: Strategies for Working with Children and Adolescents.

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Vernberg, Eric M; Hambrick, Erin P; Cho, Bridget; Hendrickson, Michelle L

2016-12-01

Positive psychology concepts and principles can be incorporated into preparedness, crisis response, and recovery phases of disaster mental health efforts to address the needs of children, adolescents, and families. This article articulates general developmental considerations for applying positive psychology in disaster mental health contexts and discusses how 5 essential elements of immediate and midterm mass trauma intervention identified by Hobfoll et al. (2007) may be infused in applications of positive psychology for children and adolescents. Specific strategies for working with children, adolescents, and their families in home, community, and school contexts are drawn in part from disaster mental health resources developed jointly by the National Child Traumatic Stress Network and National Center for Posttraumatic Stress Disorder, including the Psychological First Aid Field Operations Guide (Brymer et al., 2006), the Skills for Psychological Recovery Field Operations Guide (Berkowitz et al., 2010), and the Psychological First Aid for Schools Field Operations Manual (Brymer et al., 2012). Two case examples illustrate the use of positive psychology principles. © 2016 Wiley Periodicals, Inc.

Dynamics of psychological crisis experience with psychological consulting by gestalt therapy methods.

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Fahrutdinova, Liliya Raifovna; Nugmanova, Dzhamilia Renatovna

2015-01-01

Dynamics of experience as such and its corporeal, emotional and cognitive elements in the situation of psychological consulting provisioning is covered. The aim of research was to study psychological crisis experience dynamics in the situation when psychological consulting by gestalt therapy methods is provided. Theoretical analysis of the problem of crisis situations, phenomenon and structural, and dynamic organization of experience of the subject of consulting have been carried out. To fulfill research project test subjects experience crisis situation have been selected, studied in the situation when they provided psychological consulting by methods of gestalt therapy, and methodology of study of crisis situations experience has been prepared. Specifics of psychological crisis experience have been revealed and its elements in different stages of psychological consulting by gestalt therapy methods. Dynamics of experience of psychological crisis and its structural elements have been revealed and reliable changes in it have been revealed. Dynamics of psychological crisis experience and its structural elements have been revealed and reliable changes in it have been revealed. "Desiccation" of experience is being observed, releasing its substantiality of negative impression to the end of consulting and development of the new experience of control over crisis situation. Interrelations of structural elements of experience in the process of psychological consulting have been shown. Effecting one structure causes reliable changes in all others structural elements of experience. Giving actual psychological help to clients in crisis situation by methods of gestalt therapy is possible as it was shown in psychological consulting sessions. Structure of client's request has been revealed - problems of personal sense are fixed as the most frequent cause of clients' applications, as well as absence of choices, obtrusiveness of negative thoughts, tend to getting stuck on events

Potential predictors of psychological distress and well-being in medical students: a cross-sectional pilot study

Directory of Open Access Journals (Sweden)

Bore M

2016-03-01

Full Text Available Miles Bore,1 Brian Kelly,2 Balakrishnan Nair2 1School of Psychology, 2School of Medicine and Public Health, University of Newcastle, Newcastle, NSW, Australia Purpose: Research has consistently found that the proportion of medical students who experience high levels of psychological distress is significantly greater than that found in the general population. The aim of our research was to assess the levels of psychological distress more extensively than has been done before, and to determine likely predictors of distress and well-being. Subjects and methods: In 2013, students from an Australian undergraduate medical school (n=127 completed a questionnaire that recorded general demographics, hours per week spent studying, in paid work, volunteer work, and physical exercise; past and current physical and mental health, social support, substance use, measures of psychological distress (Kessler Psychological Distress Scale, depression, anxiety, stress, burnout; and personality traits. Results: Females were found to have higher levels of psychological distress than males. However, in regression analysis, the effect of sex was reduced to nonsignificance when other variables were included as predictors of psychological distress. The most consistent significant predictors of our 20 indicators of psychological distress were social support and the personality traits of emotional resilience and self-control. Conclusion: The findings suggest that emotional resilience skills training embedded into the medical school curriculum could reduce psychological distress among medical students. Keywords: medical student, well-being, psychological distress, personality

The mediating role of psychological empowerment on job satisfaction and organizational commitment for school health nurses: a cross-sectional questionnaire survey.

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Chang, Li-Chun; Shih, Chia-Hui; Lin, Shu-Man

2010-04-01

The importance of the professional role of school health nurses in promoting children's health in their school environment is widely recognized. However, studies of their working experience have revealed feelings of disempowerment that appear to be related to insufficient support from school managers. In these unsupportive working environments, it seems possible that psychological empowerment may play a mediating role to strengthen employees' satisfaction and commitment to their employing organization. The aim of this study is to test an exploratory model of empowerment in a Taiwanese sample of school health nurses by examining the mediating role of psychological empowerment in the relationship between external factors and work-related attitudes, specifically job satisfaction and organizational commitment. A cross-sectional survey with self-reported questionnaires. Probability proportional sampling was used to generate a randomly selected sample of 500 school health nurses in elementary and junior high schools in Taiwan. A total of 330 valid questionnaires were returned, yielding a response rate of 66%. The exploratory model including all hypothesized variables provided an adequate fit (chi(2)=29.24; df=17; p=.052; adjusted goodness-of-fit index [AGFI]=.96; goodness-of-fit index [GFI]=.98; root-mean-square error of approximation [RMSEA]=.05) for the data and indicated that psychological empowerment did not fully mediate the relationship between organizational empowerment and job satisfaction because of the strong direct effects of organizational empowerment on job satisfaction. The influence of empowerment on organizational commitment was mediated through job satisfaction. Psychological empowerment did not mediate the relationship between external factors and work attitudes, and job satisfaction emerged as an important factor. If school leaders can improve the job satisfaction of school health nurses, this will help them achieve greater commitment and loyalty of

Psychology in Mexico

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Ruiz, Eleonora Rubio

2011-01-01

The first formal psychology course taught in Mexico was in 1896 at Mexico's National University; today, National Autonomous University of Mexico (UNAM in Spanish). The modern psychology from Europe and the US in the late 19th century were the primary influences of Mexican psychology, as well as psychoanalysis and both clinical and experimental…

[Analysis of psychological conditions of parents of children with cleft lip and palate by using psychological scales before and after psychological treatment].

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Gong, Cai-xia; Zheng, Qian; Shi, Bing

2011-02-01

To evaluate the psychological conditions of parents of children with cleft lip and palate, and to discuss the clinical psychological treatment methods of these parents. 100 parents of children with cleft lip and palate were selected as the parents of children with cleft lip and palate group, and 34 normal adults were selected as the control group. Two groups were tested by the life event scale (LES) and self-rating anxiety scale (SAS) to analyze their psychological states. After the study group was treated by psychological counseling, two groups were tested by the LES and SAS again. The LES total scores of the patients of children with cleft lip and palate had significant differences compared with the normal adults (P palate had no significant differences compared with the normal adults before and after psychological counseling (P > 0.05). Analyzing the psychological conditions of parents of children with cleft lip and palate by using psychological scales and then treating them by counseling, is an effective psychological treatment method.

Myths and Misconceptions in Popular Psychology: Comparing Psychology Students and the General Public

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Furnham, Adrian; Hughes, David J.

2014-01-01

This study examined the prevalence of psychological myths and misconceptions among psychology students and within the general population. In total, 829 participants completed a 249-item questionnaire designed to measure a broad range of psychological myths. Results revealed that psychological myths and misconceptions are numerous and widely held.…

The Importance of the Beginning Teachers' Psychological Contract: A Pathway toward Flourishing in Schools

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Dollansky, Tracy D.

2014-01-01

Beginning teachers enter the profession with notions about what their school organization will provide for them and what they will give their organization, in exchange. Psychological contracts, as defined by Schein exist between beginning teachers and their organization. I contend, with the use of a conceptual framework, that if the implicit terms…

Psychological Assessment Training in Clinical Psychology Doctoral Programs.

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Mihura, Joni L; Roy, Manali; Graceffo, Robert A

2017-01-01

We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

Psychological Types of Female Primary School Teachers in Anglican State-Maintained Schools in England and Wales: Implications for Continuing Professional Development

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Francis, Leslie J.; Lankshear, David W.; Robbins, Mandy

2011-01-01

A sample of 221 female primary school teachers in Anglican state-maintained schools in England and Wales completed the Francis Psychological Type Scales (FPTS). The data demonstrated clear preferences for Extraversion (E) over Introversion (I), for Sensing (S) over Intuition (N), for Feeling (F) over Thinking (T) and for Judging (J) over…

Diversity Research Literature on the Rise? A Review of School Psychology Journals from 2000 to 2003

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Brown, Stephanie L.; Shriberg, David; Wang, Aimin

2007-01-01

School psychologists in the United States are not nearly as diverse demographically as the students they serve (T.K. Fagan & P.S. Wise, 2000). A.H. Miranda and P.B. Gutter (2002) investigated the number of diversity-related articles in four leading school psychology journals from 1990 to 1999 and found that there was an increase in the…

Past as Prologue: Educational Psychology's Legacy and Progeny

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Alexander, Patricia A.

2018-01-01

On the occasion of the 125th anniversary of the American Psychological Association, the legacies and progenies of the discipline of educational psychology are explored. To capture those legacies, transformational and influential contributions by educational psychologists to schools and society are described as key themes. Those themes entail: the…

Self-Concealment Mediates the Relationship Between Perfectionism and Attitudes Toward Seeking Psychological Help Among Adolescents.

