School Psychological Services Research Articles

Comparative analysis of the organization works of the psychological service of the system education of Ukraine and Israel

The article presents a comparative analysis of the work experience of the school psychological service of Israel and Ukraine in order to study the current experience in providing assistance to schoolchildren, especially in the context of the full-scale invasion of the Russian Federation into Ukraine. Attention is focused on significant changes and transformations of the psychological service of the education system of Ukraine, which arose in the conditions of the war with the Russian Federation. The priority directions of the psychological service, its regulatory and legal support, content, purpose, functions of the psychological service employees of educational institutions (pre-school, general secondary, extra-curricular, specialized, professional (vocational-technical), vocational pre-university and higher) are disclosed. Normative, standard requirements for the professional qualification of psychologists in educational institutions in Ukraine and Israel are presented. The activity of the Association of Psychologists of Ukraine is characterized in comparison with the trade union Israeli Psychological Association. The study showed that Israel has a developed system of school psychology, experience of integration and interaction of the psychological and pedagogical service and educational institutions. Attention is focused on the work of the Council of Psychologists in Israel, which includes psychologists from various divisions of the Israel Psychological Association, universities and large employers (Ministry of Health, Education and Social Security). The biggest difference is the organization of the psychologist's systemic work in Israel, that is, work with the school as a system. A pedagogical psychologist does not belong integrally to the educational institution, but is administratively and professionally subordinated to external organizations. In Israel, the experience of providing psychological assistance to schoolchildren, their parents and school employees in the conditions of an ongoing armed conflict, shelling of cities, in the case of casualties among the civilian population, including children, has been developed.

Study protocol for a randomized controlled trial of supportive parents – coping kids (SPARCK)—a transdiagnostic and personalized parent training intervention to prevent childhood mental health problems

BackgroundTo meet the scientific and political call for effective prevention of child and youth mental health problems and associated long-term consequences, we have co-created, tested, and optimized a transdiagnostic preventive parent-training intervention, Supportive parents – coping kids (SPARCK), together with and for the municipal preventive frontline services. The target group of SPARCK is parents of children between 4 and 12 years who display symptoms of anxiety, depression, and/or behavioral problems, that is, indicated prevention. The intervention consists of components from various empirically supported interventions representing different theorical models on parent–child interactions and child behavior and psychopathology (i.e., behavioral management interventions, attachment theory, emotion socialization theory, cognitive-behavioral therapy, and family accommodation intervention). The content and target strategies of SPARCK are tailored to the needs of the families and children, and the manual suggests how the target strategies may be personalized and combined throughout the maximum 12 sessions of the intervention. The aim of this project is to investigate the effectiveness of SPARCK on child symptoms, parenting practices, and parent and child stress hormone levels, in addition to later use of specialized services compared with usual care (UC; eg. active comparison group).MethodsWe describe a randomized controlled effectiveness trial in the frontline services of child welfare, health, school health and school psychological counselling services in 24 Norwegian municipalities. It is a two-armed parallel group randomized controlled effectiveness and superiority trial with 252 families randomly allocated to SPARCK or UC. Assessment of key variables will be conducted at pre-, post-, and six-month follow-up.DiscussionThe current study will contribute with knowledge on potential effects of a preventive transdiagnostic parent-training intervention when compared with UC. Our primary objective is to innovate frontline services with a usable, flexible, and effective intervention for prevention of childhood mental health problems to promote equity in access to care for families and children across a heterogeneous service landscape characterized by variations in available resources, personnel, and end user symptomatology.Trial registrationClinicalTrials.gov ID: NTCT05800522

Research on the Psychological Status and Countermeasures of Chinese College Students

With the development of society and the popularisation of education, the psychological health problems of Chinese college students are getting more and more attention. This thesis aims to study the psychological status quo and countermeasures of Chinese college students, and to provide reference for solving college students' psychological problems. Firstly, by analysing the psychological status quo of college students, it is found that the mental health problems of college students are widespread, which are mainly manifested as anxiety, depression, low self-esteem and so on. Secondly, by analysing the factors affecting the psychological problems of college students, it is found that academic pressure, employment pressure, family factors and social environment all have an impact on college students' psychology. Next, strategies for coping with college students' psychological problems are proposed, including school psychological counselling services, mental health education and publicity, academic stress management, employment stress management, family support and care, and social support and advocacy. Finally, the importance and methods of preventing and intervening in college students' psychological problems are discussed. Through the study of college students' psychological problems and the proposed countermeasures, it can help college students improve their mental health and promote their overall development.

