School Psychology Research Articles

Enhancing research on the undergraduate psychology curriculum through student-teacher partnership. Reflections from an undergraduate student co-researcher and academic lecturer co-researcher

This article draws on the perspectives of an undergraduate student co-researcher and a psychology lecturer who worked in partnership on a small qualitative research project. The project explored the experiences of undergraduate students on a second-year psychology research methods module at a university in the United Kingdom. Reflecting on our experience of working in partnership on this research we explore the meaning of student-teacher partnership, drawing on theory and literature around student-teacher partnerships in learning and teaching to contextualise our reflections. We reflect on the ethical and practical implications of staff-student partnership in the process and product of the research and explain how the student-teacher partnership enhanced the study design, interpretation of research findings and dissemination of the research. We explore what we perceived the benefits and challenges of the student-teacher dyad to be through reflective accounts of our own experiences during the project. We will explain how working in collaboration helped generate a more rounded perspective of student experience and provided concrete, meaningful practical implications for the curriculum and a reflective aid for future student co-researchers within the school of Psychology. The article will conclude with consideration of the broader implications of our experiences and how what we learned through this process can be applied in other contexts where educators are considering how to involve students in research which is for and about their learning.

У истоков Тульской школы тренажеростроения: Коротеев Геннадий Леонидович

The article considers Gennady Koroteev’s scientific biography and role in forming and developing the Tula School of Ergonomics and Engineering Psychology in the 80s of the XX century and the beginning of the XXI century. The article outlines the main works of the author and the team headed by him in the Central Design Bureau of Apparatus Construction, which formed the school core of simulator construction for civil and military purposes.

Growth mindset: An umbrella for protecting socially stressed adolescents' life satisfaction.

Research suggests that growth mindset shows positive effects on adolescents' academic achievement, especially in overcoming academic-related setbacks. It remains unclear, however, how growth mindset functions in the presence of social stress, a risk factor for adolescent mental health. In the present study, we explored how growth mindset of thoughts-emotions-behaviors predicted dual indicators of adolescents' mental health (life satisfaction and emotional problems), and if and how growth mindset interacted with peer and family stress to predict mental health. A total of 791 adolescents (Mage = 16.32 years, SD = 1.1, range 14-18; 60.8% female; 9th-12th grades; African American 34.5%, White 31.4%, Asian 13.2%, Hispanic 11.6%, biracial or multiracial 8.2%, others 1%, and missing 1%) participated via self-report surveys. A structural equation modeling approach was adopted to simultaneously model both the main and interaction effects. Results showed one significant interaction effect-between growth mindset and peer stress-on predicting life satisfaction (β = 0.13) and a significant main effect of growth mindset on predicting emotional problems (β = -0.35). The main effects of family stress on both outcomes (β = -0.22, life satisfaction; β = 0.18, emotional problems) were significant in the expected directions. Thus, growth mindset is a contributing factor to better mental health (higher life satisfaction, fewer emotional problems) and a buffering factor that mitigates the negative impact of peer stress on life satisfaction. These findings enhance the understanding of growth mindset, which can be integrated into school psychologists' work to assess or promote adolescent mental health. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

“I DON’T KNOW WHO GETS MORE OUT OF IT”: OLDER ADULTS’ EXPERIENCES WITH THE ONLINE INTERGENERATIONAL TUTORING PROGRAM

Abstract Due to pandemic-related academic and social stressors experienced by children and social isolation and loneliness experienced by older adults, a team of school psychologists and gerontologists collaborated with older adults to develop the Online Intergenerational Tutoring Program. Conceived in fall 2020, the program is now in its third year of implementation. The program addresses a service delivery gap in schools because older adult volunteers expand schools’ capacity to implement reading instruction with students in need of support. Older adults share their time and talents with young children and children benefit from the care, attention, and instruction from older adults. Tutors meet with students after school 3-4 times per week over a 6–8-week period over Zoom; each of the 24 sessions last 30 minutes. Evaluation data show the program is socially valid, tutors deliver instruction with accuracy, students have high engagement, and there are literacy gains among students.

