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Adolescent Dating Violence Prevention: Teaching Social Justice Oriented Skills and Strategies to Undergraduate-Level Teachers and Social Workers 预防青少年约会暴力:向本科教师和社会工作者传授以社会正义为导向的技能和策略
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-09-10 DOI: 10.1177/08295735241273952
Elizabeth Baker, Emily Matejko, Deinera Exner-Cortens, Alysia Wright, Lianne Lee, Darren Lund
Youth from socially marginalized populations are at increased risk of experiencing adolescent dating violence (ADV), since they are often directly impacted by root causes of violence (e.g., homophobia, racism). Because structural inequalities impact youth’s experience of ADV, ADV is a social justice issue. In this paper, we describe a symposium series that taught education and social work students about their role in preventing ADV through a social justice lens. We present a pilot evaluation of the symposium series using survey ( n = 34) and interview ( n = 7) data. Results of this study (quantitative and qualitative) suggest students showed an increase in willingness and confidence to prevent and respond to ADV through a social justice lens after completing the symposium series. This work highlights the importance of incorporating critical theory into ADV prevention efforts, especially as it relates to serving youth who are marginalized and for promoting social justice in schools.
来自社会边缘人群的青少年遭受青少年约会暴力(ADV)的风险更高,因为他们往往直接受到暴力根源(如仇视同性恋、种族主义)的影响。由于结构性不平等会影响青少年的约会暴力经历,因此约会暴力是一个社会正义问题。在本文中,我们介绍了一系列专题讨论会,通过社会正义的视角向教育和社会工作专业的学生讲授他们在预防青少年暴力方面的作用。我们使用调查(34 人)和访谈(7 人)数据对系列研讨会进行了试点评估。这项研究(定量和定性)的结果表明,学生们在完成系列研讨会后,通过社会正义视角预防和应对反家庭暴力的意愿和信心都有所增强。这项工作凸显了将批判性理论纳入预防反家庭暴力工作的重要性,尤其是在为边缘化青少年提供服务和促进学校社会公正方面。
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引用次数: 0
Introduction to Special Issue: How Research Reform in Psychology Can Influence Professional School Psychology 特刊简介:心理学研究改革如何影响专业学校心理学
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-08-29 DOI: 10.1177/08295735241272689
Steven R. Shaw, Yeon Hee Kang
This special issue features essays by prominent scholars in school psychology discussing how shifts in research can reshape the future training and practice of the field. A profession that evolves and adapts indicates a robust and dynamic discipline. However, staying current with these changes poses a significant challenge. Given the pivotal role of evidence-based practices in school psychology, the type and quality of research directly influence how psychological services are delivered and practiced. Reforming research practices in psychology can serve as a catalyst for enhancing our field. This issue presents a variety of viewpoints on how research and clinical practice intersect in a rapidly changing landscape.
本特刊特邀学校心理学领域的著名学者撰文,讨论研究的变化如何重塑该领域未来的培训和实践。一个不断发展和调整的专业表明,这是一门稳健而充满活力的学科。然而,与这些变化保持同步是一项重大挑战。鉴于循证实践在学校心理学中的关键作用,研究的类型和质量直接影响着心理服务的提供和实践。改革心理学的研究实践可以成为提升我们领域的催化剂。本期杂志就研究与临床实践如何在瞬息万变的环境中相互交融的问题提出了各种观点。
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引用次数: 0
Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology 促进学校心理学科学和学术的多样性、公平性和包容性:改变学校心理学领域的培训与实践
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-08-14 DOI: 10.1177/08295735241266746
Shane R. Jimerson, Justin P. Allen, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Caitlyn Chambers, Meiki Chan, Dorothy L. Espelage, Jorge E. Gonzalez, Matthew Gormley, Scott L. Graves, Shemiyah Holland, Francis L. Huang, Stacy-Ann A. January, Lakhvir Kaur, Eui Kyung Kim, Tamika LaSalle, Alessandra Mittelstet, Chavez Phelps, Amber Reinke, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang, Frank C. Worrell, Chunyan Yang
The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate for and advance DEI in school psychology scholarship, and the associated implications for graduate preparation and practice. Contemporary actions of the School Psychology Review leadership team have included; (a) establishing commitments to advocating for and advancing DEI as the foundation of our scholarship; (b) diversifying journal leadership and editorial board members to reflect the diverse student body school psychologists serve; (c) preparing future diverse journal leadership through mentored editorial fellowship programs, and a student editorial board with members from diverse backgrounds; (d) featuring special topics relevant to further understanding and supporting diverse and minoritized children, youth, families, and school communities; (e) providing professional-development opportunities and resources; (f) implementation of Open Science opportunities in the journal, (g) implementing triple anonymous peer review to reduce bias, and (h) implementing a journal action plan focused on advancing DEI. Collectively these efforts are aimed to influence positive change in advancing and sustaining DEI efforts in school psychology science, scholarship, graduate preparation and practice.