THE IMPORTANCE OF SCHOOL PSYCHOLOGICAL COUNSELORS AND RECOMMENDATIONS FOR VIETNAMESE SCHOOLS Article-ID - 4649

Vietnam's education system lacks well-established school psychological counseling services, despite the crucial role they play. As the country grapples with increasing mental health issues and intense academic pressure among its youth, there is an urgent need to expand counseling programs. This article explores the advantages of comprehensive school counseling initiatives led by licensed mental health professionals. Extensive global evidence indicates that effective integration of counselors enhances mental well-being, academic performance, graduation rates, and overall development. Unfortunately, Vietnam currently only has one counselor available for every 35,000 students, leaving a significant portion of the youth without access to psychological support. Vietnam is advised to take certain actions to strengthen its counselor workforce, incorporate counseling services into schools' objectives, and establish a multitiered approach. These recommendations include the recruitment of more counselors, the implementation of licensing requirements, a focus on secondary schools initially, the delivery of targeted prevention and intervention services, close collaboration with educators, and the collection of program evaluation data. By making a concerted effort, Vietnam can fully harness the potential of school counselors to promote the well-being and success of the next generation. While expanding counseling services may require investment, the long-term benefits for youth development far outweigh the costs. The time has come for Vietnam to prioritize and expand this crucial aspect of education.

Needed: More school psychologists

The National Association of School Psychologists (NASP) estimates that the U.S. needs approximately 63,000 more school psychologists to meet the recommended ratio of one student per 500 school psychologists. This would ensure every student has access to comprehensive school psychological services. Unfortunately, while students are facing a mental health crisis after the pandemic, the school psychologist shortage is getting worse. NASP’s Seth Lipkin writes about the urgent need for more school psychologists and outlines several potential solutions at the local, state, and federal levels that could help.

Young People and the Future: School Students' Concerns and Hopes for the Future after One Year of COVID-19 in Austria-Findings of a Mixed-Methods Pilot Study.

The COVID-19 pandemic resulted in enormous changes in everyday life and numerous burdens for adolescents. This pilot study focused on how young people look to the future in the face of these burdens. Responses to two open-ended questions on concerns and hopes for the future that were part of a larger online survey on the mental health of school students in Austria were analyzed using qualitative content analysis. Subsequently, differences in the experiences of boys and girls, young people with and without a migration background and psychologically stressed and non-stressed young people were examined by applying a mixed-methods approach. Data collection took place from 3 February to 28 February 2021. From a total survey sample of 3052 adolescents aged 14-20, a representative sample according to gender and migration background (N = 500) was drawn. Qualitative content analysis revealed several areas of concern about the future, including school-related concerns, concerns about the further development of the pandemic and the associated restrictions, concerns related to a lack of locus of control, health-related concerns and concerns about social relationships. The analysis also indicated young people's greatest hopes for the future, such as hopes related to further pandemic development, hopes regarding major life goals, school, social relationships and health. Young people's experiences differ according to gender, migration background and the extent of psychological distress. This study contributes to research on the psychological well-being of adolescents during the pandemic and provides important insights into the subjective experience of young people. It aims to gain a more comprehensive understanding of the concerns and hopes for the future of young people in a time marked by various challenges. The results of the study should be used to develop ideas for measures, such as the expansion of school psychological services and low-threshold support services for students, such as school social work and counseling.

Examination of children’s grief experiences through storytelling-based systemic intervention: Case study

This study explored the experiences of children whose parents died and who were in the mourning process through storytelling-based systemic intervention. The study employed the multiple case study design and the study group consisted of six children aged 7–12 years attending elementary and middle schools in Van, Turkey. The criterion sampling method was used to form the study group. The criteria for participating in the study were the child being between the ages of 7–12, the child losing one of the parents, the child having psychological support request from the school psychological counseling service for him/her, and the child losing his/her mother or father at least six months before the study. The semi-structured interview method was used to collect data in the study since storytelling-based systemic intervention developed for this study includes distinct stages, questions to be directed to the counselee at each stage, and steps that can be flexible according to the counselee’s situation. 11 interviews were held with each child regularly every week. These interviews aimed to understand what the children experience regarding grief through the “storytelling-based systemic intervention”. The study data were analyzed by deductive content analysis and qualitative comparative analysis. What the children experienced during the intervention was presented based on the therapeutic unique experiences of White and Epston (1990), who emphasized narrative therapy and social constructs. Under the general category of “emotional constructions regarding the past unique outcomes”, various subcategories were formed, namely “emotional oscillations between life/death”, “experiencing many emotions together during the grief process”, “the revealing of injuries associated with losses and the responsive change of hurt”, “feeling sensitivity towards the surviving parent”, “feeling hurt by others about parental loss”, “feeling empathetic towards people experiencing similar grief narratives” and “revealing unfinished emotions with the dead”.

