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Promoting equity and social justice in the peer review process: Tips for reviewers 在同行评审过程中促进公平和社会正义:给评审员的提示
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-19 DOI: 10.1177/01430343211070165
Lindsay M. Fallon, Sally L. Grapin, Daniel S. Newman, Amity Noltemeyer
The purpose of this document is to provide manuscript reviewers with recommendations and self-reflection questions for monitoring biases and promoting equity and social justice in the peer review process. Bias may impact how manuscripts are evaluated from the pre-review (e.g., decision to accept a review invitation) through the recommendation stages of the peer review process and can ultimately impact which authors and voices, topics, methodologies, and methods are represented in scholarly literature. We hope that the recommendations and self-reflection questions in the document will assist reviewers in facilitating a more equitable review process. The tips and questions are focused specifically on issues of equity and social justice; they are not intended to represent a comprehensive set of all critical self-reflection questions a reviewer might consider. Although a team of leaders from School Psychology International and the Journal of Educational and Psychological Consultation developed these tips, we hope they are relevant to reviewers across journals in school and educational psychology as well as in other related fields. The tips are derived from various sources (e.g., APA, 2021; Buchanan et al., 2020; SAGE Publishing, 2021). We recognize that these tips, considerations, and self-reflection questions are not exhaustive or complete, but hope they highlight important considerations for reflection and action.
本文件旨在为审稿人提供建议和自我反思问题,以监测同行评审过程中的偏见并促进公平和社会正义。偏见可能会影响从预评审(例如,决定接受评审邀请)到同行评审过程的推荐阶段对手稿的评估,并最终影响学术文献中代表的作者和声音、主题、方法和方法。我们希望,文件中的建议和自我反思问题将有助于审查人员促进更公平的审查进程。提示和问题特别侧重于公平和社会正义问题;它们并不是要代表一组评论家可能会考虑的所有批判性自我反思问题。尽管来自《国际学校心理学》和《教育与心理咨询杂志》的一个领导团队开发了这些技巧,但我们希望它们与学校、教育心理学以及其他相关领域期刊的审稿人相关。这些提示来自各种来源(例如,APA,2021;Buchanan等人,2020;SAGE出版社,2021)。我们认识到,这些提示、考虑因素和自我反思问题并不详尽或完整,但希望它们能突出反思和行动的重要考虑因素。
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引用次数: 3
Working together towards social justice, anti-racism, and equity: One-year reflections on the joint commitment from school psychology international and journal of educational and psychological consultation 共同迈向社会公正、反种族主义与公平:《学校心理学国际》与《教育与心理咨询杂志》联合承诺的一年思考
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-11 DOI: 10.1177/01430343211070162
Amity Noltemeyer, Sally L. Grapin
As described in Noltemeyer and Grapin (2020) and Newman et al. (2020), one year ago the Editors and Editorial teams of School Psychology International (SPI) and the Journal of Educational and Psychological Consultation (JEPC) partnered to prioritize anti-racism, social justice, and equity in our journals’ practices and publications. At that time, we committed to eight action items over the subsequent year. In this brief editorial, we report on our ongoing work through the year, reflect on progress for each of the action items, and highlight additional priorities for the future. Although we worked collaboratively with the JEPC leadership team on this initiative, we focus here primarily on SPI processes and outcomes (see Newman et al., in press, for JEPC outcomes).
正如Noltemeyer和Grapin(2020)以及Newman等人(2020)所描述的那样,一年前,国际学校心理学(SPI)和教育与心理咨询杂志(JEPC)的编辑和编辑团队合作,在我们的期刊实践和出版物中优先考虑反种族主义,社会正义和公平。当时,我们承诺在接下来的一年里采取八项行动。在这篇简短的社论中,我们报告了我们全年正在进行的工作,反映了每个行动项目的进展情况,并强调了未来的其他优先事项。虽然我们与JEPC领导团队在这个项目上合作,但我们在这里主要关注SPI过程和结果(参见Newman等人的JEPC结果)。
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引用次数: 0
Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak 新冠肺炎爆发前和爆发期间高中生积极的家庭环境、普遍的痛苦、主观健康和学业投入
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-31 DOI: 10.1177/01430343211066461
José Concepción Gaxiola Romero, Antonio Pineda Domínguez, Eunice Gaxiola Villa, Sandybell González Lugo
The COVID-19 pandemic has altered the family dynamics of most people worldwide as well as the mode in which students take classes. The impact of such changes on students’ well-being, academic engagement, and general distress remains unknown. Therefore, this study aims to test the structural relations among positive family environment (a measure of Positive Home-Based Parent Involvement [HBI]), subjective well-being (SWB), general distress, and academic engagement, focusing on Mexican high school students. A longitudinal study was conducted covering two time points: before (T1) and during (T2) the COVID-19 outbreak. A sample of 502 students answered questionnaires in T1 whereas 111 did so in T2. Analyses were conducted using Mplus software. Principal results showed that the positive and significant association between positive family environment and SWB did not substantially change from T1 to T2, whereas the relation between positive family environment and academic engagement became stronger. Data revealed that a positive family environment can play an important role in promoting academic engagement among adolescent students despite the risks brought about by sanitary lockdowns and the increase of family interactions. Results are discussed highlighting the importance of positive family environments and HBI on academic outcomes for Mexican high school students.