在学校心理学科学和学术研究中有意识地、持续地推进多样性、公平性和包容性 (DEI),将对研究生的培养和实践产生互惠和动态的影响。在此,《学校心理学评论》领导团队就我们迄今为止为倡导和推进学校心理学学术研究中的多样性、公平性和包容性(DEI)所做的几项有意识的努力,以及对研究生培养和实践的相关影响进行了反思。学校心理学评论》领导团队的当代行动包括:(a) 将倡导和推进 DEI 作为我们学术研究的基础;(b) 实现期刊领导层和编辑委员会成员的多元化,以反映学校心理学家所服务的多元化学生群体;(c) 通过指导性编辑奖学金计划和一个由来自不同背景的成员组成的学生编辑委员会,培养未来多元化的期刊领导层;(e) 提供专业发展机会和资源;(f) 在期刊中提供开放科学机会;(g) 实施三重匿名同行评审,以减少偏见;(h) 实施期刊行动计划,重点推进教育促进发展(DEI)。总之,这些努力旨在影响学校心理学科学、学术研究、研究生培养和实践中推进和保持 DEI 工作的积极变化。
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引用次数: 0
The Role of Reciprocated Friendships in the Behavioral Correlates of Sociometric Categories 互惠式友谊在社会测量类别行为关联中的作用
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-30 DOI: 10.1177/08295735241263807
Tamás Hoffmann, Bence Basa, László Bernáth, Katalin N. Kollár
Children live complex social lives that has various aspects, including intimate friendships, peer-acceptance and bullying dynamics which is usually studied separately in research. This study aims to investigate the interplays of these three important fields by analyzing the moderating effects of number of friendships on the relation between sociometric categories and behavioral correlates via moderated logistic regression models. Participants were 291 elementary school students from schools located in Budapest, Hungary. Computerized peer-nominations were used to assess number of mutual friendships, behavioral variables, peer acceptance and bullying-roles. Results suggest that in a few cases, number of mutual friendships may have an effect on the relationship analyzed. Questions of limited and unlimited nomination based friendship questions are discussed. The results may facilitate further studies in the direction of more refined logistic regressions and has implications on bullying diagnostics and offers an electronic assessment tool for practitioners.
儿童过着复杂的社会生活,其中包括亲密友谊、同伴接纳和欺凌动态等多个方面,而这些方面在研究中通常是分开研究的。本研究旨在通过调节逻辑回归模型,分析友谊数量对社会测量类别和行为相关因素之间关系的调节作用,从而研究这三个重要领域的相互作用。参与者为来自匈牙利布达佩斯各学校的 291 名小学生。使用计算机化的同伴提名来评估相互友谊的数量、行为变量、同伴接受度和欺凌角色。结果表明,在少数情况下,相互友谊的数量可能会对所分析的关系产生影响。对基于友谊的有限提名和无限提名问题进行了讨论。研究结果有助于进一步研究更精细的逻辑回归,并对欺凌诊断产生影响,同时也为从业人员提供了一种电子评估工具。
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引用次数: 0
Registered Reports in School Psychology Research: Initial Experiences, Analyses, and Future 学校心理学研究中的登记报告:初步经验、分析和未来
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-26 DOI: 10.1177/08295735241263912
Steven R. Shaw, Sierra Pecsi, Erika Infantino, Yeon Hee Kang, Neha Verma, Alexa von Hagen
This editorial is companion to the first registered report published in the Canadian Journal of School Psychology entitled, “Scope of School Psychological Practice in Germany: Part 1” by Alexa von Hagen et al. This manuscript outlines the importance of evidence-based practices in school psychology, identifies weaknesses in the foundation of current research practices, and discusses registered reports as a tool to enhance research rigor by mitigating biases such as p-hacking and publication bias. Registered reports have gained traction despite initial reservations from researchers due to perceived constraints and barriers; this approach to publication of scholarly articles can lead to a positive shift in the relationship between authors and editors during the publication process, fostering collaboration, transparency, and credibility in the research practice and ultimately leading to improved evidence-based practice. Initial experiences from the first registered report in the field of school psychology are examined, noting advantages, disadvantages, and future recommendations. The adoption of registered reports signifies a cultural shift toward more robust, transparent, and credible research practices in school psychology, leading to true evidence-based practice with increased likelihood of implementation.
