School Psychology Research Articles

Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms

This phenomenological study explored how middle school teachers experience teaching racially/ethnically minoritized newcomer adolescent students in Arizona. Through a Critical Race Theory framework, this qualitative study used semi-structured interviews to illustrate how even the best intentions and asset-based approaches of six white middle school teachers may still perpetuate existing systems of oppression. Though most teachers emphasized student strengths, they also unintentionally promoted harmful ideology and reported feeling limited in how they could support students given federal, state, and local policies that segregate students through identification, placement, and accountability policies. Arizona, as the only state with restrictive language policies requiring English-only instruction, presented a unique context in how racially/ethnically minoritized newcomer immigrant students were educated and ultimately (mis)treated. Implications and recommendations for school psychologists to combat systemic inequities and further support teachers will be discussed. Impact Statement This qualitative study used a Critical Race Theory framework to examine how middle school teachers can inadvertently disserve racially/ethnically minoritized newcomer immigrant adolescents in Arizona. Despite asset-based perspectives, teachers may perpetuate raciolinguistic injustices as a result of hegemonic policy positioning English and whiteness as norms.

School Psychologists in Alternative vs Mainstream Education Settings

Increasingly, students experiencing difficulties within traditional school environments are placed in alternative education settings (AES), designed to serve students whose needs are not met within traditional school environments. AES serve many students with intensive mental health needs and trauma, many of whom come from marginalized backgrounds. Given these patterns and social justice concerns, it is critical that AES provide effective student support, rather than serve simply to contain students based on convenience. School psychologists are well-positioned to provide these supports, but little is known about their professional roles and responsibilities within AES, particularly compared to traditional settings. In the current study, school psychologists in AES engaged in assessment activities significantly less often than those in traditional settings. There were no significant differences in how often school psychologists engaged in consultation, intervention, or social justice activities. However, differences emerged when examining specific services across these domains. Given the many similarities, school psychologists may already be well-equipped to provide services in alternative settings. Impact Statement Many students placed in alternative education settings are not adequately supported, representing a significant social justice concern for students and families. School psychologists have the skills to provide adequate supports. Despite working in these AES less frequently, school psychologists may find their job duties and responsibilities very similar.

The Longitudinal Mediating Role of Peer Attachment in the Relationship between Affective School Environment and Children's Sense of Community

The purpose of this study was to identify the longitudinal mediating effects of peer attachment on the relationship between psychological school environment and children's sense of community. Data on 1,088 children were obtained from the 10th, 11th, and 13th Panel Study on Korean Children in the 3rd 4th, and 6th grades. The data were analyzed using descriptive statistics, Cronbach's α, Pearson's correlation, a latent growth model, and a multivariate latent growth model. All analyses were conducted in SPSS 25.0 and AMOS 23.0. The principal results were as follows. First, children's peer attachment gradually decreased over time. Moreover, individual differences existed in the initial values and rates of change. Second, the psychological school environment in the 3rd grade positively influenced children's initial peer attachment, which then exerted a positive impact on children's sense of community in the 6th grade. Second, the psychological school environment in the 3rd grade negatively influenced children's rates of change, which also exerted a positive impact on children's sense of community in the 6th grade. Finally, the initial value and rates of change of peer attachment were significant mediating effects of the relationship between the psychological school environment in the 3rd grade and children's sense of community in the 6th grade. The findings highlight the necessity of creating a psychological school environment that develops peer attachment and a sense of community among children.

School psychologists' perceptions, roles, and training regarding sexual health education for students with intellectual and developmental disabilities

AbstractDespite research indicating evidence‐based sexual health education results improved student outcomes, students with intellectual and developmental disabilities (I/DD) do not typically receive sexual health education. While school psychologists possess skills that could contribute to sexual health education for students with I/DD, there is no existing research on this topic. To address this, we conducted a survey of school psychologists in a state in the Southeastern United States regarding their attitudes, perceptions of social norm and self‐efficacy, and training and familiarity in regard to sexual health education for students with I/DD. The survey's focus and design were guided by the Reasoned Action Approach. Data collection and analyzes addressed (a) the underlying structure and internal consistency of our survey's scales; (b) school psychologists' level of training, knowledge, and beliefs about implementing sexual health education programs with students with I/DD; and (c) the relationship between school psychologists' previous training, knowledge, and beliefs and their implementation of and advocacy for sexual health education for students with I/DD. Descriptive statistics, principal component analyzes, and multiple regression were used to summarize the data and address the research questions. Data from the multiple regression analysis indicated that a significant amount of the variance in participants' implementation/advocacy scores was explained by attitude, social norms, behavioral control/self‐efficacy, and training/familiarity. Our findings suggest that school psychologists' engagement in implementation of and advocacy for sexual health education for students with I/DD can be influenced by level of training and knowledge and perceived capability and behavioral control.