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Abdollahi, Abbas; Hosseinian, Simin; Beh-Pajooh, Ahmad; Carlbring, Per

2017-01-01

One of the biggest barriers in treating adolescents with mental health problems is their refusing to seek psychological help. This study was designed to examine the relationships between two forms of perfectionism, self-concealment and attitudes toward seeking psychological help and to test the mediating role of self-concealment in the relationship between perfectionism and attitudes toward seeking psychological help among Malaysian high school students. The participants were 475 Malaysian high school students from four high schools in Kuala Lumpur, Malaysia. Structural equation modelling results indicated that high school students with high levels of socially prescribed perfectionism, high levels of self-concealment, and low levels of self-oriented perfectionism reported negative attitudes toward seeking psychological help. Bootstrapping analysis showed that self-concealment emerged as a significant, full mediator in the link between socially prescribed perfectionism and attitudes toward seeking psychological help. Moderated mediation analysis also examined whether the results generalized across men and women. The results revealed that male students with socially prescribed perfectionism are more likely to engage in self-concealment, which in turn, leads to negative attitudes toward seeking psychological help more than their female counterparts. The results suggested that students high in socially prescribed perfectionism were more likely to engage in self-concealment and be less inclined to seek psychological help.

Publication Criteria and Recommended Areas of Improvement within School Psychology Journals as Reported by Editors, Journal Board Members, and Manuscript Authors

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Albers, Craig A.; Floyd, Randy G.; Fuhrmann, Melanie J.; Martinez, Rebecca S.

2011-01-01

Two online surveys were completed by editors, associate editors, editorial board members, and members or fellows of the Division 16 of the American Psychological Association. These surveys targeted (a) the criteria for a manuscript to be published in school psychology journals, and (b) the components of the peer-review process that should be…

Predicting adolescent problematic online game use from teacher autonomy support, basic psychological needs satisfaction, and school engagement: a 2-year longitudinal study.

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Yu, Chengfu; Li, Xian; Zhang, Wei

2015-04-01

Problematic online game use (POGU) has become a serious global public health concern among adolescents. However, its influencing factors and mediating mechanisms remain largely unknown. This study provides the first longitudinal design to test stage-environment fit theory empirically in POGU. A total of 356 Chinese students reported on teacher autonomy support, basic psychological needs satisfaction, school engagement, and POGU in the autumn of their 7th-9th grade years. Path analyses supported the proposed pathway: 7th grade teacher autonomy support increased 8th grade basic psychological needs satisfaction, which in turn increased 9th grade school engagement, which ultimately decreased 9th grade POGU. Furthermore, 7th grade teacher autonomy support directly increased 9th grade school engagement, which in turn decreased 9th grade POGU. These findings suggest that teacher autonomy support is an important protective predictor of adolescent POGU, and basic psychological needs satisfaction and school engagement are the primary mediators in this association.

Radical psychology institutionalized: a history of the Journal Psychologie & Maatschappij [psychology & society].

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Abma, R; Jansz, J

2000-01-01

Starting out as a newsletter for radical psychologists, the Dutch journal Psychologie & Maatschappij (Psychology & Society) moved in the past decade toward the theoretical mainstream within psychology. In this paper, the major changes in the journal are described and analyzed, as well as the features that did not change: an emphasis on theory and history, an interdisciplinary approach, and an emphasis on discussion. The main transformations were from psychology as instrumental toward the goals of the progressive movement in the Netherlands, then to extreme criticism of all scientific and professional psychological activities, and finally to adherence to the most advanced approaches within academic psychology. Copyright 2000 John Wiley & Sons, Inc.

Positive Psychology and old age Psychology. Theoretical Intersections

Directory of Open Access Journals (Sweden)

Enrique Lombardo

2015-07-01

Full Text Available This article is a theoretical review of developments and research of the posi- tive psychology and of the psychology of aging. Some concepts that are in that intersection are: psychic capital, strengths, psychological wellbeing and emo- tional regulation. In all the cases they are positive psychic factors associated to the successful aging. Since the end of the 20th century, within the psychology of aging has been developing and achieved fundamental transformations in term of theoretical bases in which it leans on. One of these transformations arises of its encounter with the positive Psychology, of recent appearance too. The theoretical work in this field is of interest because from a classic perspec- tive, from a biological view, aging is regarded as the decline in physical and psychic strengths and, therefore, the loss of those features and positive qualities that were fundamental during the youthful and mature life. Old age would be marked by a deterioration, fragility and loss of progressive selfregulation of the individual person. This view lead to ignoring clearly positive aspects of old the age such as the gathering experience or the greater availability of free time that would allow elderly people to search for ways of personal realization, among others. Of the journey for the different concepts in those that positive psychology and gerontology go being defined a group of characteristic of what we can call the psychic aging. In the first place a change appears in the perspective about what this process implies. Aging is not seen as a relentless and universal process of decline, but rather besides a great variability, it presents different aspects in those that we see the development of potentialities and resources that were not present in other ages. 

Giving Psychology Away: How George Miller's Vision Is Being Realised by Psychological Literacy

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Banyard, Philip; Hulme, Julie A.

2015-01-01

In George Miller's famous address to the American Psychological Association in 1969 he explored the aims and future direction of psychology. Psychology could develop as a professional elite that develops specialised knowledge that experts can hold on to or it could aim to "give psychology away" and to allow the general public access to…

Discursive Psychology

NARCIS (Netherlands)

Molder, te H.

2015-01-01

Discursive psychology was established in the United Kingdom by the end of the 1980s, mainly in response to the dominant cognitivist approach in social psychology. While it borrowed notions from poststructuralism and sociology of science, it is most akin to conversation analysis. Discursive

Medical student psychological distress and academic performance.

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Dendle, Claire; Baulch, Julie; Pellicano, Rebecca; Hay, Margaret; Lichtwark, Irene; Ayoub, Sally; Clarke, David M; Morand, Eric F; Kumar, Arunaz; Leech, Michelle; Horne, Kylie

2018-01-21

The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. Poor correlation was noted between psychological distress and academic performance.

The social constructionist movement in modern psychology

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Kenneth J. Gergen

2009-01-01

Full Text Available Social constructionism views discourse about the world not as a reflection or map of the world but as an artifact of communal interchange. Both as an orientation to knowledge and to the character of psychological constructs, constructionism forms a significant challenge to conventional understandings. Although the roots of constructionist thought may be traced to long-standing debates between empiricist and rationalist schools of thought, constructionism attempts to move beyond the dualism to which both of these traditions are committed and to place knowledge within the process of social interchange. Although the role of psychological explanation is rendered problematic, a fully developed constructionism could furnish a means for understanding the process of science and invites the development of alternative criteria for the evaluation of psychological inquiry.

A History of the Founding and Early Development of the "Journal of School Psychology"

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Fagan, Thomas K.; Jack, Sabrina L.

2012-01-01

Historical aspects of the founding and early development of the "Journal of School Psychology" are discussed. Emphases are placed on the first decade of the journal, the factors in its founding and development, persons who have served as editors and members of the editorial boards and corporate leadership, and the journal's changing formats. The…

An Examination of General Psychology as a Foundation Block in Psychology

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Parish, Thomas S.; Swenka, Jobyna J.

2007-01-01

What is "General Psychology?" Is it just one course that could be an elective, part of a minor, or part of a student's major? Or could "General Psychology" literally be the "corner stone" or "foundation block" upon which all the other psychology courses, taken afterwards, add to like bricks upon a "foundation block?" This paper will seek to…

Psychological woundedness and its evaluation in applications for clinical psychology training.

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Ivey, Gavin; Partington, Theresa

2014-01-01

This paper reports on a qualitative study investigating clinical psychology programme selectors' perceptions of psychological 'woundedness' in the autobiographical narratives of applicants for clinical psychology training. Woundedness was here defined in terms of the ongoing or residual psychological impact of adverse experiences and psychic conflicts. Ten selectors were presented with a sample of applicants' written autobiographical narratives, differentiated by the conspicuous presence or absence of psychological woundedness. The selectors, who were not informed of the specific aims of the study, ranked applicant protocols and were interviewed individually about their impressions of the protocols and the criteria that they used to rank them. Most selectors were positively biased toward 'wounded' narratives and suspicious of those in which woundedness was manifestly absent. Although generally disposed to favour wounded applicants, how woundedness was presented, rather than the mere presence of it, was a discriminating feature in selectors' appraisal of wounded narratives. Selectors were concerned that unresolved woundedness may compromise applicants' professional boundaries, impair self-reflective capacity and lead to damaging countertransference enactments. The relative extent to which applicant woundedness appeared to be resolved was significant in selectors' assessment of applicants' clinical training potential. A distinction is thus proposed between obstructive and facilitative woundedness in clinical psychology applicants. A sample of clinical psychology programme selectors identified psychological woundedness as a significant feature in applicant autobiographies. Selectors favoured applicant autobiographies showing evidence of woundedness. The distinction between obstructive and facilitative woundedness is important in how the selector sample evaluated woundedness. Copyright © 2012 John Wiley & Sons, Ltd.

Considering Positive Psychology Constructs of Life Satisfaction and School Connectedness When Assessing Symptoms Related to Attention-Deficit/Hyperactivity Disorder

Directory of Open Access Journals (Sweden)

Emily B. Mancil

2013-06-01

Full Text Available Children and adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD demonstrate significant difficulty with academic and behavioral functioning. This, in turn, can lead to lower educational attainment and vocational achievement, which has serious long-term consequences and costs to individuals and society (Barkley, 2002, 2006; Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993. Researchers from a positive psychology framework suggest that ADHD symptoms (i.e., inattention, hyperactivity/impulsivity alone may not fully explain academic impairment (Diener, Scollon, & Lucas, 2004. From the standpoint of positive psychology, life satisfaction and school connectedness are important constructs that examine positive life functioning; however, they have been understudied, particularly in the area of ADHD. The current study investigated the relationship between ADHD symptoms and these positive psychological constructs. Results indicate that as ADHD symptoms increase, life satisfaction decreases; however, no relationship between ADHD symptoms and school connectedness was found. Beyond our primary analysis, we examined the relationship between gender and these variables. Results suggest that gender significantly moderates the relationship between ADHD and life satisfaction, with life satisfaction ratings decreasing for males as ADHD symptoms increase, yet remaining stable for females. ADHD symptoms did not significantly predict changes in school connectedness. Furthermore, gender did not significantly moderate the relationship between school connectedness and ADHD symptoms.

