School Psychology Research Articles

Student‐teacher developmental relationships: A mechanism through which culturally responsive school environments promote positive outcomes for students of color

AbstractCulturally responsive student–teacher relationships are critical to the academic success and social‐emotional learning (SEL) outcomes of students of color and/or students from low‐income backgrounds. Yet, little is known about how students’ perceptions of their schools’ culturally responsive environment are related to the quality of student–teacher relationships. To address this gap, the current study examined how students’ perceptions of their school's culturally responsive environment contributes to positive student–teacher developmental relationships, and in turn, their academic motivation and SEL. A total of 2,069 public middle and high school students of color from 46 schools across the country were surveyed (51.4% female; Mage = 13.4, SD = 1.86; 30.7% Hispanic or Latina/o/x, 30.4% Multiracial or Multiethnic, 17.5% Black or African American, 12.4% Asian or Pacific Islander, 8.7% American Indian or Alaska Native; 0.4% identified as another race or ethnicity). Students’ perceptions of their school as a culturally responsive environment were both directly and indirectly associated with greater academic motivation and SEL via stronger student–teacher developmental relationships. Findings have important implications for school administrators’ and school psychologists’ efforts to create more culturally responsive education environments.

School psychology graduate students' perspectives on multicultural training and program environment

AbstractSchool psychology training programs are vital to promoting culturally responsive and equity‐centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multicultural training in school psychology. A sample of 108 graduate students completed the Multicultural Environmental Inventory‐Revised and a training experiences questionnaire to explore their perspectives on the models and methods used for school psychology multicultural training, perceptions of their program's multicultural environment, and the extent to which these perceptions are associated with programs' multicultural training offerings. Results indicate that almost all participants reported that their programs provided multicultural training. However, there was limited discussion of diversity regarding age, gender identity, national origin, and religion, and of social justice topics. Additionally, there were differences in perceptions of multicultural program environment by race, sexual orientation, and political ideology. Findings of this study suggest that programs should emphasize social justice and skills‐based instruction and create program environments that support the development of cultural competence. Recommendations for enhancing multicultural training and creating inclusive program environments are provided.

Recovery ecosystem: More than treatment

Andre L. Johnson, Psy.D., founder and CEO of the Detroit Recovery Project, shared his vision of a “recovery ecosystem” at the annual meeting of the Association of Addiction Professionals (NAADAC) in Washington, D.C. last week. “The world has changed, it's not the world of the 80s,” he said. Johnson, after he was sober for two years, went to Morehouse for an undergraduate psychology degree and went on to work at a hospital in Detroit, where he “sat down with CEOs and CFOs and learned how money is moved around and how programs are designed based on resources,” he said. After completing a clinical internship at Tarzana Treatment Center treating 12‐18‐year‐olds, he received a doctorate in clinical psychology from the Michigan School of Psychology. What he stressed at NAADAC was this: “we needed to develop a recovery support program.” Treatment alone wasn't working in the drug‐ravaged city. The time of 120 days in treatment was over.

Векторы социальной психологии: опережая время (к 100-летию со дня рождения Галины Михайловны Андреевой)

<p style="text-align: justify;"><strong>Objective.</strong> Analysis of the main methodological and theoretical directions in social psychology developed by Professor Galina Mikhailovna Andreyeva, one of the founders of Russian social psychology; consideration of the key problems of modern social psychology. <br><strong>Background. </strong>The vectors of scientific knowledge identified by G.M. Andreyeva and the problems she developed in the field of social psychology have become general methodological principles in various fields of psychological science. Among them there are the problems of joint activity and communication, which have become the basis for the study of social groups and personality. A fundamental principle of the new paradigm of social psychology offered by G.M. Andreyeva, – the issues of the influence of the social context and the influence of social changes on the formation (construction) of a person's world image and his social behavior. Significant moments in the field of social cognition created by G.M. Andreyeva are highlighted. The potential of her main ideas in modern psychology is shown. The main biographical data of Galina Andreyeva are presented, showing her life path and significant for the creation of the G.M. Andreyeva School of Social Psychology at Moscow University. <br><strong>Methodology.</strong> The article uses methods of deductive analysis; methods of historical and psychological hermeneutics. <br><strong>Conclusions.</strong> The main scientific ideas of G.M. Andreeva not only became the theoretical and methodological basis for understanding and explaining the fundamental problems of socio-psychological knowledge, but also made a huge contribution to understanding the ongoing social changes.</p>