Psychological Service for Ukrainian School Students during the Russian Invasion: Experience of School Psychologists from Kryvyi Rih

Introduction: After eight years of the war in the East of Ukraine, two years of the COVID-19 pandemic with relevant lockdowns, and two months of bomb alerts, school students and school psychologists from Kryvyi Rih have been dealing with new brutal military actions during the Russian invasion of Ukraine since the 24th February 2022.
 Purpose: This paper focuses on School Psychological Services' changes and challenges caused by the Russian invasion. It assesses war-related psychological effects on school students and school psychologists from Kryvyi Rih.
 Method: Brief non-structured interviews and the survey.
 Results and Conclusions: After the Russian invasion of Ukraine, School Psychological Services in Kryvyi Rih continued their work remotely, often combining it with in-person meetings (48.5%) and other volunteer activities (27.9%). The surveyed school psychologists (n=48) informed they conducted more individual consultations and psychoeducation and fewer diagnostics than usual to address school students' changing needs in response to wartime. School psychologists felt more effective and involved with students when they believed they got enough support from colleagues and supervisors, learned crisis interventions, received clear guidance, and did not feel burnout. They appreciated current governmental guidance and felt their post-traumatic growth more when they were safe. After 1.5 months of the war, 43.8% of psychologists experienced burnout. At least a quarter needed additional education, psychological support, easily accessible supervision (especially short and rapid), and guidance for specific cases.

Valorificarea potențialului aplicării resurselor digitale în practica serviciul psihologic școlar

The article addresses the issue of developing the application of digital sources and tools in the development of the school psychological service in general education. A study isconducted theoretical with experimental study with needs assessment. The recommendations regarding the organization of psychological activities at preschool, primary and secondary school level with the application of educational platforms and digital applications

РАЗВИТИЕ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ РОДИТЕЛЕЙ ПОДРОСТКОВ В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ

Background. Development of psychological and pedagogical competence of parents is placed among the relevant problems of scientifi c and practical interest in the modern psychological science. Its role is especially great in the crisis periods of the ontogenesis of mental processes and personality traits of children and adolescents. Th ere are many studies in the scientifi c literature devoted to the development and formation of parental competencies, but the issue of motivating teenagers’ parents to interact with school psychologists, in our opinion, has been paid insuffi cient attantion. Objective. Th e study was aimed at investigating the reasons for the low motivation of teenagers’ parents to interact with the school psychological service and the possibilities of educational institutions in providing support to adolescents’ parents in developing their psychological and pedagogical competence. Methods. Th e study implemented methods of theoretical analysis, questionnairies, quantitative and qualitative analysis of the research results. Sample. Th e study involved 100 people, including 50 school psychologists with more than 3 years of experience working in educational institutions of Moscow, and 50 parents of adolescents aged 14–15 studying in the secondary education schools in Russia (Moscow, Belgorod, Klimovsk). Results. Survey of educational psychologists has established the fact of a decrease in the number of appeals of teenagers’ parents to the psychological services at schools.Survey of adolescents’ parents revealed their readiness to interact with specialists of a psychological service, subject to special conditions. A methodological complex has been developed aimed at increasing the motivation of teenagers’ parents to interact with educational psychologists in order to develop parental competences. Conclusion. Th e study revealed the problem of a decrease in the motivation of teenagers’ parents to consult with a school psychologist. Th e results analysis suggests that the reasons for this decline are associated with the peculiarities of adolescence period and the parents’ unwillingness for transformation of parent-child relationships. Th e parents survey revealed the problem of creating conditions for the eff ective provision of counseling services by a school psychologist on the basis of educational institutions. Th e resulting methodological complex makes it possible to investigate the problems and opportunities of an educational organization in terms of increasing parental competence and off ers means of involving them in interaction with school psychological service. Th e results of the study suggest that preventive work with parents at the earlier stages of their ьchildren’s education in school will be eff ective in increasing the motivation of teenagers’ parents to interact with school psychologists.