PSYCHOLOGICAL WELL-BEING AND PSYCHOLOGICAL DISTRESS FOR PROFESSORS IN BRAZIL AND CANADA

OpenAIRE

BOAS,ANA ALICE VILAS; MORIN,ESTELLE M.

2014-01-01

Mental health, an important object of research in psychology as well as social psychology, can be determined by the relationship between psychological well-being and psychological distress. In this context, we search to understand: “How do compare mental health of professors working in public universities in an emerging country like Brazil with the one of professors working in a developed country like Canada?” and “What are the main differences in the indicators of mental he...

Prevalence of psychological symptoms in Saudi Secondary School girls in Abha, Saudi Arabia

Science.gov (United States)

Al Gelban, Khalid S.

2009-01-01

BACKGROUND AND OBJECTIVES: Adolescence is characterized by rapid physiological, social and cognititive changes. Aim of the present work is to study mental health of Saudi adolescent secondary school girls in Abha city, Aseer region, Saudi Arabia. METHODS: A cross-sectional study was conducted in 10 secondary schools for girls using the Arabic version of the symptom-revised checklist 90 (SCL 90-R), a mental health questionnaire that was administered to the girls by fourth-year female medical students. RESULTS: The most prevalent mental symptoms in the 545 female students were phobic anxiety (16.4%), psychoticism (14.8%), anxiety (14.3%), and somatization (14.2%). The prevalence of depression, paranoid ideation and interpersonal sensitivity amounted to 13.9%, 13.8% and 13.8%, respectively. The least prevalent mental symptoms were hostility (12.8%) and obsessive-compulsive behavior (12.3%). Overall, psychological symptoms (in terms of a positive global severity index) were found in 16.3% of the girls. In a multivariate logistic regression analysis, no significant relationship was found with sociodemographic factors. CONCLUSION: Psychological symptoms and disorders are prevalent in secondary school girls and health professionals need to be able to recognize, manage and follow-up mental health problems in young people. Further research is needed to explore the magnitude of the problem at the national level. PMID:19584586

Psychological experiment

NARCIS (Netherlands)

Boven, Martijn; Emmanuel, Steven M.; McDonald, William; Stewart, Jon

2015-01-01

For Kierkegaard the ‘psychological experiment’ is a literary strategy. It enables him to dramatize an existential conflict in an experimental mode. Kierkegaard’s aim is to study the source of movement that animates the existing individual (this is the psychological part). However, he is not

Cultivating the field of psychology. Psychological journals at the turn of the century and beyond.

Science.gov (United States)

Johnson, D F

2000-10-01

Prominent psychologists, including G. Stanley Hall, James Mark Baldwin, and James McKeen Cattell, cultivated the field of psychological publishing with privately owned and managed journals. Hall's journals, including the American Journal of Psychology and Pedagogical Seminary, reflected his view of psychology as the empirical study of human nature and his support for applied psychology. Baldwin and Cattell's periodicals, including Psychological Review and Psychological Monographs, reflected a narrower scientific and academic view of psychology. Baldwin and Cattell were more successful editors than Hall and strategically linked their journals to the American Psychological Association (APA). The Psychological Review journals were purchased by APA in 1925. The narrower vision represented in these journals may have contributed to applied psychologists' dissatisfaction with APA during the late 1920s and early 1930s.

Political Psychology of European Integration

OpenAIRE

Manners, Ian James

2014-01-01

The chapter engages in a survey of what political psychology and European integration have to say to each other in the understanding of the European Union. The chapter draws on five strands of political psychology as part of this engagement – conventional psychology, social psychology, social construction, psychoanalysis, and critical political psychology. Within each strand a number of examples of scholarship at the interface of political psychology and European integration are examined. The...

[The history of the institutionalization of medical psychology in Austria].

Science.gov (United States)

Hirnsperger, Hans; Mundschütz, Reinhard; Sonneck, Gernot

2011-01-01

Beginning with Freudian psychoanalysis and the Zürich school of psychiatry, which in the early 20th century were the first to call for studies in medical psychology at universities, the article traces the path to the institutionalization of medical psychology in Austria especially in Vienna. Particular attention is devoted to the Academic Society for Medical Psychology (Akademischer Verein für Medizinische Psychologie) which held lectures and courses at the University of Vienna from 1926 to 1938. The Society can thus be viewed as a predecessor of the foundation of the institutes for medical psychology and psychotherapeutic clinics, starting in the late 1960s and continuing into the early 1980s.

Psychology at Chinese universities and in Chinese society: with special reference to clinical psychology

OpenAIRE

Yue, Guoan; Perrez, Meinrad; Han, Xiulan

2011-01-01

The following contribution gives a short introduction to Chinese psychology, history, psychological research and teaching institutions and student selection for universities. After a brief overview of the theoretical traditions and contemporary trends in general and experimental psychology it focuses in more detail on the recent developments in clinical and medical psychology. Research domains, academic training in clinical psychology and its applications in modern China are discussed with sp...

PSYCHOLOGICAL WELL-BEING AND PSYCHOLOGICAL DISTRESS FOR PROFESSORS IN BRAZIL AND CANADA

OpenAIRE

BOAS, ANA ALICE VILAS; MORIN, ESTELLE M.

2014-01-01

Mental health, an important object of research in psychology as well as social psychology, can be determined by the relationship between psychological well-being and psychological distress. In this context, we search to understand: “How do compare mental health of professors working in public universities in an emerging country like Brazil with the one of professors working in a developed country like Canada?” and “What are the main differences in the indicators of mental health in work domai...

Classroom communication in lessons of educational science and psychology at secondary school

OpenAIRE

Šimáková, Monika

2017-01-01

This bachelor thesis deals with classroom communication during pedagogy and psychology lessons at high schools. The aim of the thesis is to describe classroom communication in the observed subjects in a complex way and to give the reader a realistic idea about the communication between the teachers and their students during instruction. The thesis is divided into a theoretical and an empirical part. The theoretical part focuses on pedagogical communication itself, which is a key term in class...

Personality Traits and Psychological Health Concerns: The Search for Psychology Student Syndrome

Science.gov (United States)

Deo, Michael S.; Lymburner, Jocelyn A.

2011-01-01

The current study explored whether an affliction similar to Medical Student Syndrome occurs in psychology students (i.e., Psychology Student Syndrome) by examining the relationship between self ratings of psychological health and the number of psychopathology courses taken. Undergraduate participants rated their level of concern about suffering…

First year effects of induction arrangements on beginning teachers' psychological processes

NARCIS (Netherlands)

Helms-Lorenz, Michelle; Slof, Bert; van de Grift, Wim

2013-01-01

This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly

Graduate entry to medicine: widening psychological diversity

Directory of Open Access Journals (Sweden)

Munro Don

2009-11-01

Full Text Available Abstract Background At Nottingham University more than 95% of entrants to the traditional 5-year medical course are school leavers. Since 2003 we have admitted graduate entrants (GEM to a shortened (4-year course to 'widen access to students from more disadvantaged backgrounds'. We have recently shown that the GEM course widens academic and socio-demographic diversity of the medical student population. This study explored whether GEM students also bring psychological diversity and whether this could be beneficial. Methods We studied: a 217 and 96 applicants to the Nottingham 5- and 4-year courses respectively, applying in the 2002-3 UCAS cycle, and, b 246 school leavers starting the 5-year course and 39 graduate entrants to the 4-year course in October 2003. The psychological profiles of the two groups of applicants and two groups of entrants were compared using their performance in the Goldberg 'Big 5' Personality test, the Personal Qualities Assessment (PQA; measuring interpersonal traits and interpersonal values, and the Lovibond and Lovibond measure of depression, anxiety and stress. For the comparison of the Entrants we excluded the 33 school leavers and seven graduates who took the tests as Applicants. Statistical analyses were undertaken using SPSS software (version 16.0. Results Graduate applicants compared to school leaver applicants were significantly more conscientious, more confident, more self controlled, more communitarian in moral orientation and less anxious. Only one of these differences was preserved in the entrants with graduates being less anxious. However, the graduate entrants were significantly less empathetic and conscientious than the school leavers. Conclusion This study has shown that school leaver and graduate entrants to medical school differ in some psychological characteristics. However, if confirmed in other studies and if they were manifest in the extreme, not all the traits brought by graduates would be

Cultural Psychology and Its Future

DEFF Research Database (Denmark)

Cultural Psychology is a radical new look in psychology that studies how persons and social-cultural worlds mutually constitute one another. With the increase of globalization and multicultural exchanges, cultural psychology becomes the psychological science for the 21st century. Encounters......’s revolutionary principle of ‘complementarity’ can contribute to the development of a cultural psychology that takes time, semiotics, and human feeling seriously. Commentators further discuss how complementarity can act as an epistemology for psychology; a number of new methodological strategies for incorporating...... culture and time into investigations; and what cultural psychology can contribute to our understanding of imagination, art, language and self-other relations....

Political Psychology of European Integration

DEFF Research Database (Denmark)

Manners, Ian James

2014-01-01

The chapter engages in a survey of what political psychology and European integration have to say to each other in the understanding of the European Union. The chapter draws on five strands of political psychology as part of this engagement – conventional psychology, social psychology, social...... construction, psychoanalysis, and critical political psychology. Within each strand a number of examples of scholarship at the interface of political psychology and European integration are examined. The chapter argues that the study of the EU has much to benefit from political psychology in terms of theories...... and methods of European identity and integration, but it also argues that political psychology can benefit from the insights of European integration by rethinking the processes that drive the marking of inside and outside, interior and exterior, belonging and otherness....