新冠肺炎大流行改变了世界各地大多数人的家庭动态以及学生上课的模式。这些变化对学生的幸福感、学术参与度和普遍痛苦的影响仍然未知。因此,本研究旨在测试积极的家庭环境(衡量积极的家庭父母参与[HBI])、主观幸福感(SWB)、普遍困扰和学业参与之间的结构关系,重点是墨西哥高中生。进行了一项纵向研究,涵盖两个时间点:新冠肺炎爆发前(T1)和爆发期间(T2)。502名学生在T1阶段回答了问卷,而111名学生在T2阶段回答了。使用Mplus软件进行分析。主要结果表明,从T1到T2,积极的家庭环境与主观幸福感之间的正相关和显著相关没有显著变化,而积极的家庭氛围与学术参与之间的关系变得更强。数据显示,尽管卫生封锁和家庭互动增加带来了风险,但积极的家庭环境可以在促进青少年学生的学术参与方面发挥重要作用。讨论结果强调了积极的家庭环境和HBI对墨西哥高中生学业成绩的重要性。
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引用次数: 5
Arab and Jewish mothers’ decisions regarding treatment of their children with attention-deficit/hyperactivity disorder: A qualitative study 阿拉伯和犹太母亲对其患有注意力缺陷/多动障碍的孩子的治疗决定:一项定性研究
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-22 DOI: 10.1177/01430343221149697
Amal Shehadeh-Sheeny, Hadass Goldblatt, O. Baron-Epel
The use of medication for attention deficit hyperactivity disorder (ADHD) differs globally. Stimulant prescriptions for ADHD among Israeli Jewish children are four times higher than among Arab children. This qualitative study aimed to identify mothers and teachers’ attitudes regarding ADHD and what affects mothers’ decisions on whether to medicate their child diagnosed with ADHD. In-depth interviews were conducted with 23 Arab and Jewish mothers of children diagnosed with ADHD and 12 elementary school teachers. Data were analyzed using thematic analysis. Four themes were revealed, describing different perceptions of ADHD in the two ethnic groups: (1) medicalization of ADHD; (2) between guilt and sympathy: Mothers’ feelings toward ADHD; (3) social pressure and social norms; (4) stigmatization: Jewish mothers and teachers tended to perceive ADHD as a medical problem, whereas Arab mothers and teachers perceived it more as a childhood social behavior. Arab mothers reported guilt feelings relating to ADHD, whereas Jewish mothers felt sympathy toward their child. The social environment influenced Arab mothers more than Jewish mothers. Stigmatization was reported only by Arab mothers. Ethnic differences in ADHD perception may explain the differences in diagnosis and treatment. Educators and school psychologists should consider cultural factors when advising parents and planning educational programs for children with ADHD.
注意力缺陷多动障碍(ADHD)的药物使用在全球范围内各不相同。以色列犹太儿童多动症的兴奋剂处方是阿拉伯儿童的四倍。这项定性研究旨在确定母亲和教师对多动症的态度,以及是什么影响了母亲是否对被诊断为多动症的孩子进行药物治疗的决定。对23名患有多动症儿童的阿拉伯和犹太母亲以及12名小学教师进行了深入访谈。数据采用专题分析法进行分析。揭示了四个主题,描述了两个种族对多动症的不同看法:(1)多动症的医学化;(2) 内疚和同情之间:母亲对多动症的感受;(3) 社会压力和社会规范;(4) 污名化:犹太母亲和教师倾向于将多动症视为一个医学问题,而阿拉伯母亲和教师则更多地将其视为童年时期的社会行为。阿拉伯母亲报告说,多动症引起了内疚感,而犹太母亲则对孩子感到同情。社会环境对阿拉伯母亲的影响大于对犹太母亲的影响。只有阿拉伯母亲被污名化。多动症认知的种族差异可以解释诊断和治疗的差异。教育工作者和学校心理学家在为患有多动症的儿童提供建议和规划教育计划时,应考虑文化因素。
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引用次数: 1
Do it yourself: The role of early self-care ability in social skills in Japanese preschool settings 自己动手:日本学前教育环境中早期自我照顾能力在社交技能中的作用
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-16 DOI: 10.1177/01430343211063211
Zhu Zhu, E. Tanaka, E. Tomisaki, Taeko Watanabe, Yuko Sawada, Xiang Li, Dandan Jiao, Ammara Ajmal, Munenori Matsumoto, Yantong Zhu, T. Anme
Self-care ability and social skills are potential areas of difficulty for preschool children. However, values about young children's self-care ability are different worldwide. This longitudinal study examined the influence of early self-care ability on social skills at the end of the preschool years. Participants were 509 children recruited from kindergartens and child care centers across Japan, whose self-care ability and social skills were assessed at baseline year and three years later (Age of children in 2015 at baseline: M  =  35 months, SD  =  6.1 months). The study found that gender was significantly associated with social skills, while preschool facility entrance age was only associated with assertion skills. After controlling gender and entrance age, early self-care ability was still positively related to later assertion and cooperation (Assertion: OR  =  2.55, 95% CI  =  1.00–6.51; Cooperation: OR  =  3.15, 95% CI  =  1.23–8.07). Implications of the findings are discussed in the context of cultural diversity, highlighting the importance of cultivating children's age-appropriate self-care ability based on daily observations and evaluations.