Информационните и комуникационните технологии за реализиране целите на приобщаващото образование

The article analyses the use of innovative tools and approaches based on information and communication technology (ICT) in inclusive education for students, including students with learning needs and learning difficulties in secondary school at the primary stage of education. The findings of the study contribute to the fact that innovative ICT-based approaches and tools, some of which are original developments, are gaining ground in the modern mainstream school. They have been used in the secondary school “Jordan Jovkov” – Sliven since April 2022. The study showed that they are preferred by pedagogical professionals – teachers, resource teachers and parents. The expert opinion of the school psychologist and resource teachers on the progress in personal development of students with whom the above approaches are worked on using information and communication technology tools is shared. It is shown that the use of own tools of information and communication technology in the work with students with learning needs and disabilities leads to results in the educational process and personal development

Keep it simple: Information sources students use when choosing school psychology programs

Keep it simple: Information sources students use when choosing school psychology programs

METHODOLOGICAL PRINCIPLES OF THE THEORY OF SOCIALIZATION AND PERSONALITY DEVELOPMENT

Relevance. The report analyzes the methodological foundations of the study of personality socialization in the heuristic tradition of the Kyiv Philosophical and Psychological School. The laws of human development through socialization based on cultural forms are formulated. Methodology. A comprehensive approach (I. Sikorskyi, G. Chelpanov), which establishes the methods of metaphysics, theory of knowledge and logic in the theoretical arsenal of psychological science. Phenomenological approach (E. Husserl, G. Shpet), which considers the category of social existence in the trinity of individual, collective and corporate consciousness, and also uses the categories of form and content, phenomenon, meaning and sense, image and understanding as its interpretation based on one's own experience as central in the work of cognitive actions of human consciousness. Results. The use of a phenomenological approach allows us to assert that personality development appears as an active process that is carried out through the appropriation and transformation of cultural forms by a person as a subject of socialization and the formation of his own expanded identity based on them. The main mechanism of the conscious development of the personality in culture involves the following processes: 1) experiencing the significance of the new and its acceptance as a cultural form (emotional component); 2) reproduction as an interpretation of the new form in the categories of one's own experience (rational-creative component); 3) use of the understood content as a practical test of its ability (cognitive component); 4) the person's expansion of the borders of the Self or his identity through awareness of a new cultural form as part of his own experience (self-reflective meaningful component).

Meeting migrants: Mourning, possibility and generativity

AbstractA description of partnership between a school of psychology and a human rights organization that offers asylum services is used as a basis for probing the ethical complexity of activism. “Doing good” is complicated by the insertion of asylum evaluation services into the reductionist and metrics‐based evaluative mechanisms utilized in conventional psychological services and demanded by U.S. and European immigration proceedings. Conceptualization of migration through the lenses of decoloniality, necropolitics, and critical refugee studies lays bare the extraordinary complexity of the journey of involuntary migrants. Some consequences of the imperative to reduce such complex suffering to simple psychometric parameters and medicalized diagnoses are explored, and the paper ends with a plea for a situated, culturally sensitive, and clinically complex understanding of the human suffering entailed by involuntary migration. Activism, it is suggested, is best practiced within complex ethical frameworks that ensure that, at a minimum, we do no harm to those we seek to serve.

Transitioning to telehealth during COVID-19: Challenges and opportunities for trauma-focused school psychology.

Transitioning to telehealth during COVID-19: Challenges and opportunities for trauma-focused school psychology.

School personnel well-being: Advancing measurement, best practices, and policy-Section 1: The role of context and competence in educator well-being.

This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school environments. In this introduction to the special issue, we provide a synthesis of nine articles that capture the role of context and competence in educator well-being. Next, we reflect on what we learned from these studies about theories, measures, methods, and models related to educator well-being. We conclude with recommendations for future research directions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The heterogeneous impact of psychological discourse on (our view of) recognition

Over the last century, psychological discourse ranks among the main cultural forces in Western societies. As such, it undoubtedly exerts considerable influence on how we express, demand, struggle for, and conceive of recognition. However, since psychology is far from being a monolithic discipline, said influence is exerted in non-univocal, sometimes contradictory ways. In this paper, I explore this heterogeneous impact by contrasting the idea of recognition underlying two popular psychological schools. On the one hand, psychoanalysis’ emphasis on trauma stresses our dependence on being recognized by others, vindicates the importance of communication, and contributes to redefining the status of victim. On the other hand, positive psychology’s advocacy for autonomous self-fulfillment seems to downsize the importance of recognition, and of the struggle for it, based on a statistical, morally-neutral approach.