The Effect of Positive or Negative Frame on the Choices of Students in School Psychology and Educational Administration.

Science.gov (United States)

Fagley, N. S.; Miller, Paul M.; Jones, Robert N.

1999-01-01

Doctoral students (N=109) in school psychology and educational administration responded to five decision problems whose outcomes were framed either positively as gains or negatively as losses. Frame and profession significantly affected the number of risky choices. Educational administration students made more risky choices than school psychology…

The relationships between authentic leadership, psychological capital, psychological climate, team commitment and intention to quit

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Sharon A. Munyaka

2017-08-01

Full Text Available Orientation: The relationship between authentic leadership, psychological capital, psychological climate and team commitment in a manufacturing organisation could have a significant impact on employee intention to quit. Research purpose: To determine the relationship between five positive organisational behaviour variables (authentic leadership, psychological capital, psychological climate and team commitment and their ultimate influence on an individual’s intention to quit. Thus, it is preceded by the determination of the structural invariance of the measurement instruments when applied to a South African sample. Justification for the study: The study sought to fill the gap in the literature in relation to understanding the effect of the relationship between psychological capital, authentic leadership, psychological climate and team commitment on the behaviour of employees in a manufacturing organisation and how this influences their decision to quit. Such a study has not previously been conducted in the South African manufacturing sector. Research design, approach and method: Utilising a non-experimental correlational approach, a self-administered composite questionnaire consisting of five psychological scales was distributed to 204 employees in the junior to senior management level at a global tyre manufacturing organisation in South Africa. Multivariate data analysis included the structural equation modelling. Main findings: There is a significantly strong positive relationship between authentic leadership, psychological capital, psychological climate and team commitment. Authentic leadership has a significant influence on psychological capital and psychological climate. This results in a positive impact on organisational commitment, leading to employees’ intention to quit. Practical/managerial implications: Manufacturing organisations need to develop and implement collaborative leadership intervention strategies aimed at improving

Psychological effects of nuclear warfare

International Nuclear Information System (INIS)

Mickley, G.A.

1987-01-01

This report is divided into five parts. (1) Discussion of the psychological milieu before a nuclear confrontation. (2) Acute psychological reactions to nuclear warfare (some of which may reflect, in part, direct radiogenic alteration of nervous system functions). (3) Chronic psychological effects of a nuclear confrontation. (4) Issues concerning treatment of these psychological changes. (5) Prevention of adverse psychological reactions to nuclear warfare

Historiography of Czech psychology

Czech Academy of Sciences Publication Activity Database

Hoskovcová, S.; Hoskovec, J.; Plháková, A.; Šebek, M.; Švancara, J.; Vobořil, Dalibor

2010-01-01

Roč. 13, č. 3 (2010), s. 309-334 ISSN 1093-4510 Institutional research plan: CEZ:AV0Z70250504 Keywords : Czech psychologists * Czechoslovak psychology * ideologic influences on psychology Subject RIV: AN - Psychology Impact factor: 0.500, year: 2010

Self-esteem and communication skills as predictors of psychological resilience for Turkish vocational school students

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Özlem TAGAY

2014-01-01

Full Text Available This study analyzes whether or not communication skills and self-esteem of vocational school students can predict their psychological resilience. The data of the study were collected from a total of 295 vocational school students including 147 female and 148 male in Burdur and Isparta. The study benefited from the Ego Resiliency Scale developed by Block and Kremen (1996 and adapted by Karaırmak (2007, the Communication Skills Evaluation Scale developed by Korkut (1996, and the Rosenberg Self Esteem Scale developed by Morris Rosenberg (1965. The study made use of the standard multiple regression analysis in order to prove the power of the assessment of communication skills and self-esteem to predict psychological levels of resilience of vocational school students. The data were tested on a 0.05 level of significance. This study shows that the assessment of communication skills and self-esteem positively co- relates with the personal strengths of pulling oneself together. The positive self-assessment predicts self- esteem positively and significantly as well. A positive sense of an individual’s about oneself positively co- relates with high self-esteem.

The Pattern of History of Psychology Teaching on British Undergraduate Psychology Courses

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Richards, Graham

2005-01-01

Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society's 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999-2000 are summarised and discussed in the light of these new requirements. While…

Further reflections on the humanistic psychology-positive psychology divide.

Science.gov (United States)

Waterman, Alan S

2014-01-01

Replies to comments by Morley (see record 2014-01475-010), Serlin (see record 2014-01475-011), Friedman (see record 2014-01475-012), Churchill and Mruk (see record 2014-01475-013), and Schneider (see record 2014-01475-014) on the current author's original article "The humanistic psychology-positive psychology divide: Contrasts in philosophical foundations" (see record 2013-12501-001). The article contrasting humanistic psychology and positive psychology with respect to their ontological, epistemological, and practical philosophical foundations has generated commentaries from leading proponents of varying perspectives within humanistic psychology. There is a great deal of material within those commentaries with which the current author is in full accord. It is worth noting at the outset that no one appears to be challenging the observations (a) that published exchanges between proponents of humanistic and positive psychology have been marked by tension and ambivalence, albeit with occasional efforts at reconciliation and rapprochement; (b) that proponents of the two perspectives differ with respect to the philosophers they most frequently cite in their writings; or (c) that such citations reflect the philosophical assumptions serving as foundations for the theoretical, research, and counseling/therapeutic endeavors of psychologists in both groups. The principal points of concurrence in the critiques published here are that the current underestimates the extent to which mutually supportive, collaborative work can be accomplished across the philosophical divide and that the recommendations the current author has made has advanced serious potential negative consequences for the field. The current author will address these points here in the reply, although space does not permit him to address other substantive points raised by individual commentators. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Emergence and Evolution of School Psychology Literature: A Scientometric Analysis from 1907 through 2014

Science.gov (United States)

Liu, Shuyan; Oakland, Thomas

2016-01-01

The objective of this current study is to identify the growth and development of scholarly literature that specifically references the term "school psychology" in the Science Citation Index from 1907 through 2014. Documents from Web of Science were accessed and analyzed through the use of scientometric analyses, including HistCite and…

Dissertation Research in School Psychology: Changes in Topics and Methodology over the Past 25 Years

Science.gov (United States)

Lekwa, Adam; Ysseldyke, Jim

2010-01-01

Eighty school psychology programs offering training at the doctoral level were contacted with a request for lists of authors, titles, and abstracts of dissertations completed between the years 2000 and 2007. Titles and abstracts from 1119 dissertations were reviewed to assess the interests and experiences of new researchers and practitioners in…

Phenomenology of Different Forms of Psychological Violence among Youth: Foreign Studies

OpenAIRE

Kozhukhar G.S.,

2014-01-01

We provide an overview of modern Western literature devoted to the problem of psychological violence and its various manifestations in the education system, particularly at school. We briefly characterize the approaches to the problem of violence, describe the results of several studies demonstrating the relationship of the psychological climate at school and academic performance, the probability of applying for support to teachers and peers, give the specific facts of influence of sex, age a...

Does a Coeliac School increase psychological well-being in women suffering from coeliac disease, living on a gluten-free diet?

Science.gov (United States)

Ring Jacobsson, Lisa; Friedrichsen, Maria; Göransson, Anne; Hallert, Claes

2012-03-01

To assess the effects of an active method of patient education on the psychological well-being of women with coeliac disease in remission. Despite remission with a gluten-free diet, adults with coeliac disease and especially women experience a subjective poor health. Self-management education seems to be promising tool to help patients suffering from coeliac disease to cope with their disorder. A randomised controlled trial. A total of 106 women, ≥ 20 years, with confirmed coeliac disease, who had been on a gluten-free diet for a minimum of five years. The intervention group (n = 54) underwent a 10-session educational programme, 'Coeliac School', based on problem-based learning. The controls (n = 52) received information regarding coeliac disease sent home on a regular basis. The primary outcomes were psychological general well-being measured with a validated questionnaire. Participants in the Coeliac School reported a significant improvement in psychological well-being at 10 weeks, whereas the controls given usual care reported a worsening in psychological well-being. After six months, a significant improvement remained for the index of vitality. Patient education increased psychological well-being in women with coeliac disease. There is a need to refine the methods of patient education to make the effects of well-being more pronounced over time. Patient education using problem-based learning promotes self-management in coeliac disease by improving the well-being of patients who have been struggling with the gluten-free diet for years. © 2011 Blackwell Publishing Ltd.

The decade 1989-1998 in Spanish psychology: an analysis of research in personality, assessment, and psychological treatment (clinical and health psychology).

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Sanz, J

2001-11-01

The aim of this study is to analyze Spanish research published between 1989 and 1998 in clinical psychology and its most directly related psychological disciplines: personality psychology, psychopathology, differential psychology, health psychology, and psychological assessment. A search was performed in the various databases of the works published in that decade by Spanish university professors who investigate in these areas. Their localization was verified by direct correspondence with the professors, to whom was also sent a questionnaire to evaluate their research field and preferred theoretical approach. The 2,079 works located allowed me to identify 85 different research trends. These research trends are characterized by the predominance of applied studies over basic studies, of empirical research over theoretical research, and of the cognitive-behavioral approach over the rest of the theoretical orientations. In addition, various bibliometrical indicators of production, dissemination, and impact were calculated. They revealed that productivity and dissemination of Spanish research in these areas grew considerably during this 1989-98 period.

Assessment of psychological problems in schoolgoing adolescents of Aligarh.