Giving Away the Science of School Psychology

Within the field of school psychology, we often put a premium on evidence-based practices, but what is often missing from these conversations is a consideration of replication and open science principles in the evaluation of evidence. Amid growing concerns regarding the replicability of psychological science, calls for greater research transparency, and more careful consideration of the conditions under which a finding might replicate, research suggest that school psychologists’ uptake of open science practices may lag behind that of other social science disciplines. The present paper synthesizes the literature on the replication crisis and corresponding credibility revolution in psychology, describes various open science practices, and considers barriers and adaptations needed to implement these practices in school-based research. The paper ends with recommendations on how to better give away the science of school psychology via transparent research practices so that research consumers can better reap the benefits of evidence-based practice. Impact Statement This paper summarizes the literature on open science, including key concepts relevant to the replication crisis and corresponding credibility revolution. These concepts are then made applicable to the field of school psychology, including our roles as researchers, practitioners, research consumers, and publication editors. By engaging in more transparent research practices, school psychologists can promote a more replicable, reputable, and reliable science, which yields greater benefits and buy-in for the communities we serve.

Scientific Traditions as a Mechanism of Continuity of Psychological Cognition. Part 2. Problems, Approaches and Prospects for Research

The authors’ main attention is focused on current problems of studying continuity and scientific traditions in psychology. Special attention is paid to the characteristics of promising directions for studying the traditions of domestic psychological science: taking into account when studying the traditions of scientific developments on the generation of knowledge, primarily tacit; analysis of the role of individual personal variables, including ideological guidelines, cognitive attitudes, life values, features of the professional development of the researcher himself in the process of selection of knowledge acquiring the status of tradition; study of traditions as the foundations and distinctive features of scientific schools in psychology. A model for studying scientific traditions in psychology is proposed, based on ideas about three aspects of the existence of science (knowledge, social institution, cognitive activity) and different views on the understanding of the term “tradition” (according to E. Shatsky) — functional, objective and subjective. It is concluded that the preservation and development of scientific traditions is the responsibility of not only the scientific community as a whole, but also personally of each researcher involved in scientific creativity in the field of psychology.

DESENVOLVIMENTO DA PSICOLOGIA ESCOLAR NO BRASIL: UMA REVISÃO SISTEMÁTICA INTEGRATIVA

ABSTRACT – The main objective of this study was to carry out a survey on the evolution of school psychology in Brazil. The methodological approach adopted consisted of an integrative systematic review of the literature. The search for articles was conducted in three digital databases: Lilacs, Nursing Database and SciELO, using the search terms: Development, Teaching and Learning, History and School Psychology. The inclusion criteria covered texts in Portuguese and English that were available in their entirety and that discussed the development of school psychology in Brazil, in addition to exploring the main opportunities for progress in consolidating this area, considering the Brazilian reality. In contrast, articles that did not directly address the topic or that did not clearly present the contribution of the work of the school psychologist were excluded. The research faced some limitations due to the scarcity of specific publications on the development of school psychology. However, all articles analyzed highlighted the importance of the role of the psychologist in the educational context and the improvement of pedagogical practices. The inclusion of this professional in educational institutions is seen as crucial for the application of psychological knowledge in the formulation of proposals that prioritize education and humanization. The ten articles reviewed emphasize the relevance of the school psychologist and record that since 1930, several initiatives have been carried out to ensure the inclusion of this professional in schools, with the aim of improving the quality of teaching and supporting students with learning difficulties.

Historical Continuity and Scientific Ethics in the Psychological Legacy of G. V. Sukhodolsky (For the 90th Anniversary of His Birth)

The article is devoted to the author’s reflection and analysis of a number of episodes of the scientific biography of the famous Soviet scientist, a prominent representative of the Leningrad/St. Petersburg Psychological School, Gennady Vladimirovich Sukhodolsky. His struggle for the ethical component of scientific activity, for historical continuity in Russian psychological science at all stages of its development is shown. His work on the return of the honest name of N.Ya. Growth is being considered. The rehabilitation of pre-revolutionary Russian psychology, which was ideologically influence in Soviet times, has been carried out. The role of scientific schools and their leaders in ensuring historical continuity and scientific ethics in Russian psychology is discussed.