Exposures for anxiety: A survey of practicing school psychologists

AbstractDespite robust evidence supporting exposure‐based interventions for anxiety disorders in youth, these treatments are often underutilized, implemented with low fidelity, and delivered in an unnecessarily cautious manner. Few studies have examined important implementation variables (e.g., knowledge, training, perceptions) related to using exposures in schools. A national sample of school psychologists (N = 318) working in K‐12 public schools reported on their knowledge, training, perceptions, confidence, and use regarding exposures. Over 50% of respondents reported they do not use exposures. Only slightly more than half of the respondents received training in exposures through graduate coursework. Eighty percent endorsed negative beliefs about exposures, with nearly 50% expressing concern about acceptability of the intervention by parents. Barriers to delivering exposures within schools endorsed included inadequate time (79% of sample), training (61%), and access to training materials (51%). Implications for training, practice, and research in school psychology are discussed.

Replication Studies Using Secondary or Nonexperimental Datasets

Replication studies have been promoted as a means to investigate the fragility or robustness of findings from prior studies. However, less well known is that replication studies can be done with nonexperimental or secondary datasets and are not just for experimental studies. We present a framework of different types of replication studies with nonexperimental or secondary data and provide examples in the context of school psychology. We show that replication studies can be used as robustness checks, as a means of testing the generalizability of existing theories, and as a way of extending findings of prior studies. We advocate for the thoughtful use of replication studies and highlight some of the benefits of replications. IMPACT STATEMENT The replication rate for articles in school psychology journals (2011–2020) was 0.86%. Although replication efforts largely pertain to experimental studies, we discuss replication studies using secondary or nonexperimental datasets. We show a typology of four types of replication studies and provide examples in the context of school psychology research.

Examining the Capabilities of GPT-4 to Write an APA-Style School Psychology Paper

Examining the Capabilities of GPT-4 to Write an APA-Style School Psychology Paper

Using Natural Language Processing for a Computer-Aided Rapid Assessment of the Human Condition in Terms of Anorexia Nervosa

This paper demonstrates how natural language processing methods can support the computer-aided rapid assessment of young adults suffering from anorexia nervosa. We applied natural language processing and machine learning techniques to develop methods that classified body image notes into four categories (sick/healthy, past tense, irony, and sentiment) and analyzed personal vocabulary. The datasets consisted of notes from 115 anorexic patients, 85 healthy participants, and 50 participants with head and neck cancer. To evaluate the usefulness of the proposed approach, we interviewed ten professional psychologists who were experts in eating disorders, eight direct (first contact) staff, and fourteen school counselors and school psychologists. The developed tools correctly differentiated the individuals suffering from anorexia nervosa, which was reflected in the linguistic profile and the results of the machine learning classification of the body image notes. The developed tool also received a positive evaluation from the psychologists specializing in treating eating disorders, school psychologists, and nurses. The obtained results indicate the potential of using natural language processing techniques for the computer-aided rapid assessment of a person’s condition in terms of anorexia nervosa. This method could be applied as both a screening tool and for the regular monitoring of people at risk of eating disorders.

Psychological and Pedagogical Support for Parents of Children with Special Educational Needs.

This study primarily aimed to develop a program that aids parents of children with Special Educational Needs (SEN), placing emphasis on the challenges encountered in communication and understanding. The Eidemiller and Justizkis's (2008) Family Relationship Analysis (FRA) served as the core method of the research. As inclusive education progresses, new challenges incessantly emerge necessitating immediate effective solutions. This research spotlights the triad of teachers, psychologists, and parents. A cornerstone of this research is the emphasis on nurturing a unique bond between school psychologists or teachers and parents. This bond should be anchored in mutual trust, motivation, and a conducive psychological environment. The overarching goal is to boost parental motivation, alleviate concerns linked to the child's condition, reinforce family relationships, and cultivate a positive enabling environment for the child. The study culminated in the rollout of a tailored program connecting parents with educational professionals. This program encompassed lectures and exercises delving into understanding challenges, coupled with innovative methods like fairy tale activities and initiatives to foster tolerance. Feedback indicated a notable positive impact on parents. The research underscores the necessity of fostering parental confidence and assuaging fears regarding their child's condition. In this context, the influence of peers and friends on the development of inclusive education should be considered in future studies.