Science.gov (United States)

Faizi, Nafis; Azmi, Suhail Ahmed; Ahmad, Anees; Shah, M Salman

2016-01-01

Adolescence is a period of physical, nutritional, and sexual transition, also remarkable for the accompanying psychological changes. Worldwide, 20% of children and adolescents suffer from a disabling mental illness. Therefore, knowledge of the prevalence of these disorders can be used to design intervention strategies. The present study was conducted in the 13-15 years' age group schoolgoing adolescents, with the objective to estimate the prevalence of psychological morbidity, employing Strength and Difficulties Questionnaire (SDQ). A cross-sectional analytical study was conducted in three different schools of Aligarh, in the 13-15 years' age group, with a prior permission from the school authorities. The study was approved by a multidisciplinary Institutional Ethics and Research Advisory Committee. A total of 1456 students were sampled for the study. The prevalence of psychological morbidity on the basis of total difficulties score was found to be 9.75% (95% confidence interval - 8.33-11.39). The prevalence of emotional, conduct, hyperactivity, peer, and prosocial problems was 5.42%, 5.56%, 3.78%, 4.40%, and 4.26%, respectively. Psychological problems are fairly common in the adolescent age group. Despite the need, there is a dearth studies conducted in this crucial age group in India. Of the studies available, a wide variance is reported either due to the difference in diagnostic tools or due to the types of psychological disorders considered in different researches. For the purpose of uniformity and comparability, SDQ stands as a good option.

Specific attitudes which predict psychology students' intentions to seek help for psychological distress.

Science.gov (United States)

Thomas, Susan J; Caputi, Peter; Wilson, Coralie J

2014-03-01

Although many postgraduate psychology programs address students' mental health, there are compelling indications that earlier, undergraduate, interventions may be optimal. We investigated specific attitudes that predict students' intentions to seek treatment for psychological distress to inform targeted interventions. Psychology students (N = 289; mean age = 19.75 years) were surveyed about attitudes and intentions to seek treatment for stress, anxiety, or depression. Less than one quarter of students reported that they would be likely to seek treatment should they develop psychological distress. Attitudes that predicted help-seeking intentions related to recognition of symptoms and the benefits of professional help, and openness to treatment for emotional problems. The current study identified specific attitudes which predict help-seeking intentions in psychology students. These attitudes could be strengthened in undergraduate educational interventions promoting well-being and appropriate treatment uptake among psychology students. © 2013 Wiley Periodicals, Inc.

ENGAGEMENT AND BURNOUT AMONG NURSING AND PSYCHOLOGY STUDENTS IN SLOVAKIA

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Zuzana Škodová

2017-05-01

Full Text Available Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students. The School Burnout Inventory (SBI and Utrecht Work Engagement Scale (UWES were employed as measurement methods. Results: A significant negative association between levels of burnout and engagement (R = 0.42; p < 0.01 was found. A linear regression model showed a significant effect of engagement on burnout (β = -0.34; 95% CI: -0.50; -0.19. However, the total explained variance was only 19.4%. Students of psychology scored higher in engagement compared to nursing and midwifery students (t = 6.89; p < 0.001. Conversely, midwifery and nursing students had higher levels of burnout compared to the group of psychology students (t = -4.55; p < 0,001. Conclusion: Nursing is considered to be a high risk profession in terms of development of burnout, which was demonstrated in this study by the higher burnout, and lower engagement levels in nursing and midwifery students. Higher attention to coping mechanisms for stress and burnout symptoms among students of healthcare professions is required in the school curriculum, especially in nursing programs. Keywords: burnout syndrome, engagement, students of nursing, midwifery, students of psychology, School Burnout Inventory (SBI, Utrecht Work Engagement Scale (UWES.

Husserl's Crisis as a crisis of psychology.

Science.gov (United States)

Feest, Uljana

2012-06-01

This paper places Husserl's mature work, The Crisis of the European Sciences, in the context of his engagement with--and critique of--experimental psychology at the time. I begin by showing (a) that Husserl accorded psychology a crucial role in his philosophy, i.e., that of providing a scientific analysis of subjectivity, and (b) that he viewed contemporary psychology--due to its naturalism--as having failed to pursue this goal in the appropriate manner. I then provide an analysis of Husserl's views about naturalism and scientific philosophy. Some central themes of the Crisis are traced back to Husserl's earlier work and to his relationship with his teacher, Franz Brentano, with whom he disagreed about the status of "inner perception" as the proper scientific method for a phenomenological analysis. The paper then shows that Husserl was well aware of at least one publication about the crisis of psychology (Bühler's 1927 book), and it teases out some aspects of the complicated relationship between Husserl and members of the Würzburg School of thought psychology: The latter had drawn on Husserl's writings, but Husserl felt that they had misunderstood his central thesis. I conclude by placing Husserl's work in the wider context of scientific, cultural, and political crisis-discourses at the time. Copyright © 2011 Elsevier Ltd. All rights reserved.

Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

Science.gov (United States)

Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

2014-01-01

Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

[Prevalence and influencing factors on psychological violence from parents to child].

Science.gov (United States)

Chen, J Q; Jin, Y C; Li, J Y; Feng, Y N; Zhao, X X; Yu, B Y; Zhang, W J

2016-02-01

To investigate the prevalence of psychological violence against children by parents and to explore possible influencing factors. In two primary schools from a city, located in the northeast part of China, 1 164 parents of the pupils from grade 1 to 6, were anonymously surveyed by a self-administered questionnaire, to analyze the situation of psychological violence and influencing factors. Of the 1 164 parents, 78.1% reported that they practised psychological violence towards their children. Compared with girls, boys were more psychologically maltreated by their parents (81.3% vs. 74.7%,Pchildren: child being male (OR=1.684); initiated by the mother (OR=1.640), parents experiences of psychologically violent victimization (OR=2.064) during their childhood, supportive or tolerant attitudes towards corporal punishment (OR=2.618) from the parents, low awareness of the harmfulness of psychological violence against children (OR=1.666) of the parents, and lower social economic status (OR=1.745) of the family, etc. Psychological violence experienced by the parents appeared very common. Prevention programs on psychological violence should be strengthened to increase the awareness of parents on this serious problem.

What is Political Psychology?

Science.gov (United States)

Deutsch, Morton

1983-01-01

Political psychology is the study of the bidirectional interaction of political and psychological processes. This academic discipline was founded after the First World War by Harold D. Lasswell. The content of political psychology is discussed and illustrative studies of the field are briefly summarized. (CS)

The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape public schools in South Africa

Directory of Open Access Journals (Sweden)

Malik L.M. Vazi

2013-07-01

Research purpose: The main objective of this study was to assess the relationship between indicators of wellbeing and stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa. Motivation for the study: The majority of teacher stress studies focus on the misfit between the individual’s resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies. Research design, approach and method: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools. Main findings: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress. Practical/managerial implications: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention. Contribution/value-add: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.

Teaching the History of Psychology: A Content Analysis of Course Syllabi from Doctor of Psychology Programs

Science.gov (United States)

Merced, Matthew; Stutman, Zachariah E.; Mann, Sandra T.

2018-01-01

Psychology graduate students in the United States are expected to demonstrate competency in the history of psychology. Despite the topic's importance, there are limited guidelines. The present study examined history and systems of psychology (HSP) course syllabi from American Psychological Association accredited Doctor of Psychology programs. Of…

An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology.

Science.gov (United States)

Maynard, Douglas C.; Bachiochi, Peter D.; Luna, Ana C.

2002-01-01

Evaluates four modules, created by the Society for Industrial and Organizational Psychology, for educating students about industrial/organizational (I/O) psychology. Reports that students' knowledge about I/O increased, and their interest in taking an I/O psychology course also increased. (CMK)

From Cross-Cultural Psychology to Cultural Psychology

OpenAIRE

Eckensberger, Lutz H.

1990-01-01

“… psychology from the very beginning has been struggling for its identity as a human science. Although psychology may seem to have successfuIly come of age, it is still an open question whether or not it can be further developed according to the principles of natural science, or whether it should have some unique features. Human beings, the way they think, feel and act, cannot easily be explained by "natural laws" alone; "cultural rules" have also to be taken into consideration. But these ru...

Effectiveness of Acceptance and Commitment Therapy on Interpersonal Problems and Psychological Flexibility in Female High School Students With Social Anxiety Disorder.

Science.gov (United States)

Azadeh, Sayedeh Monireh; Kazemi-Zahrani, Hamid; Besharat, Mohammad Ali

2015-07-12

Social anxiety is a psychological disorder which has devastative and pernicious effects on interpersonal relationships and one's psychological flexibility. The aim of this research was to determine the effectiveness of Acceptance and Commitment Therapy on interpersonal problems and psychological flexibility in female high school students with social anxiety disorder. With a semi-experimental design, the subjects were assessed using the Social Anxiety Scale and clinical interview. The statistical population of the research was high school female students studying in 5 areas of Isfahan. 30 individuals were purposively selected as the sample. The subjects of the research were randomly assigned to the experimental and control groups. Acceptance and Commitment Therapy was given in 10 sessions of 90 minutes in the experimental group and the control group did not receive any treatment. Pre-test and post-test scores of Inventory of Interpersonal Problems, and Acceptance and Action Questionnaire were analyzed using multivariate analysis of variance & the results showed that after the intervention, there was a significant difference between the scores of the subjects in the experimental and control groups. This means that Acceptance and Commitment Therapy can influence interpersonal problems and their six dimensions and psychological flexibility as well.

Socio-psychological characteristics of the leaders of today's schools: the role of emotional intelligence in building a model of an effective leader

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Mironova S.G.