Supporting Students with Disordered Eating: Surveying School Psychologists’ Knowledge, Beliefs, and Current Practices

AbstractDisordered eating refers to a range of irregular eating behaviors that may or may not warrant a diagnosis of a specific eating disorder. It includes behaviors, such as binge eating, restriction, and purging. Youth with disordered eating often have complex needs and may require psychological support, medical care, and academic accommodations to be successful at school. However, school psychologists are seldom involved in this work. The knowledge and beliefs of school psychologists may impact their professional practice. In this study, 100 school psychologists across K-12 public schools nationwide were surveyed regarding their knowledge, beliefs, and current practices concerning students with disordered eating. Although most school psychologists demonstrated general knowledge of disordered eating, they rated their knowledge of practices to support affected students—such as prevention and intervention strategies—as fairly low. That is, mean scores ranged from 1.56–2.38 on a 4-point scale, which corresponds roughly to “somewhat disagreeing” that they possessed this knowledge. Their comfort levels in implementing these supports were also limited, averaging between 1.94 (somewhat disagree) and 3.54 (between somewhat and strongly agree). In addition, school psychologists’ specific role preferences are not aligned with their actual responsibilities in practice. Finally, study findings underscore a lack of overall support for students with or at-risk for disordered eating in public schools. Future research should address the knowledge gaps of school psychologists, explore feasible school-based supports, and identify barriers preventing them from providing necessary interventions. Schools may consider offering professional development opportunities and establishing clear protocols to better support these students.

The benefits of introducing the American Psychological Association (APA) Guidelines 3.0 in high school psychology.

The benefits of introducing the American Psychological Association (APA) Guidelines 3.0 in high school psychology.

School psychology in Italy: A mixed-method study of actual and desired roles and functions

Investigating the scope of international school psychology practices may promote and influence the globalization of the profession. Although some extant studies assessed the presence and functions of school psychologists internationally, little research to date has focused on Italy. This nation-wide study provides up-to-date information about how psychological services are provided in Italian schools, what services are rendered, what populations and issues are addressed, and analyzes discrepancies between existing and desired situations. Data from the concurrent triangulation (simultaneous) mixed-method research consisted of results from an online survey of 565 Italian psychological service-providers who work in schools and 33 key informants’ interviews (i.e., school psychologists, regional /national board representatives, stakeholders’ key representatives, policymakers). Results indicated that, in the provision of school psychological services in Italy, individual counseling to students is predominant and school-based psychological helpdesk is the most common form of provision of psychological services. However, the desired service delivery model differs substantially from the reality. Implications for the development of school psychology in Italy, in terms of promoting policy design and providing more structured psychological services in schools, are described.

Considerations for Research Focused on Minoritized Students in School Psychology

There continues to be a call for research focused on better understanding and supporting the needs of students with minoritized identities. A review of school psychology research reveals that while the field has made strides, there still is an underrepresentation of research in this area. The trend toward centering diversity in research demonstrate efforts within the field to include more representation of minoritized groups despite the lack of diversity plaguing the profession. It is, therefore, vital for researchers to determine whether their practices cause undue harm to students in ways that fail to understand their strengths, muting their voices, and de-centering their experiences. As such, researchers must intentionally and iteratively examine their research aims and methodology to more equitably incorporate diverse student groups in their studies. In this paper, we discuss the significance of how minoritized groups are included (e.g., aggregated) and methodological considerations for advancing singular research methods. We propose the integration of mixed methods research to mitigate the shortcomings of a single method and obtain a more holistic view of students. Together, this is a call of action for researchers to intentionally and more consistently include minoritized students in research in ways that authentically affirm their identities.

Mapping Internationalization of Curriculum onto School Psychology and Related Fields

Mapping Internationalization of Curriculum onto School Psychology and Related Fields

William M. Reynolds (1951-2024).

Memorializes William M. Reynolds (1951-2024). "Bill" served as director of the graduate program in school psychology at the University of Wisconsin-Madison and held appointments as principal investigator at the Waisman Center on Mental Retardation and Human Development and as discipline chief of Psychology of the University Affiliated Program at the Waisman Center. He developed the Reynolds Adolescent Depression Scale and the Reynolds Childhood Depression Scale, which are widely used both clinically and in research. Bill held a professorship at the University of British Columbia (1991-2000), serving as director of the School Psychology graduate program. In 2000, Dr. Reynolds returned to California as professor of Psychology at Cal Poly Humboldt. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Brief Introduction to the Second Special Issue–School Psychology and Indigenous Peoples: Critical Perspectives and Indigenous-Led Approaches

This issue of the Canadian Journal of School Psychology is the second of two parts of a special issue devoted to the intersection of school psychology and Indigenous Peoples within the Canadian context. It includes an additional five articles that relate to ethical practice, relationship building, and decolonized intervention, as well as an overview of the current state of Indigenous representation in school psychology research. It concludes with a commentary on the special issue. The two issues on the topic of critical perspectives and Indigenous-led approaches contribute to a starting point for dialogue and calls to action within school psychology.