Научные школы факультета психолого-педагогического и специального образования СГУ имени Н. Г. Чернышевского: диахронический аспект

The relevance of the study is due to the objective necessity to generalize the main trends of scientific research that have been developed earlier with the intergenerational communication and development of modern scientific schools of the Faculty of Psychological, Pedagogical and Special Needs Education of the Saratov State University, which is celebrating its 45th anniversary in November 2023. The purpose of the study is to generalize the experience of formation and development of scientific schools of the Faculty of Psychological, Pedagogical and Special Needs Education of Saratov State University from the diachronic perspective. Methods (tools): retrospective and comparative analysis of the data from scientific and bibliographic sources. Results. The contemporary psychological school is presented through the prism of the scientific interests of Professor I. V. Strakhov, the pedagogical one is represented through the works of academician N. F. Posnansky, the defectological school is analyzed through the works of the founder of Russian typhlopedagogics (methods of teaching the blind) A. A. Krogius. The study analyzes the works of V. I. Balayeva, K. F. Sedov, G. K. Parinova, E. A. Alexandrova, R. M. Shamionov, M. V. Grigorieva, Yu. V. Selivanova and other methodologists in a retrospective and perspective aspects. For the first time, an attempt has been made to outline the origins of the methodological school of the faculty. The study also presents the experience of several generations of the faculty teachers connected with their participation in the creation of federal and regional textbooks for schools and workbooks for students, which was predetermined by the series of publications “Pedagogical Institute for the School”. The range of modern scientific and methodological interests of the faculty stuff is systematized: grant projects, initiative research topics of the faculty chairs, the agenda of the dissertation boards. Moreover, the study presents the faculty research cluster: it has specified the existing laboratories, centers, and equipment for collecting empirical data. Conclusion. The study has summarized the experience of the formation and development of scientific and methodological schools of the faculty. It has identified traditional research issues that are characteristic of all the stages of diachronic development and the transformed research topics and/or the issues that re-emerged under the influence of the public demand of the modern world and the current socio-cultural situation.

The Moderating Role of Academic Self-Efficacy in the Relationship between Social Comparison and Hypercompetitiveness : The Different Effects Among Urban and Rural Group Students in Indonesia

This study aims to explore the relationship between social comparison and hypercompetitiveness, and the moderating effects of academic self-efficacy. In addition, we also compare the different effects among urban group students and rural group students. This study used a non-experimental design witha quantitative approach. The final participants included 146 high school students aged between 15-18 years. There are three instruments used in this study: the Hypercompetitiveness in Academic Scale (HIA) for measuring hypercompatitiveness, the Iowa-Netherlands Comparison Orientation Measure (INCOM) for measuring social comparison, and the Academic Self-Efficacy Scale (TASES) for measuring self-efficacy specific in academic setting. All of the data questionnaires were analyzed by descriptive, correlation, and moderation analysis. The result shows that academic self-efficacy plays a significant role in the association between social comparison and hypercompetitiveness. In addition, the relationship between these three variables is different for urban and rural students. Taken together, these findings can provide theoretical and practical guidance for teachers, counselors, and school psychologists to understand hypercompetitiveness characteristics among students, increase their awareness about hypercompetitiveness characteristics, and provide support through counseling or training that can encourage collaborative work among students and improve their academic self-efficacy.

School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice

Most prior research on the ethical dilemmas in school psychology has focused on certified school psychologists. The purpose of this study, therefore, was to survey school psychology graduate students about their experiences with ethical dilemmas, perceived preparation to respond to ethical dilemmas, responses to ethical dilemmas, and most concerning ethically challenging situations. We also examined differences in preparation and response across background (i.e., degree track, year in program, program NASP approval, ethics training). Results indicated that, although participants generally reported experiencing relatively few ethical dilemmas in the past year, they reported experiencing more ethical dilemmas related to programming and supervision than specific applied skills (e.g., intervention). Most participants reported receiving both formal and informal training, with formal graduate coursework the most frequently reported. Participants generally indicated they were well-prepared to respond to ethical dilemmas, but less so to respond to unethical conduct of those in power (i.e., administrators, supervisors). Implications for training and practice in school psychology are discussed. Our findings suggested that trainers need to facilitate open communication and feedback with students and convey and enact a willingness to listen to students’ concerns and suggestions. Impact Statement School psychology graduate students reported that they experience relatively few ethical dilemmas, but they were more likely to encounter ethical dilemmas related to programming and supervision than applied skills (e.g., intervention), highlighting the importance of systematic planning and reflection in training and applied experiences.

Empowerment and silence: A grounded theory exploration among new teachers.

Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Peer Victimization among Black Preschoolers: Roles of Emotion Knowledge, Teacher-Child Relationships, and Gender

This study examined whether varying dimensions of teacher-child relationship quality and gender moderated associations between knowledge of negative emotion-eliciting situations and peer victimization among Black preschoolers (60 boys, 54 girls) who ranged in age from 35 to 65 months. Fifty-one children had a Black teacher, 46 had a White teacher, and 17 had a Latine teacher. All teachers were female. Knowledge of negative emotion-eliciting situations was assessed directly in the fall. Lead teachers reported on teacher-child relationship quality between September and December. A second teacher completed peer victimization ratings in the spring of the following year. When teacher-child closeness was high, there was a positive association between knowledge of negative emotion-eliciting situations and physical victimization, but a negative association emerged when teacher-child closeness was low. In accord with the victim schema model that undergirded this study, knowledge of negative emotion-eliciting situations was negatively related to physical victimization for children who experienced high teacher-child conflict and dependency. Black teachers perceived more relational victimization. Our findings highlight the need for further examination of peer victimization among young Black children and suggest that identifying the individual and ecological correlates of peer victimization should be a priority for school psychologists working in early educational contexts.

The Learning Disability Association of America's Specific Learning Disability Evaluation Principles and Standards

This paper presents the new principles and standards for Specific Learning Disability evaluations. The research informed principles and standards are the product of a yearlong, research-based collaboration between professional ambassadors from the fields of school psychology, cognitive psychology, speech and language pathology, special education, literacy, mathematics education, and medicine. These principles and standards are designed to provided professionals with a process that can be used to develop a comprehensive evaluation and written report describing: the nature of the specific learning disability; the area and levels of impairment; academic areas and personal areas of strengths; cultural and linguistic diversity of the student; and specific considerations for practitioners to develop individualized interventions designed to meet the unique academic, linguistic, social, emotional, and behavioral needs of the student.

Early-career school psychologists’ risk assessment self-efficacy: An Australian perspective

Assessment and management of youth suicide risk is a key role for school psychologists. However, prior research indicates that psychologists commonly lack confidence and feel unprepared when they graduated to conduct risk assessments. This qualitative study explored nine Victorian early-career school psychologists’ role in risk assessment, and their self-perceived preparedness, self-efficacy, postgraduate training experiences and methods used to assess risk. Results identified that the frequency of student suicidal ideation and acute mental health presentations exceeded participants’ expectations. Participants identified confidence in assessing risk, but less confidence in the follow-up actions. Participants reported employing comprehensive risk assessment practices and most received exposure to risk assessment during training. Key factors identified for building risk assessment preparedness and confidence were supervision, experience, professional development and research. As participants identified core risk assessment competencies that may require further coverage in curricula, these findings have important implications for universities to maximise graduates’ risk assessment preparedness.

Review of participatory research assent procedures in school psychology

AbstractIn the realm of psychology and related fields, like school psychology, obtaining informed consent from clients or participants who are 18 years old or older is mandatory for researchers. However, if the individuals are below 18 years old or under a conservatorship, their assent is crucial even if their parent or legal guardian has provided formal consent. Despite the widespread recognition of the importance of assent during research, there is a lack of research and guidelines on how to obtain it effectively. To bridge this gap, we conducted a review and created a summary of research published in school psychology journals on gaining assent during research studies. The articles were categorized based on the experimental design, population, and level of assent described. Our findings offer a comprehensive overview of the current state of research on gaining assent in school psychology, which will enhance transparency in research methods.

A systematic review of mixed methods studies published in six school psychology journals: Prevalence, characteristics, and trends from 2011 to 2020

AbstractMixed methods (MM) designs have gained more recognition in psychology in recent years due to the complementary strengths of integrating both quantitative and qualitative approaches. The central elements of a MM design can be particularly useful in the field of school psychology, where both generalizations of group characteristics and exploration of individual perspectives are valued. Given the advantages of MM and their potential benefits in school psychology research, it is important to know the extent to which MM studies are published in school psychology journals and the general characteristics of such studies. This study examined articles published from 2011 to 2020 in six well‐known school psychology journals to (a) document the prevalence of MM articles published in each journal and in each year, (b) examine the characteristics of the identified MM studies, and (c) explore possible trends of MM publications in the 10‐year period. Findings revealed that although there is a significant increasing trend of MM studies published from the first 5 years (2011–2015) to the second 5 years (2016–2020), the percentage of MM studies is still very small in the journals assessed. Explanations, future study directions, and practical implications are provided to call for more attention and effort in facilitating the training and application of MM research.