2017-10-01

Full Text Available The article presents the data of study of expression of emotional intelligence in school leaders. Emotional intelligence, as one of the socio-psychological characteristics of personality, showed the closest relationship with the components of attitude of heads of schools towards his subordinates. In turn, these components of the relationship, in our opinion, represent a modern model of the head of school. The study surveyed 101 head of school from the Moscow region in age from 26 to 65 years males - 8.9 per cent; the Director of schools is 57, the position of Deputy Director of school on teaching and educational work of 44 people, a complex of six methods. One of which is the Author's questionnaire, the study of socio-psychological personality characteristics and components of attitude of heads of schools to subordinates-teachers. The rest EMIN questionnaire D. V. Lyusina, allowing to identify the level of emotional intelligence, the scale of personal anxiety CH. D. Spielberger, L. Y. Hanin, diagnosis of Machiavellianism personality of V. V. Znakov, the scale measure the level of sociability of the individual L.N. Lutoshkina, diagnosis of the tendency to stress G. Jackson. On the basis of obtained results it is concluded that the most important socio-psychological characteristics of personality is the emotional intelligence that allows a supervisor not only to understand their own and others ' emotions, to manage them successfully, but also contribute to the ability to arouse certain feelings in the people around them. Model the relationship of the heads of educational institutions to the staff, includes three components: emotional, behavioral and cognitive. It is suggested that such socio-psychological characteristics of personality as emotional intelligence, manipulative, sociability, anxiety and stress have a close relationship with all components of the attitude of heads of schools for their employees.

Ethical issues in exercise psychology.

Science.gov (United States)

Pauline, Jeffrey S; Pauline, Gina A; Johnson, Scott R; Gamble, Kelly M

2006-01-01

Exercise psychology encompasses the disciplines of psychiatry, clinical and counseling psychology, health promotion, and the movement sciences. This emerging field involves diverse mental health issues, theories, and general information related to physical activity and exercise. Numerous research investigations across the past 20 years have shown both physical and psychological benefits from physical activity and exercise. Exercise psychology offers many opportunities for growth while positively influencing the mental and physical health of individuals, communities, and society. However, the exercise psychology literature has not addressed ethical issues or dilemmas faced by mental health professionals providing exercise psychology services. This initial discussion of ethical issues in exercise psychology is an important step in continuing to move the field forward. Specifically, this article will address the emergence of exercise psychology and current health behaviors and offer an overview of ethics and ethical issues, education/training and professional competency, cultural and ethnic diversity, multiple-role relationships and conflicts of interest, dependency issues, confidentiality and recording keeping, and advertisement and self-promotion.

Educational Psychology Working to Improve Psychological Well-Being: An Example

Science.gov (United States)

Dawson, Joe; Singh-Dhesi, Davinder

2010-01-01

This article presents one English local authority's educational psychology service's approach to supporting children and young people's psychological well-being. Evidence for the effectiveness of the therapeutic approaches adopted by one intervention (the Child Behaviour Intervention Initiative [CBII]) is presented. The statistical analysis…

Teachers and Psychological Reports.

Science.gov (United States)

Rogers, George W., Jr.

The importance of the written psychological report is explored, and, in particular, its relationship to teachers' needs and requirements is discussed. Additionally, the characteristics of a "good" psychological report are listed, and teachers are advised to use these criteria in evaluating the psychological reports they are receiving. (Author)

Self-esteem and communication skills as predictors of psychological resilience for Turkish vocational school students

OpenAIRE

Özlem TAGAY; Sibel Karakelle

2014-01-01

This study analyzes whether or not communication skills and self-esteem of vocational school students can predict their psychological resilience. The data of the study were collected from a total of 295 vocational school students including 147 female and 148 male in Burdur and Isparta. The study benefited from the Ego Resiliency Scale developed by Block and Kremen (1996) and adapted by Karaırmak (2007), the Communication Skills Evaluation Scale developed by Korkut (1996), and the Rosenberg Se...

Thinking Psychology Today

OpenAIRE

ÁNGELA MARÍA ROBLEDO-GÓMEZ

2008-01-01

The inauguration text of the V Congress of Psychology at the Javeriana University, “Thinking the Present: Psychology, Criticism, and Globalization Times”, is presented. This event took place in April, 2008, in Bogotá, Colombia. These thoughts invite to see Psychology in the present, and to ask oneself about the forms of life that we are built of and that go through subjectivities in today’s World, within the framework of the Economical, Cultural, Social and Political conditions of our countri...

Introduction to Psychology. Fourth Edition.

Science.gov (United States)

Kalat, James W.

Chapters in this textbook for college students in introductory psychology courses are: (1) What is Psychology?; (2) Scientific Methods in Psychology; (3) Biological Psychology; (4) Sensation and Perception; (5) Altered States; (6) Learning; (7) Memory; (8) Cognition and Language; (9) Intelligence and Its Measurement; (10) Development; (11)…

Psychological and Educational Sequelae of Prematurity

Science.gov (United States)

Rubin, Rosalyn A.; And Others

1973-01-01

Psychological and educational correlates of prematurity in children during four periods, the last at 7 years of age, were assessed as part of a prospective longitudinal study of 241 infants classified by birth weight, gestational age, and sex to determine later functioning in school. (Author/MC)

Minority Students' Psychological Adjustment in the School Context: An Integrative Review of Qualitative Research on Acculturation

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Makarova, Elena; Birman, Dina

2016-01-01

The present study aims at systematically analyzing the findings reported in qualitative research on acculturation and psychological adjustment in the school context. Content analysis was conducted using the deductively developed and inductively enriched system of categories. The results of the study provide insights into youths' acculturation and…

Effectiveness of school-based humanistic counselling for psychological distress in young people: Pilot randomized controlled trial with follow-up in an ethnically diverse sample.

Science.gov (United States)

Pearce, Peter; Sewell, Ros; Cooper, Mick; Osman, Sarah; Fugard, Andrew J B; Pybis, Joanne

2017-06-01

The aim of this study was to pilot a test of the effectiveness of school-based humanistic counselling (SBHC) in an ethnically diverse group of young people (aged 11-18 years old), with follow-up assessments at 6 and 9 months. Pilot randomized controlled trial, using linear-mixed effect modelling and intention-to-treat analysis to compare changes in levels of psychological distress for participants in SBHC against usual care (UC). ISRCTN44253140. In total, 64 young people were randomized to either SBHC or UC. Participants were aged between 11 and 18 (M = 14.2, SD = 1.8), with 78.1% of a non-white ethnicity. The primary outcome was psychological distress at 6 weeks (mid-therapy), 12 weeks (end of therapy), 6-month follow-up and 9-month follow-up. Secondary measures included emotional symptoms, self-esteem and attainment of personal goals. Recruitment and retention rates for the study were acceptable. Participants in the SBHC condition, as compared with participants in the UC condition, showed greater reductions in psychological distress and emotional symptoms, and greater improvements in self-esteem, over time. However, at follow-up, only emotional symptoms showed significant differences across groups. The study adds to the pool of evidence suggesting that SBHC can be tested and that it brings about short-term reductions in psychological and emotional distress in young people, across ethnicities. However, there is no evidence of longer-term effects. School-based humanistic counselling can be an effective means of reducing the psychological distress experienced by young people with emotional symptoms in the short term. The short-term effectiveness of school-based humanistic counselling is not limited to young people of a White ethnicity. There is no evidence that school-based humanistic counselling has effects beyond the end of therapy. © 2016 The British Psychological Society.

Peer pressure, psychological distress and the urge to smoke.

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Tsai, Yi-Wen; Wen, Yu-Wen; Tsai, Chia-Rung; Tsai, Tzu-I

2009-06-01

Psychology and addiction research have found that cigarette smokers react with subjective and automatic responses to stimuli associated with smoking. This study examines the association between the number of cigarettes smokers consume per month and their response to cues derived from peer and psychological distress. We studied 1,220 adult past and current smokers drawn from a national face-to-face interview survey administered in 2004. We defined two types of cues possibly triggering a smoker to have a cigarette: peer cues and psychological cues. We used ordinary least square linear regressions to analyze smoking amount and response to peer and psychological distress cues. We found a positive association between amount smoked and cue response: peer cues (1.06, 95%CI: 0.74-1.38) and psychological cues (0.44, 95%CI = 0.17-0.70). Response to psychological cues was lower among male smokers (-1.62, 95%CI = -2.26-(-)0.98), but response to psychological cues were higher among those who had senior high school level education (0.96, 95%CI = 0.40-1.53) and who began smoking as a response to their moods (1.25, 95%CI = 0.68-1.82). These results suggest that both peer cues and psychological cues increase the possibility of contingent smoking, and should, therefore, be addressed by anti-smoking policies and anti-smoking programs. More specifically, special attention can be paid to help smokers avoid or counter social pressure to smoke and to help smokers resist the use of cigarettes to relieve distress.

Scientific Psychology in the 18th Century: A Historical Rediscovery.

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Schwarz, Katharina A; Pfister, Roland

2016-05-01

As early as 1783, the almost forgotten philosopher, metaphysicist, and psychologist Ferdinand Ueberwasser (1752-1812) designated himself "Professor für empirische Psychologie und Logik" (professor of empirical psychology and logic) at the University of Münster, Germany. His position was initiated and supported by the minister and educational reformer Franz von Fürstenberg (1729-1810), who considered psychology a core scientific discipline that should be taught at each school and university. At the end of the 18th century, then, psychology seems to have been on the verge of becoming an independent academic discipline, about 100 years before Wilhelm Wundt founded the discipline's first official laboratory. It seems surprising that Ueberwasser's writings-including a seminal textbook on empirical psychology-have been almost entirely overlooked in most historical accounts. We focus on this important founding moment of psychological science and on the circumstances that eventually brought this seminal development to a halt. © The Author(s) 2016.

Bridging Social Justice and Children's Rights to Enhance School Psychology Scholarship and Practice

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Shriberg, David; Desai, Poonam

2014-01-01

This article describes the overlap between the common goals of social justice and children's rights advocates as applied to scholarship and practice in school psychology. We argue that these frameworks overlap a great deal, with a primary distinction being the roots of each approach. Specifically, the origins of social justice movements in…

Gestalt psychology: the forgotten paradigm in abnormal psychology.