自我照顾能力和社交技能是学龄前儿童潜在的困难领域。然而,世界各国对幼儿自我照顾能力的重视程度不同。这项纵向研究考察了早期自理能力对学龄前儿童社会技能的影响。参与者是从日本各地的幼儿园和儿童保育中心招募的509名儿童,他们的自我照顾能力和社交技能在基线年和三年后进行评估(2015年基线儿童年龄:M = 35个月,SD = 6.1个月)。研究发现,性别与社交技能显著相关,而幼儿园入学年龄仅与断言技能相关。在控制性别和入学年龄后,早期自我照顾能力仍与后期的断言和合作呈正相关(断言:OR = 2.55, 95% CI = 1.00-6.51;合作:OR = 3.15, 95% CI = 1.23-8.07)。在文化多样性的背景下讨论了研究结果的意义,强调了在日常观察和评估的基础上培养儿童适龄自我照顾能力的重要性。
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引用次数: 0
Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years 消极情绪和同伴地位:小学期间双向纵向影响的证据
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-13 DOI: 10.1177/01430343211063546
H. Bengtsson, Å. Arvidsson, B. Nyström
Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.
先前的研究表明,高负面情绪加上低同伴地位有利于儿童期临床发现的问题。这项三波纵向研究考察了在儿童中后期,负面情绪和同伴地位是如何随着时间的推移而联系在一起的。参与者从二年级(n = 90岁,平均年龄 = 8.85)和四年级(n = 119,平均年龄 = 10.81),随访2年。交叉滞后结构模型检验了教师报告的负面情绪和同伴对讨人喜欢的评价之间的并发和纵向关联,分别分析了外化情绪(愤怒)和内化情绪(悲伤和恐惧)。这两项分析都为一个概念模型提供了支持,在该模型中,高负面情绪会降低同伴地位,而低同伴地位反过来通过反馈循环,随着时间的推移会增加负面情绪。双向影响被解释为反映了一个交易过程,涉及负面情绪对社会行为的影响。研究结果强调了积极努力帮助具有高度负面情绪的儿童获得同学认可的必要性。
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引用次数: 2
Bereavement and educational outcomes in children and young people: A systematic review 儿童和年轻人的丧亲与教育结果:一项系统综述
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-11-25 DOI: 10.1177/01430343211057228
Tahli L. Elsner, K. Krysińska, K. Andriessen
Experiencing bereavement due to the death of a close person is rife in the lives of young people. This review aimed to investigate how bereavement affects educational outcomes of students at various educational levels and what factors may be involved in moderating these outcomes. The systemic review was conducted according to the PRISMA guidelines with searches of peer-reviewed literature in Embase, Emcare, Medline, PsycINFO and Scopus. Twenty-two studies (17 quantitative and 5 qualitative) were included. In general, bereavement can constitute a barrier to educational achievement in young people compromising academic performance, and educational engagement and attainment. Several factors can place young people at greater risk of experiencing this disadvantage and further research into these mechanisms and interventions to mitigate short- and long-term consequences, especially among high-risk groups, is warranted.