本社论是《加拿大学校心理学杂志》(Canadian Journal of School Psychology)上发表的第一份注册报告的配套文章,题为 "德国学校心理学实践的范围"(Scope of School Psychological Practice in Germany),由 Alexa von Hagen 等人撰写:该手稿概述了循证实践在学校心理学中的重要性,指出了当前研究实践基础的薄弱环节,并讨论了注册报告作为一种工具,可通过减少黑客攻击和出版偏差等偏见来提高研究的严谨性。尽管研究人员最初因认为存在限制和障碍而持保留意见,但注册报告已获得了广泛关注;这种发表学术文章的方法可以在发表过程中促成作者与编辑之间关系的积极转变,促进研究实践中的合作、透明度和可信度,并最终改进循证实践。本文研究了学校心理学领域第一份注册报告的初步经验,指出了其优点、缺点和未来建议。注册报告的采用标志着学校心理学向更稳健、更透明、更可信的研究实践的文化转变,从而实现真正的循证实践,提高实施的可能性。
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引用次数: 0
Teaching Students to Read: A Call to Action for Social Justice in School Psychology 教学生阅读:学校心理学社会正义行动呼吁书
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-07-24 DOI: 10.1177/08295735241262849
Adrea J. Truckenmiller, Courtenay A. Barrett, Tiffany P. Hogan
Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments, interventions, and systems-level policies shown to be effective through rigorous, empirical research. These effective practices are not well known by school psychologists or commonly implemented in schools. We propose four areas to better align school psychology training and practice with the most cutting-edge reading research to improve student outcomes in the future: (a) building knowledge of reading development, (b) increasing the commitment to school-based careers, (c) implementing more instructionally-useful reading screening and special education assessment practices (including using the hybrid model of identification), and (d) promoting evidence-based reading instruction and intervention. Throughout each of these four areas, we highlight the need for multi-disciplinary collaboration.
尽管通过多层次支持系统对阅读障碍进行准确诊断和有效指导是学校心理学培训和实践的最基本组成部分之一,但仍有大量的创新机会、新的兴奋点和社会正义。在本文中,我们将介绍通过严格的实证研究证明有效的阅读评估、干预措施和系统层面的政策。这些有效的做法并不为学校心理学家所熟知,也不常在学校实施。我们建议从以下四个方面入手,使学校心理学的培训和实践与最前沿的阅读研究更好地结合起来,从而在未来改善学生的学习成绩:(a)积累阅读发展的知识;(b)加强对校本职业的承诺;(c)实施更多对教学有用的阅读筛查和特殊教育评估实践(包括使用混合识别模式);以及(d)促进循证阅读教学和干预。在这四个领域中,我们都强调了多学科合作的必要性。
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引用次数: 0
Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools 在加拿大草原地区学校开展以证据为基础的社会和情感学习的可行性
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-02-29 DOI: 10.1177/08295735241234782
Kayla Kilborn, Janine Newton Montgomery, Johnson Li, Shahin Shooshtari, Rachel Roy, Breanna Cheri, Virginia Tze, Taryn Gaulke
This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.
本研究探讨了在加拿大草原地区学校实施循证社会与情感学习(SEL)计划的机遇和障碍。来自马尼托巴省、萨斯喀彻温省和阿尔伯塔省的教育工作者完成了一项关于 SEL 可行性的在线调查,并报告了五个可行性领域:(1) 对 SEL 的态度,(2) 有关 SEL 的知识,(3) 工作压力,(4) 实施 SEL 的资源,以及 (5) SEL 实践。结果表明,对 SEL 的积极态度能显著预测循证 SEL 实施可行性的提高。此外,知识和资源的获取也预示着加拿大草原省教育工作者的 SEL 实践会增加。对开放式回答的分析与定量结果一致。具体来说,加拿大教育工作者对 SEL 计划持积极态度,但与之前在其他国家进行的研究一样,他们表示需要更好地获得 SEL 培训和资源(例如,更多的时间来计划和教授 SEL、资金和计划材料)。本研究在加拿大有一个独特的发现,那就是一些普拉瑞加拿大教育工作者表示,他们缺乏用于 SEL 计划的法语材料,这阻碍了计划的实施。为了在加拿大大草原地区的学校有效实施以证据为基础的 SEL,政策制定者必须解决加拿大教育工作者所指出的障碍,如增加 SEL 培训和资源,以及容易获得适当的法语材料。
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引用次数: 0
Scope of School Psychological Practice in Germany: Part 1 德国学校心理实践的范围:第一部分
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-30 DOI: 10.1177/08295735231226195
Alexa von Hagen, Bettina Müller, Natalie Vannini, Nils Rublevskis, Mirijam Schaaf, Stephan Jeck, Marion Müller-Staske, Gerhard Bachmann, Anna Sedlak, Joanna Wegerer, Gerhard Büttner
Many countries rely on statements issued by professional associations to delimit the scope of school psychological practice. It is, however, not always clear to what extent these statements match current practices and school psychologists’ self-perception of their professional role, as empirical data is often unavailable or limited. This study aims to address this gap by collecting empirical data on the scope of school psychological practice in Germany. In a mixed method study, we first applied the Delphi technique to develop a questionnaire in collaboration with school psychological experts from different federal states of Germany. Second, we collected information on federal policies through semi-structured interviews with regional experts. Third, we invited a representative sample of school psychologists to complete the questionnaire developed through the Delphi technique. In this first report, we focus on the Delphi procedure and overall results of the survey describing the scope of school psychological practice in Germany at a country-wide level. These findings provide a detailed characterization of the broad and heterogeneous scope providing an evidence-base for future research and political decision-making.