In Case You Haven't Heard…

A new study has found that engaging in creative activities can significantly boost well‐being by providing meaningful spaces for expression and achievement, CNN reported on Sept. 15. “Options such as knitting and drawing require very few tools and can be engaging and creatively fulfilling activities,” said Dr. Helen Keyes, cognitive psychologist and head of the School of Psychology and Sport Science at Anglia Ruskin University, and study author, via email. Although prior studies have shown that creating arts and crafting is therapeutic for people with mental health conditions, the general population has been understudied, according to the study, which was published in Frontiers in Public Health. The researchers analyzed a sample of 7,182 participants living in England (age 16 and older) from the annual Taking Part survey conducted by the U.K.'s Department for Culture, Media, and Sport, which explores how the public engages with these activities. Participants' reported happiness, life satisfaction and sense of their lives being worthwhile were positively correlated to participating in arts and crafts, but arts and crafts were not associated with decreased anxiety or loneliness, which requires further investigation.

A call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework.

A call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework.

Tootling: current research and future considerations for school practitioners

Tootling is an interdependent group contingency designed as an intervention to be implemented in classrooms in order to meet students’ vast behavioral and academic needs by increasing academically engaged behavior, decreasing disruptive behavior, and subsequently leading to increases in student academic achievement. Tootling supports a positive classroom climate by providing teachers with an opportunity to use classroom management strategies to address inappropriate student behavior. This article reviewed the available literature on tootling studies in order to determine gaps for future research. Next steps for school psychologists involving tootling research is discussed including future lines of tootling research and the importance of tootling for school-based practitioners. More research is necessitated to understand more about tootling and its implications for school psychologists.

Training school psychologists to conduct culturally informed Functional Behavior Assessment interviews.

Exclusionary discipline is a racialized mechanism through which schools systematically remove racially and ethnically minoritized youth from the learning environment. Although the development of Functional Behavior Assessments (FBAs) and linked behavior support plans have been identified as an alternative practice, school psychologists often do not ask questions about the cultural and contextual factors that may influence students' behavior during FBA interviews. Therefore, training is warranted. Unfortunately, staff often have limited time and resources to devote to professional development; therefore, it is critical to ensure that training procedures that require more time offer better outcomes than those that require fewer resources. The present study compared the effectiveness of high intensity training (e.g., behavioral skills training) versus a low intensity training procedure (e.g., self-training) procedures on school psychologists' ability to facilitate simulated FBA interviews grounded in cultural humility with caregivers before and after exposure to one of two training conditions. Findings from regression analyses indicated that self-training adequately prepared school psychologists to adhere to the questions on the protocol, however, behavioral skills training improved the quality of interview delivery. Implications for future research and training are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Understanding depression and anxiety rates of school psychology graduate students.

School psychology graduate students experience many risk factors for problems with mental health, including high workloads, financial distress, and challenging relationships with faculty that can exacerbate feelings of anxiety and depression. Although there have been studies that have investigated depression and anxiety amongst graduate students in general (Eisenberg et al., 2007) and health service psychology students in particular (Hobaica et al., 2021), there are reasons to believe that school psychology graduate students may have different experiences. To date, no research has been found investigating the depression and anxiety symptoms of graduate students in school psychology programs. A survey was sent to 194 school psychology training programs, and 291 graduate students completed it. Approximately one in four graduate students reported moderate to severe levels of depressive symptoms, while one in three reported moderate to severe levels of anxiety symptoms. These symptoms were significantly higher in graduate students identifying as lesbian, gay, bisexual, transgender, queer/questioning, and more identities, women, or reported being from a lower socioeconomic background. There were no differences in depression or anxiety symptoms between the type of program (i.e., doctoral or specialist) or years in program. Implications for trainers of school psychology are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).