Necessity the mother of (RE) invention: using positive autoethnography for trauma and loss

Purpose The purpose of this study is to investigate the use of positive autoethnography for the consequences of conversion therapy. Life after conversion therapy is, for many, a life-changing episode, especially when combined with disfellowship. In recent years, positive autoethnography has grown substantially. The work of Tedeschi and Calhoun (2004), from the school of positive psychology, focuses on posttraumatic growth following a traumatic event or series of events. Design/methodology/approach Qualitative approach of positive autoethnography. Findings This innovative case study highlights personal struggles with grief, depression and suicidal ideation. In addition, the time elapsed has enabled a process to juggle with alternative ideas moving forward in salvaging a form of identity. Research limitations/implications Treatment as usual psychological therapies (TAUPT) provide many unhelpful triggers due to the same jargon used in both conversion therapy and TAUPT. Away from TAUPT, this writing exercise may help as a stand-alone post-conversion recovery process. Practical implications The post-conversion recovery process will offer much-needed help with only a few face-to-face meetings to aid the posttraumatic growth writing exercise. Social implications The suicide rates for sexual minority conversion therapy victims are eight times higher than those of other sexual minority groups and isolation levels. A single point of entry pathway for conversion therapy survivors is needed. Originality/value To the best of the author’s knowledge, the first of its kind to apply positive autoethnography using the model as a framework to understand the post-conversion therapy experience, looks for growth in five areas: relating to others, new possibilities, personal strength, spiritual change and appreciation of life.

Determinants Affecting the Reading Proficiency Among the Primary Pupils in Relation to Academic Performance: Basis for an Enhanced Reading Program

Reading is an extremely complex process that no one can explain satisfactorily. Those who are interested in reading have their fundamentally diverse views, which result from two different schools of psychology: behaviorism and cognitivism. This study aims to find out the determinants affecting the reading levels of the Grades 1, 2 and 3 learners of Cluster 3 as basis for a reading intervention. This study will use a Descriptive Statistic Design, a type of method that is basically used to calculate, describe, and summarize collected research data in a logical, meaningful, and efficient way (Vetter, 2017). The respondents of this study were Grades 1, 2, and 3, which was conducted in Cluster 3, District 2 of the Division of San Carlos, Negros Occidental. On the other hand, three hundred twelve (312) sampled pupils became the respondents. The actual samples for every school were determined using purposive sampling employing an odd-even number scheme. The findings suggest that there is a significant relationship between the factors affecting the reading level of pupils and their academic performance. The results present a comprehensive picture of the student demographic, showcasing diversity in age, gender, and socio-economic backgrounds. While learning strategies and motivation are positively regarded, there is a potential need for more emphasis on school instruction and family support to improve students' reading proficiency.

Effect of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria

This study examined the effects of client-centred and reality therapies on the coping strategies of sexually harassed students in tertiary institutions in Taraba State, Nigeria. It also attempted to find out the gender difference in the effect of client-centred and reality therapies on the coping strategies of sexually harassed students. We employed a quasi-experimental and pretest-posttest design with a control group. The statistical population comprised all 250 sexually harassed students in tertiary institutions, out of which 20 students were selected using convenience sampling. The students who had been sexually harassed were then randomly assigned to the experimental and control groups. The experimental group subsequently underwent six 60-minute sessions of client-centred and reality therapies, while the control group received placebo treatment on drug abuse. The research tool included sexual harassment battery (SHB). Inferential statistics of analysis of covariance (ANCOVA) was used to analyze the data. Cronbach Alpha coefficient was used to estimate the reliability coefficient of 0.79 for the SHB. The following findings were recorded: (i) client-centred and reality therapies had effectively increased the coping strategies of students, and (ii) there is no significant mean difference between male and female students in the effectiveness of client-centred and reality therapies on coping strategies of students. Based on the findings, the following recommendations were made: school counsellors, psychologists, and lecturers should use both CCT (client-centred therapy) and RT (reality therapy) to help students who have been sexually harassed to manage their condition since the intervention is effective in raising the coping strategies of the students. School counsellors, psychologists, and lecturers should give female and male students equal opportunities during therapy sessions and in the school setting.

The Relationship Between Self-Care Behaviors and Depression and Anxiety Symptoms in School Psychology Graduate Students

The Relationship Between Self-Care Behaviors and Depression and Anxiety Symptoms in School Psychology Graduate Students