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Silverstein, Steven M; Uhlhaas, Peter J

2004-01-01

Gestalt views of psychopathology are almost completely ignored in mainstream psychology and psychiatry. However, a review of available evidence indicates a remarkable consistency between these views and current data from experimental psychopathology and cognitive neuroscience. This consistency is especially pronounced in the area of schizophrenia. In addition, there is a convergence of cognitive and neurobiological evidence regarding the validity of early Gestalt views of both normal brain-behavior relationships and disordered ones, as in schizophrenia. This article reviews some contributions of Gestalt psychology regarding schizophrenia and examines these views in light of more recent findings from cognitive psychology, cognitive neuroscience, and experimental psychopathology. We conclude that Gestalt theory is a viable theoretical framework from which to understand schizophrenia. Specifically, it appears that a breakdown of Gestalt organizational processes may characterize both the cognitive and the brain processes in schizophrenia.

Introducing Positive Psychology to SLA

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MacIntyre, Peter D.; Mercer, Sarah

2014-01-01

Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work,…

Alchemical crossings in Psychology

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Helton Marculino de Souza

2014-12-01

Full Text Available The objective of this article is to discuss the contributions of Alchemy to the field of Psychology, especially for Analytical Psychology as a proposal of an Alchemical Psychology, whose representatives highlighted here are Carl Gustav Jung and James Hillman. It is understood that the knowledge of Alchemy have been applied in various areas such as metallurgy, chemistry, philosophy, and it has a possible application in the field of Psychology. In this sense, it is observed that if to Jung the concepts of Alchemy interlace connections with the knowledge proposed by Analytical Psychology, on the other hand Hillman adopts this knowledge to develop a strategy for use in the field of psychotherapy, proposing to think alchemically. Thus, for this second author in the exercise of Psychology, the meetings with the patient go beyond the application of theories, constituting as a “do-soul” in the office. This is, more than translating symbols, it is proposed to “stay with the image”, with an attention from both the patient and the psychologist for that the words expressed in this dialogue does not become “wordthings” or be reduced to a unique meaning that tends to discard the image. It is hoped, through this work, to promote knowledge of the professionals about the Analytical Psychology and Alchemy Psychology in their connections with Alchemy and its reverberations in the field of psychotherapy in these approaches.

Counseling Psychology Doctoral Students' Training Experiences in Primary Care Psychology

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Cox, Jared

2011-01-01

This qualitative study focused on counseling psychology doctoral students' perspectives regarding their practicum training experience in primary care psychology. The four participants included three females and one male. Semi-structured individual and focus group interviews were used to explore participants' experiences. The participants described…

Coping as a mediator of the relationship between stress mindset and psychological stress response: a pilot study

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Horiuchi,Satoshi; Tsuda,Akira; Aoki,Shuntaro; Yoneda,Kenichiro; Sawaguchi,Yusuke

2018-01-01

Satoshi Horiuchi,1 Akira Tsuda,2 Shuntaro Aoki,3,4 Kenichiro Yoneda,5 Yusuke Sawaguchi6 1Faculty of Social Welfare, Iwate Prefectural University, Iwate, 2Department of Psychology, Kurume University, Fukuoka, 3Research Fellow of Japan Society for the Promotion of Science, Tokyo, 4Graduate School of Psychological Science, Health Sciences University of Hokkaido, Hokkaido, 5Graduate School of Psychology, Kurume University, Fukuoka, 6Graduate School of Social Welfare, Iwate Prefectural University,...

Pilot research on a pupil’s psychological safety in the multicultural educational environment

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Kulikova, Tatyana I.

2016-09-01

Full Text Available In the modern world, the environment of any educational institution represents a spectrum of ethnic groups and subcultures: a multicultural educational environment. Pupils who are aware of their national identity often demonstrate intolerance toward students of other nationalities, which threatens pupils’ psychological safety. In this article, we present the results of pilot research examining the level of a pupil’s psychological safety in the multicultural educational environment and identifying the criteria that influence a pupil’s psychological safety. The research sample comprised 127 pupils aged 13–14 years from different schools living in various places that differed by the type of settlement, industrial development and level of science and culture. We isolated the following criteria for a pupil’s psychological safety in the multicultural educational environment: satisfaction with the educational environment, protection from psychological abuse and self-confidence. According to pupils, the essential characteristics of safety in the educational environment, regardless of school category and type, are being able to ask for help, protection of personal dignity, interactions with other students, and self-respect. Empirical data reveal the current status of the psychological safety of the entire sample group (n = 127 and compare indices of psychological safety in the educational institutions under study. Analysis of the results of our research indicates that protecting a pupil’s personality in the multicultural educational environment has the greatest influence on his/her psychological safety. In addition, a comfortable psychological atmosphere, mutual aid and support of pupils and low levels of classmates’ and coevals’ aggression positively influence the protection experience.

The psychological reactions after witnessing a killing in public in a Danish high school

DEFF Research Database (Denmark)

Elklit, A.; Kurdahl, S.

2013-01-01

BACKGROUND: School killings attract immense media and public attention but psychological studies surrounding these events are rare. OBJECTIVE: To examine the prevalence of posttraumatic stress disorder (PTSD) and possible risk factors of PTSD in 320 Danish high school students (mean age 18 years) 7.......5%. Furthermore, 25% had PTSD at a subclinical level. Intimacy with the deceased girl; feeling fear, helplessness, or horror during the killing; lack of expressive ability; feeling let down by others; negative affectivity; and dissociation predicted 78% of the variance of the HTQ total scores. CONCLUSION...

Screening for psychological distress among High School Graduates ...

African Journals Online (AJOL)

Iman Hassan Diab

2017-03-14

Mar 14, 2017 ... Background: Mental and psychological health of adolescents in general ... depression was diagnosed among 14.3% of students whereas, ..... Breslau J. The impact of early behaviour disturbances on academic achievement.

Nonlinear dynamics in psychology

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Stephen J. Guastello

2001-01-01

Full Text Available This article provides a survey of the applications of nonlinear dynamical systems theory to substantive problems encountered in the full scope of psychological science. Applications are organized into three topical areas – cognitive science, social and organizational psychology, and personality and clinical psychology. Both theoretical and empirical studies are considered with an emphasis on works that capture the broadest scope of issues that are of substantive interest to psychological theory. A budding literature on the implications of NDS principles in professional practice is reported also.

Teacher Satisfaction with School and Psychological Well-Being Affects Their Readiness to Help Children with Mental Health Problems

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Sisask, Merike; Värnik, Peeter; Värnik, Airi; Apter, Alan; Balazs, Judit; Balint, Maria; Bobes, Julio; Brunner, Romuald; Corcoran, Paul; Cosman, Doina; Feldman, Dana; Haring, Christian; Kahn, Jean-Pierre; Poštuvan, Vita; Tubiana, Alexandra; Sarchiapone, Marco; Wasserman, Camilla; Carli, Vladimir; Hoven, Christina W.; Wasserman, Danuta

2014-01-01

Objective: In support of a whole-school approach to mental health promotion, this study was conducted to find out whether and how significantly teachers' satisfaction with school and their subjective psychological well-being are related to the belief that they can help pupils with mental health problems. Design: Cross-sectional data were collected…

Adolescents Eating Behavior, Body Image and Psychological Well-Being

OpenAIRE

Peternel, Lana; Sujoldžić, Anita

2009-01-01

This study focuses on the middle school students in the Croatian region of Dalmatia. The survey was designed to examine adolescent eating behavior as it relates to body image and psychological well-being (self-esteem, life-satisfaction and stress) in relation to body mass index; BMI. Differences among participants in food intake were examined according to demographic variables and eating behavior (regular food intake or dieting) as well. Psychological variables were highly associated with die...

Toward a psychology of human survival: Psychological approaches to contemporary global threats

International Nuclear Information System (INIS)

Walsh, R.

1989-01-01

Nuclear weapons, population explosion, resource and food-supply depletion, and environmental deterioration have been posing increasing threats to human survival. Moreover, for the first time in history, all these major global threats are human caused and can, therefore, be traced in large part to psychological origins. After a brief overview of the nature and extent of current threats, this paper suggests criteria for an adequate psychology of human survival. The causes and effects of the threats are examined from various psychological perspectives and the psychological principles underlying effective responses are deduced. The ways in which mental health professionals may contribute to this most crucial task are discussed. 76 references

The Status of Positive Psychology Strengths within the Romanian School in the Digital Society

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Georgeta Pânişoară

2017-01-01

Full Text Available The aim of this study is to identify the possible correlations between the strengths that are taught in school and those which are necessary for reaching personal success. In order to test the extent to which these strengths correlate, we applied a psychological-assessment tool composed of 24 strengths with a Likert-type response scale. The subjects selected for this research were 100 teachers from Romania, both male and female. The results were processed in SPSS Statistics, where we also calculated Pearson's correlation coefficient. After analyzing the descriptive statistics and the correlation coefficient we noticed that the "Vitality" strength showed a statistically significant negative correlation between the two groups, therefore it is not taught in school but it is considered important for achieving personal success. The "Citizenship" strength showed a statistically significant positive correlation, being concurrently promoted in school and important in achieving success.The neuro-linguistic reprogramming of a young individual will need a considerable effort, first of all as regards being aware of the values which render his well-being, and secondly as regards his orientation towards these values, which as it seems he was not at all oriented to. The new student profile of today’s society, also known as the digital native, needs to assimilate a full set of positive psychology values in order to create a complete model of success for nowadays’ world.

Psychological well-being and psychological distress for professors in Brazil and Canada.