Применение техник искусства Эбру в системе психолого-педагогической реабилитации детей с умственной отсталостью (интеллектуальными нарушениями)

Relevance. Significant changes in understanding disability and special needs of children experiencing disability and their families have occurred around the world over the past decades. Together with integration processes that have affected the structure of the contingent in educational organizations at various levels, these changes have led to a change in approaches to assistance and support programmes for students with disabilities, including those with mental retardation (intellectual disabilities). In this regard, the search, approbation and introduction into practice of the system of education and social protection as well as of complex psychological, pedagogical and rehabilitation technologies and methods that activate the development of higher mental functions, stimulate cognitive and creative activity, develop emotional and volitional spheres and personal qualities of children of these categories are of particular importance. The development of new methods of work that are aimed at preparing such children for the future, if possible, independent life and activity, are important both for the family and for the state as a whole in terms of reducing the economic and social burden. Objective. The study aims to generalize the experience of using the Ebru-therapy art technology, which reveals the unique possibilities of Ebru art in psychological and pedagogical practice of working with children with disabilities. The focus is placed on the effectiveness of Ebru-therapy in rehabilitation and correction for children of this category. Methods included free and directed observation, questionnaires, interviews with teachers, specialists of the school psychological and pedagogical service, parents and other family members raising children with disabilities, analysis of the productive activity of children, analysis of literary sources, and peer review method. Results. The authors present the experience of practical and experimental work on the study of the impact of Ebru art and the technology of “Ebru-therapy” on the development of mental functions and the activation of the creative abilities of students with mental retardation (intellectual disabilities). In the course of the study, art-therapeutic and art-pedagogical resources of this technology were identified. The potential possibilities of its use when working with various categories of clients were described. The authors introduce the qualitative results of testing the Ebru-therapy technology in the process of psychological and pedagogical rehabilitation of children with mental retardation (intellectual disabilities), focusing on the additional (in relation to other art methods) possibilities of Ebru art, due to the very process of creating artistic images on the water. Conclusions. Studies have confirmed that children with disabilities of various nosologies and levels of manifestation as well as of different psychophysical developmental features can master the techniques of classical Ebru and successfully apply them in educational and creative activities, achieving decent results, which is confirmed by their victories in competitions where they participate on equal with normotypical children. Positive dynamics of cognitive, social, motor development in the process of applying the Ebru-therapy art technology was observed even in children with severe and multiple disorders, which indicates the effectiveness of using this art method to solve a wide range of psychological, pedagogical, rehabilitational, and correctional tasks.

The impact of the COVID‐19 pandemic on school psychology internship outcomes

AbstractThe Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed.

Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation.

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.

РЕСУРСЫ И ПЕРСПЕКТИВЫ РАЗВИТИЯ ПСИХОЛОГИЧЕСКОЙ СЛУЖБЫ В СИСТЕМЕ ОБРАЗОВАНИЯ КРАСНОЯРСКОГО КРАЯ (ПО ДАННЫМ МУНИЦИПАЛЬНЫХ ОРГАНОВ УПРАВЛЕНИЯ ОБРАЗОВАНИЕМ)

Statement of the problem. The article captures the relevance of improving psychological support of educational activity. It is possible to build an updated model of psychological service if we understand existing backlogs and deficits, resources and priorities of the educational system in the region. The purpose of the article is to describe the views of regional educational authorities on the aforementioned topics. The theoretical and methodological basis of the study is research on the development of psychological service as one of the components of an integral education system (by I.V. Dubrovina), technological concept of school psychological service (by M.R. Bityanova), our approach to the organization providing psychological and pedagogical assistance to students in psychological services (by V.V. Rubtsov and Ye.I. Metelkova) and the system of psychological support of an educational process (by L.K. Selyavina and S.B. Malykh). During the research, a survey of specialists of regional educational authorities, who curate all problems of psychological services’ development, was held. There were 61 participants in total. The survey included both quantitative indicators of the availability and variability of psychological support, and ideas about the tasks, content and management mechanisms for the psychological services’ development. Research results. Relevant quantitative data of organizations and specialists of regional psychological services was collected. We looked into existing problems of deficit of working teachers/psychologists: they are mainly caused by a low level of proficiency in working with exceptional children groups and a low level of paperwork handling. For psychological services to develop effectively, changes in the system are expected: educational authorities need to change the specialists’ growth system, and to be oriented towards practical teaching of psychologists and organizational/regulatory activities regarding their work. Conclusion. We concluded that it is necessary to restructure the system of psychological support, taking into account the target guidelines for activities, available resources, and opportunities for interaction.