Australian school psychologists’ and counsellors’ experience of stress

There are few studies examining the wellbeing of Australian school-based psychologists/counsellors (SPCs) despite the research indicating there are unique stressors associated with the role. The purpose of this study was to measure the stress perceived by working Australian SPCs. Data were collected via an online survey within which the Perceived Stress Scale – 10 item version (PSS-10) was embedded. Mean global stress for 162 participants was calculated then compared with the general population and a previous cohort of Australian SPCs. Four variables of influence were also statistically analysed: school level, years of experience, amount of time participating in supervision and alignment with two differing professional identity statements – ‘I see myself as an educator with a counselling/psychology specialisation’ or ‘as a psychologist/counsellor who works in an education setting’. Moderate – high frequency of stress, in excess of the general population and stress levels reported previously, was found. No significant relationships were found between stress and school level, years of experience or professional identity. A negative relationship was found between stress and the amount of supervision received. The level of stress experienced by Australian SPCs warrants that policies and practices monitor and protect Australian SPC wellbeing.

A qualitative study of trainee school psychologists’ experiences of an online mindfulness-based intervention

Prior research suggests mindfulness-based interventions effectively reduce stress in trainee psychologists, enhance wellbeing and cultivate clinical skills and competencies. This study explored how trainee school psychologists perceived the effects of a mindfulness-based intervention on their development as psychologists. Forty trainee school psychologists participated in a 6-week online mindfulness-based intervention. They completed weekly written reflective journals throughout the programme which were later analysed using thematic analysis. Four core themes were identified: (1) changes in awareness and attention; (2) enhanced wellbeing; (3) commitment to ongoing personal practice and (4) cultivation and enhancement of professional development. Participants ( n = 24) who completed the mindfulness workshop during the COVID-19 pandemic indicated that mindfulness practice was particularly useful for managing uncertainty and other related stressors. It was concluded that practicing mindfulness supported trainee school psychologists’ personal and professional development, particularly related to compassion, resilience and therapeutic presence.

Book Review: Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy

Book Review: Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy

Online counseling to Greek teachers: Advantages and disadvantages

This study focuses on the online counseling experience of the participants. In the research participated 3 school psychologists, as counselors and 6 teachers, as clients. The main research questions are: what are the difficulties that teachers face at school? What are teacher’s perceptions about school psychologists and the perceptions of teachers and psychologists about online counseling before and after the experience of online sessions which held in an internet- based application that created for the purposes of the research? The research is qualitative. The method that was used for the analysis of the data is the Interpretative Phenomenological Analysis. The main findings of the research are summarized as follows: a) the participants regarded the online session as helpful and as an interesting approach, b) the advantages of the online session according to the participants were the anonymity, the flexibility, the ability to retain a history of the sessions. On the other hand, as disadvantages the participants reported dehumanization, confidentiality and security issues, absence of non-verbal cues, delayed communication due to typing, c) a pattern of ambivalence towards the school psychologist and the online school psychologist emerged by the participants teachers, d) also emerged a concern of the participants psychologists for the loss of control during the online sessions, e) finally, the participants psychologists reported feelings of anxiety due to the lack of training in online counseling.

School psychologists’ perceptions of transgender training and education: An Australian qualitative investigation.

School psychologists’ perceptions of transgender training and education: An Australian qualitative investigation.

Interdisciplinary Collaboration Complexities: Perspectives of School Counselors and Psychologists

Interdisciplinary Collaboration Complexities: Perspectives of School Counselors and Psychologists

Youth as coresearchers: Social justice means youth as knowledge makers too

Dominant knowledge systems rely on a Western perspective of creating and disseminating new information. These systems marginalize traditional ways of knowing including co-creating knowledge, personal narratives and lived experiences, as well as inherited cultural knowledge. Additionally, Western knowledge systems have centered the White adult male as the primary knowledge creator both through what has been valued in contemporary scientific traditions and culturally in the image of who is considered capable of creating knowledge. Those who do not fit this image have historically been marginalized and exploited in the pursuit of knowledge making including youth and particularly youth with diverse racial/ethnic identities. It is these narrow epistemological systems that have informed school psychology research and practice since its inception. Recent calls for social justice as central to school psychology work have challenged the status quo and emphasized the amplification of marginalized voices in research and practice. Therefore, this article outlines methodologies that subvert more traditional knowledge-making strategies foundational to school psychology work and critiques these to provide guidelines for methodologies that can truly incorporate youth as co-researchers, particularly Black, Indigenous and youth of color within a US context. A case study illustrating the implementation of these guidelines is included.