在年轻人的生活中,由于亲密的人去世而经历丧亲之痛是很普遍的。本综述旨在探讨丧亲之痛如何影响不同教育水平的学生的教育结果,以及哪些因素可能参与调节这些结果。系统评价按照PRISMA指南进行,检索了Embase、Emcare、Medline、PsycINFO和Scopus等同行评议文献。共纳入22项研究(17项定量研究,5项定性研究)。一般来说,丧亲之痛会对年轻人的学业成就构成障碍,影响他们的学习成绩、教育参与度和学业成就。有几个因素可能使年轻人面临更大的这种不利风险,有必要进一步研究这些机制和干预措施,以减轻短期和长期后果,特别是在高风险群体中。
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引用次数: 7
Exploring challenges in mental health service provisions for school-going adolescents in Sri Lanka 探索斯里兰卡在校生青少年心理健康服务提供方面的挑战
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-10-26 DOI: 10.1177/01430343211043062
H. Jayawardena, Gayani P. Gamage
Schools provide an ideal setting for early, accessible intervention according to research conducted in developed countries for adolescents experiencing adverse mental health (MH). Many schools in South Asia, however, lack structured and standardized school counselling services. Research indicates that where services do exist, students are reluctant to access them due to perceived high risks and low benefits in MH help seeking. This paper explores the challenges experienced in MH provision from the perspective of school counsellors. A qualitative approach was chosen, and three main themes emerged from the data using the thematic analysis: negative perceptions of MH and counselling, the unwillingness to invest in MH services, and the challenges inherent in the system itself. The findings reveal cultural implications behind these challenges and suggest grassroots level initiatives that can be implemented within schools to reduce the barriers to service provision without the need for legislative changes at a national level.
根据发达国家为经历不良心理健康(MH)的青少年进行的研究,学校为早期、可获得的干预提供了理想的环境。然而,南亚的许多学校缺乏结构化和标准化的学校咨询服务。研究表明,在确实存在服务的地方,学生们不愿意获得这些服务,因为他们认为寻求MH帮助的风险高,收益低。本文从学校辅导员的角度探讨了MH提供所面临的挑战。选择了定性方法,使用主题分析从数据中得出了三个主要主题:对MH和咨询的负面看法、不愿投资于MH服务以及系统本身固有的挑战。研究结果揭示了这些挑战背后的文化影响,并提出了可以在学校内部实施的基层举措,以减少提供服务的障碍,而无需在国家层面进行立法改革。
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引用次数: 3
Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions 在COVID-19大流行爆发初期评估学校社区需求:教师、家长和学生的看法
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-08-29 DOI: 10.1177/01430343211041697
C. Hatzichristou, Niki Georgakakou-Koutsonikou, Panayiotis Lianos, A. Lampropoulou, Theodora Yfanti
The COVID-19 pandemic has had an unprecedented impact on the lives of adults and children worldwide. Schools were among the first settings to be influenced by this crisis. Home confinement and school closure were implemented as necessary preventive measures creating a new way of living based on web-based communication. The aim of the study is to explore school community needs during the COVID-19 outbreak in Greece. The study followed a mixed methods design, consisting of a teacher, a parent and an adolescent survey. The sample entailed 1,157 participants (414 teachers, 487 parents and 256 adolescents). Quantitative data were collected using questionnaires. Qualitative data were collected using open-ended questions to explore participants’ adjustment and needs during the pandemic. Parents and teachers showed high propensity for anxiety and high levels of resilient coping. Health and adaptation concerns were evident in all samples. Teachers, parents and adolescents described helpful coping practices, primarily related to social support. The findings highlight the importance of supporting all school community members to cope with feelings of stress and anxiety during the pandemic and to identify and make use of helpful personal and social resources.
2019冠状病毒病大流行对全世界成人和儿童的生活产生了前所未有的影响。学校是最先受到这场危机影响的环境之一。居家隔离和学校关闭是必要的预防措施,创造了一种基于网络通信的新生活方式。该研究的目的是探索希腊COVID-19爆发期间学校社区的需求。该研究采用混合方法设计,包括一名教师、一名家长和一名青少年调查。该样本涉及1157名参与者(414名教师,487名家长和256名青少年)。采用问卷调查的方式收集定量数据。采用开放式问题收集定性数据,以探讨参与者在大流行期间的调整和需求。家长和教师表现出高度的焦虑倾向和高水平的弹性应对。健康和适应问题在所有样本中都很明显。教师、家长和青少年描述了一些有用的应对方法,主要与社会支持有关。调查结果强调了在大流行期间支持所有学校社区成员应对压力和焦虑情绪以及确定和利用有用的个人和社会资源的重要性。
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引用次数: 14
Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity 学校心理学双语研究生的招聘与留用:提高专业多样性的努力与挑战
IF 2.3 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-08-26 DOI: 10.1177/01430343211042655
Yi Ding, T. Ridgard, Su-Je Cho, Jiayi Wang
The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.
本文的主要目的是说明双语学校心理咨询师的招聘工作、策略和挑战,以服务于不同的学校。首先,我们解决了美国双语学校心理学家的严重和长期短缺问题,特别是在学生群体日益多样化的城市学校。然后,我们回顾了在一所城市大学的一所学校心理学课程中招募和留住双语研究生水平学习者的策略和努力。讨论了有关征聘和留用工作的定量数据。我们确定挑战和未来的方向,以增加学校心理学领域的多样性。
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引用次数: 2
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School Psychology International
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