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Ana Alice Vilas Boas

2014-12-01

Full Text Available Mental health, an important object of research in psychology as well as social psychology, can be determined by the relationship between psychological well-being and psychological distress. In this context, we search to understand: “How do compare mental health of professors working in public universities in an emerging country like Brazil with the one of professors working in a developed country like Canada?” and “What are the main differences in the indicators of mental health in work domain?”. This paper assesses psychological well-being and psychological distress for professors working in these two countries and test for their differences. The sample consists of 354 Brazilian professors and 317 Canadian professors. Data were collected through an on-line questionnaire assessing the following mental health indicators: anxiety, depression, loss of control, general positive affect and emotional ties. We compared the components of psychological distress and psychological well-being to analyse their relations. Additionally, we compared these components with work-life balance indicator. Reliability analyses demonstrated that all tested components are consistent to evaluate mental health. There are small mean differences between Brazilian and Canadian professors in all five components of mental health, but these differences are not statistically significant. Mean differences for work-life balance, gender, age, and bias of conformity are statistically different, although the size effects are small. Linear regression analysis, step by step, controlled for life events, showed that general positive affect, anxiety and emotional ties predict 31.5% of the scores of work-life balance. Additionally, we observed that Brazilian professors find more balance between professional and private life than do their Canadian colleagues. Promoting mental health is a challenge for public management sector, thus, public managers and governmental organizations can

Integrating cross-cultural psychology research methods into ethnic minority psychology.

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Leong, Frederick T L; Leung, Kwok; Cheung, Fanny M

2010-10-01

Multicultural psychology has 2 related but often disconnected streams, namely cross-cultural psychology and racial and ethnic minority psychology (Hall & Maramba, 2001). We propose that advances in both fields will be facilitated if there is greater cross-fertilization, especially in methodological approaches given that proponents in both fields are interested in studying and understanding the role and impact of culture on human behavior. To facilitate this cross-fertilization, we present 3 methodological approaches that would be of value in racial and ethnic minority psychology. First, we present an overview of the importance of and the approaches to evaluating and establishing measurement equivalence. Second, we discuss recent advances in the understanding of conceptual equivalence in light of indigenous approaches, cultural manipulation, and multilevel analysis. Third, we present a combined etic-emic approach to cross-cultural personality research as illustrated by the Cross-Cultural Personality Assessment Inventory developed by Fanny Cheung and her colleagues. PsycINFO Database Record (c) 2010 APA, all rights reserved.

The Moderating Effect of Psychological Characteristics upon the Visionary Leadership Behavior of Principals from Varying Levels of School Climate.

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Kenworthy, Sue

1994-01-01

Results from a study with 41 Hawaiian elementary school principals indicate that, although there is no significant difference in visionary leadership scores of principals from varying levels of school climate when covaried with psychological characteristics, there is a significant main effect for "capacity of status" on visionary…

Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

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Warchal, Judith R.; Ruiz, Ana I.; You, Di

2017-01-01

This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

The cultural psychology endeavor to make culture central to psychology: Comment on Hall et al. (2016).

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Dvorakova, Antonie

2016-12-01

When Hall, Yip, and Zárate (2016) suggested that cultural psychology focused on reporting differences between groups, they described comparative research conducted in other fields, including cross-cultural psychology. Cultural psychology is a different discipline with methodological approaches reflecting its dissimilar goal, which is to highlight the cultural grounding of human psychological characteristics, and ultimately make culture central to psychology in general. When multicultural psychology considers, according to Hall et al., the mechanisms of culture's influence on behavior, it treats culture the same way as cross-cultural psychology does. In contrast, cultural psychology goes beyond treating culture as an external variable when it proposes that culture and psyche are mutually constitutive. True psychology of the human experience must encompass world populations through research of the ways in which (a) historically grounded sociocultural contexts enable the distinct meaning systems that people construct, and (b) these systems simultaneously guide the human formation of the environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

THE ROLE OF THE SCHOOL CURRICULUM IN HUMAN DEVELOPMENT: CONTRIBUTIONS OF HISTORICAL AND CRITICAL PEDAGOGY AND PSYCHOLOGY OF HISTORICAL AND CULTURAL

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Julia Malanchen

2013-12-01

Full Text Available This work points to the articulations between the fundamentals of cultural-historical psychology and the historical-critical pedagogy, in regard the issue of content that should compose the curriculum. The correct organization of the teaching process by the teacher, through scientific knowledge, as well as the appropriation of classic content, by students, promotes mental development to raise the development of higher psychological functions at their highest possibilities. Thus, we affirm the cultural-historical psychology and the historical-critical pedagogy align themselves both with regard to the Marxist perspective of socialist revolution, as in respect to concept of formation of individuality and the role of schooling in human emancipation.

The relationship between psychological adjustment and social protection with academic self-concept and academic achievement among high school female students in Rasht

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Kobra Dadarigashti

2016-07-01

Full Text Available The study conducted to examine the relationship between psychological adjustment and social protection with academic self-concept and academic achievement among high school female students in Rasht. The research is descriptive correlational. The target population includes all female students studying in Rasht in 2015. By random cluster sampling method and based on the variables, 180 subjects selected. In this study, to collect data, psychological adjustment and social support, academic self-concept and academic achievement questionnaire are used. To test the hypothesis of this research, the parametric statistical Pearson correlation and regression tests are used. Moreover, all statistical operations were analyzed by using SPSS software. The research results showed that the correlation values between psychological adjustment and social support with academic self-concept and academic achievement of high school female students is statistically significant ( 01/0 > p.

Psychological jurisprudence as an interdisciplinary science and the area of psychological practice

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Pozdnyakov V. M.

2017-04-01

Full Text Available The article convincingly demonstrates that Russia is increasingly began to publish monographs lawyers on key legal and psychological phenomena, and in dissertations in the formulation of the provisions on the protection of delatsya criticism of "Westernization" of the state legislation and upheld psychologicaland position. At the same time, critically, it is noted that in the field of legal ideology and policies, and in making innovations in the law still, as in Soviet period, dominated by legal dogma, and psychological realities are taken into account in fragments. The reason for this state of Affairs is that still within the framework of University training and further education of local lawyers, in contrast to international practice, insufficient attention is paid to the development of psychological culture, but in the end no full-fledged dialogue between lawyers and psychologists. Taking into account possibilities of integrative methodology justified the subject of psychological law as an interdisciplinary science and the field of psychological practice focused on the identification of regularities and mechanisms of development of legal awareness and legal existence of various actors in the legal activity aimed at the development of psychologically informed interventions for the improvement of legal ideology and politics, systems of law-making, law enforcement and crime prevention, psycho-technical methods and techniques in activities of law enforcement officials. For constructive development of psychological jurisprudence identified the key areas of research and nodal practicerelevant problems.

[Psychological harassment].

Science.gov (United States)

Puech, Paloma; Pitcho, Benjamin

2013-04-01

Two types of harassment are distinguished: sexual and psychological. In the private sector, according to French labour laws and the penal code, psychological harassment is actionable. It is up to the employer to prove the absence of harassment. The sanctions incurred can be up to 5 years imprisonment and a 150,000 euro fine and various measures of compensation for damages can be envisaged.

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

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Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

Psychological Type of Person-Centered Counselors.

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Robbins, Mandy; Turley, Joanne

2016-02-01

There are various models and approaches to counseling and psychotherapy. Important characteristics of therapists include psychological type. This study aimed to investigate the psychological type profile of person-centered counselors. The psychological type of 85 counselors (63 women, 22 men) was measured with the Francis Psychological Type Scales (FPTS). Results indicate that the FPTS can reliably measure psychological type among counselors, and the most common psychological type was introvert, intuitive, feeling, and judging (INFJ). The relation of these psychological types with a person-centered approach is further discussed.

Problem of literary psychologism and its lighting in post-soviet high school

OpenAIRE

Abramovych, S.

2017-01-01

The article studies the phenomenon of the formation of literary image of psychology in the mainstream of the biblical tradition and in a complex dialogue with the ancient tradition. Antique literature is inferior to the Bible in the field of Psychologizing. The Bible reveals the richness of the psychological world of the "Inner Man" – in his love for God and the Woman, in his desperate suffering at the moments of God's rejection, in David's cries for the absurdly deceased traitorous – his son...

The Humanistic Psychology-Positive Psychology Divide: Contrasts in Philosophical Foundations

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Waterman, Alan S.

2013-01-01

The relationship between the fields of humanistic and positive psychology has been marked by continued tension and ambivalence. This tension can be traced to extensive differences in the philosophical grounding characterizing the two perspectives within psychology. These differences exist with respect to (a) ontology, including the ways in which…

Modeling Psychological Attributes in Psychology – An Epistemological Discussion: Network Analysis vs. Latent Variables

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Guyon, Hervé; Falissard, Bruno; Kop, Jean-Luc

2017-01-01

Network Analysis is considered as a new method that challenges Latent Variable models in inferring psychological attributes. With Network Analysis, psychological attributes are derived from a complex system of components without the need to call on any latent variables. But the ontological status of psychological attributes is not adequately defined with Network Analysis, because a psychological attribute is both a complex system and a property emerging from this complex system. The aim of this article is to reappraise the legitimacy of latent variable models by engaging in an ontological and epistemological discussion on psychological attributes. Psychological attributes relate to the mental equilibrium of individuals embedded in their social interactions, as robust attractors within complex dynamic processes with emergent properties, distinct from physical entities located in precise areas of the brain. Latent variables thus possess legitimacy, because the emergent properties can be conceptualized and analyzed on the sole basis of their manifestations, without exploring the upstream complex system. However, in opposition with the usual Latent Variable models, this article is in favor of the integration of a dynamic system of manifestations. Latent Variables models and Network Analysis thus appear as complementary approaches. New approaches combining Latent Network Models and Network Residuals are certainly a promising new way to infer psychological attributes, placing psychological attributes in an inter-subjective dynamic approach. Pragmatism-realism appears as the epistemological framework required if we are to use latent variables as representations of psychological attributes. PMID:28572780

Psychological and biographical differences between secondary school teachers experiencing high and low levels of burnout.

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