A Multilevel Approach for Assessing Needs and Supporting School Communities During the COVID-19 Pandemic

Abstract. The coronavirus (COVID-19) pandemic poses significant challenges to the psychological resilience and well-being of school communities, while a disproportionate impact on vulnerable groups has been recognized. Adopting social justice principles in the implementation of school psychological services is needed to facilitate suitable support for all, in line with United Nations Sustainable Development Goals (SDGs) of quality education, reduced inequality, and good health and well-being. In this article, a multilevel approach developed by the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, to support schools during the pandemic is presented. This approach benefits from a holistic understanding of school community needs, necessary to provide tailored support, in line with SDGs within school communities. This approach could act as a paradigm of how University-based laboratories could support school communities during crises.

Models of psychological activity with reference to the affectivity of pupils

In this article some models of ensuring psychological activity with reference to the affectivity of students in the general education system are presented. In this context, models of the organization of the school Psychological Service and methodological conceptual models aimed at psychological assistance in the educational system are analyzed and exposed. Thus, the models of diagnosis and psychological intervention for reducing anxiety in students are reflected; the model of psychological intervention in preadolescents with post-traumatic stress; the psychopedagogical program for the formation of the feeling of gratitude towards parents in adolescents; the psychological intervention program oriented towards the development of empathy at the preadolescence age; psycho-pedagogical models for the development of the emotional - volitional sphere in children with restraint in mental development; methods, techniques and tools of diagnosis and psychological intervention regarding the affectivity of students are described.

The practices of psychologists working in schools during COVID-19: A multi-country investigation.

This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Autism disparities for Black children: Acknowledging and addressing the problem through culturally responsive and socially just assessment practices

AbstractHistorically, Black children with autism have faced diagnostic and treatment disparities across clinical and school samples despite nationally growing autism prevalence rates. Delays in receiving an accurate diagnosis impacts treatment and overall outcomes. Black autistic children are at‐risk of facing multiple barriers to receiving a timely diagnosis; however, many family factors serve as facilitators for improved daily functioning and quality of life. In light of that, it is imperative to critically assess current school‐based assessment practices for Black children to improve diagnostic accuracy for those with autism. School psychologists are well‐positioned to address these disparities through both culturally responsive service delivery and the incorporation of social justice into their practices. The following article will briefly review the current literature in this area and offer recommendations for culturally responsive and socially just school psychology service delivery as it pertains to autism assessment for Black children.

Предыстория развития школьной психологической службы (к 110-летнему юбилею Психологического института РАО)

The article notes that more than forty years have passed since the “birth” of the psychological service in the educational system of the country, which connected as an inseparable whole — the science of the mental and personal development of the child and the practice of realizing the possibilities of this development in the conditions of the modern education system. It is emphasized that all psychological departments of the country participated in the creation of the scientific prerequisites for the school psychological service, in the development of organizational forms for their development and implementation in the system of education and training of practical psychologists. In addition, that a significant role belongs to the Psychological Institute of the Russian Academy of Education, which was established in Moscow in 1912 and throughout the last century has been one of the main centers of psychological science in our country.

РОЛЬ ХАРАКТЕРИСТИК ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В СТАНОВЛЕНИИ МЕЖЛИЧНОСТНЫХ ОТНОШЕНИЙ В ПОДРОСТКОВОМ ВОЗРАСТЕ

In modern conditions, the problem of anxiety becomes particularly relevant, which is due to the growth of non-determination, which leads to an increase in the phenomena of maladjustment. The problem of anxiety, despite its representation in research, remains relevant for psychological science and practice. The aim of the study was to identify the factor structure of anxiety and socio-psychological adaptation of modern adolescents. The tasks were to identify the level of anxiety and socio-psychological adaptation, to establish the factor structure of these phenomena and the relationships between them. The study used methods of psychological diagnostics aimed at determining the level of anxiety and parameters of socio-psychological adaptation, methods of mathematical statistics. It is revealed that the parameters of social and psychological adaptation are factors of anxiety development, especially in situations related to school education. Girls are more vulnerable to the stressful factors of the school environment. The results of the study can be used in the practice of the school psychological service to take into account the risk factors for the development of adolescent anxiety, prevention of psychological distress of adolescents.