许多国家依靠专业协会发布的声明来划定学校心理学实践的范围。然而,这些声明在多大程度上符合当前的实践以及学校心理学家对其专业角色的自我认知,这一点并不总是很清楚,因为实证数据往往缺乏或有限。本研究旨在通过收集有关德国学校心理实践范围的实证数据来填补这一空白。在一项混合方法研究中,我们首先应用德尔菲技术,与来自德国不同联邦州的学校心理专家合作开发了一份调查问卷。其次,我们通过与地区专家进行半结构化访谈,收集有关联邦政策的信息。第三,我们邀请具有代表性的学校心理学家样本完成通过德尔菲技术制定的调查问卷。在这第一份报告中,我们重点介绍了德尔菲程序以及在全国范围内描述德国学校心理学实践范围的总体调查结果。这些结果详细描述了广泛而多样的范围,为今后的研究和政治决策提供了证据基础。
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引用次数: 0
Clinical Assessment in School Psychology: Impervious to Scientific Reform? 学校心理学的临床评估:无法进行科学改革?
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-08 DOI: 10.1177/08295735231224052
S. C. Dombrowski, Ryan J. McGill
Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology where test authors and creators of interpretive and diagnostic systems make theoretical and empirical justification for their claims with correlational research and factor analysis. Although these methodologies may appear to support an underlying theory or interpretive approach, they can produce divergent results depending upon sample size and methodological choice. Consequently, greater replication and reproduction is required. Federal and state law in the United States may perpetuate low value practices among practitioners who view them as acceptable since they are legal. School psychology does not have regulatory agencies to oversee practices. All of these influences impinge on scientific progress in cognitive assessment and SLD identification. Fortunately, Canada is not beholden to omnibus special education law so its academic institutions and agencies (e.g., school districts) may be better poised to engender scientific progress in cognitive assessment and SLD identification.
在美国,由于学校心理学受到跨学科的影响,同时又必须遵守联邦和各州的法律,认知评 估和特殊学习障碍(SLD)鉴定领域的科学进展一直很缓慢,甚至可以说是停滞不前。在学校心理学中,将某一学科的研究推而广之到评估领域是很常见的,测试作者和 解释与诊断系统的创建者通过相关研究和因素分析为他们的主张提供理论和经验上的 支持。尽管这些方法看似支持一种基本理论或解释方法,但根据样本大小和方法选择的不同,它们可能产生不同的结果。因此,需要进行更多的复制和再现。美国联邦和各州的法律可能会使从业人员中的低价值实践长期存在,他们认为这些实践是可以接受的,因为它们是合法的。学校心理学没有监管机构来监督实践。所有这些影响都阻碍了认知评估和 SLD 鉴定方面的科学进步。幸运的是,加拿大并不受制于总括性特殊教育法,因此其学术机构和机关(如学区)可以更好地促进认知评估和特殊学习障碍鉴定方面的科学进步。
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引用次数: 0
A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice 面向所有人的学校心理学:通过社会公正实现循证实践
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-01-08 DOI: 10.1177/08295735231224047
G. T. Schanding
Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.
一般来说,心理学(以及学校心理学)在建立和利用循证实践(EBP)方面与医学保持一致。最近,人们强烈呼吁并推动确保心理学发展并纳入社会公正原则,以保障公平、多样性和包容性,使所有人受益。本文探讨了学校心理学中与 EBP 和社会公正相关的一些问题,并指出了在研究和实践中出现的一些紧张关系。最后,作者认为,社会公正实践只会加强 EBP,该领域还有很多工作要做。
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引用次数: 0
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Canadian Journal of School Psychology
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