Pub Date : 2022-12-29DOI: 10.1177/01430343221147268
Oyundelger Enkhtur, Diana H Gruman, Michidmaa Munkhbat
Involving students in school improvement can yield many benefits for students and promote meaningful change in educational practices and policies. In this qualitative study, we centered the voices of Mongolian adolescents by soliciting their suggestions for improving safety and support in their schools. Reflexive thematic analysis was used to analyze written comments from 810 Mongolian secondary students grades 8 through 12, yielding five themes related to student voice, food, security, relationships, and holistic development. The aims of the study were to (a) identify similarities and differences between Mongolian student experiences and Western-based school climate research and (b) contribute to the dialogue about school improvement in Mongolia and other non-Western countries. Findings point to recommendations for providing adequate nutrition, ensuring safety, and meeting the basic psychological needs of students in Mongolian secondary schools.
{"title":"‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia","authors":"Oyundelger Enkhtur, Diana H Gruman, Michidmaa Munkhbat","doi":"10.1177/01430343221147268","DOIUrl":"https://doi.org/10.1177/01430343221147268","url":null,"abstract":"Involving students in school improvement can yield many benefits for students and promote meaningful change in educational practices and policies. In this qualitative study, we centered the voices of Mongolian adolescents by soliciting their suggestions for improving safety and support in their schools. Reflexive thematic analysis was used to analyze written comments from 810 Mongolian secondary students grades 8 through 12, yielding five themes related to student voice, food, security, relationships, and holistic development. The aims of the study were to (a) identify similarities and differences between Mongolian student experiences and Western-based school climate research and (b) contribute to the dialogue about school improvement in Mongolia and other non-Western countries. Findings point to recommendations for providing adequate nutrition, ensuring safety, and meeting the basic psychological needs of students in Mongolian secondary schools.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.1177/01430343221138038
Amanda Krause, J. David Smith
A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students’ psychosocial development in the school context.
{"title":"The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness","authors":"Amanda Krause, J. David Smith","doi":"10.1177/01430343221138038","DOIUrl":"https://doi.org/10.1177/01430343221138038","url":null,"abstract":"A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students’ psychosocial development in the school context.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47888092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1177/01430343221146558
Scott L. Graves
In their article Use of translated and adapted versions of the WISC-V: Caveat emptor, McGill and colleagues (2020) provide an excellent overview of issues related to the translation of cognitive assessment instruments into other languages and cultures. From a practical perspective, the translation of a psychological measure for use with a different population than it was originally developed is a dif fi cult endeavor, given differences in culture and language. The authors place a speci fi c emphasis on model development and the structural validity of the Wechsler Intelligence Scale for Children, 5th edition (WISC-V). More speci fi cally, the authors focus on the equating procedures used to validate the WISC-V Spanish and suggest that additional research is needed before it should be used. With that being said
{"title":"Assessing Black intelligence: National and international perspectives on standardization sample appropriateness","authors":"Scott L. Graves","doi":"10.1177/01430343221146558","DOIUrl":"https://doi.org/10.1177/01430343221146558","url":null,"abstract":"In their article Use of translated and adapted versions of the WISC-V: Caveat emptor, McGill and colleagues (2020) provide an excellent overview of issues related to the translation of cognitive assessment instruments into other languages and cultures. From a practical perspective, the translation of a psychological measure for use with a different population than it was originally developed is a dif fi cult endeavor, given differences in culture and language. The authors place a speci fi c emphasis on model development and the structural validity of the Wechsler Intelligence Scale for Children, 5th edition (WISC-V). More speci fi cally, the authors focus on the equating procedures used to validate the WISC-V Spanish and suggest that additional research is needed before it should be used. With that being said","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43300743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-18DOI: 10.1177/01430343221145668
Marcela Kappelmayer, Andrea Czar, Maria Tresca, P. D'adamo, M. Lozada
There is increasing evidence to show that compassion and altruism are highly beneficial when cultivated from an early age. In the present study we explore the benefits of an intervention programme that seeks to develop affective empathy, compassion and altruism in 9-year-old children from a school of Buenos Aires, Argentina. A pretest-posttest controlled study was carried out with 48 children, half of whom carried out the intervention. The remaining children, who constituted the waitlist group, participated in academic tutoring activities conducted by the same research team. The intervention was successful in promoting children's altruistic and compassionate attitudes, evidenced by the results obtained in the universal altruism test, social integration, and affective response. Effect sizes ranged from medium to large in the intervention group. These positive findings were not observed in the waitlist group (non-significant effect sizes). This study shows that children's self-awareness and awareness of others tend to foster compassion and affective empathy, contributing to individual and collective well-being.
{"title":"A school intervention promotes compassion, empathy and social relationships in children","authors":"Marcela Kappelmayer, Andrea Czar, Maria Tresca, P. D'adamo, M. Lozada","doi":"10.1177/01430343221145668","DOIUrl":"https://doi.org/10.1177/01430343221145668","url":null,"abstract":"There is increasing evidence to show that compassion and altruism are highly beneficial when cultivated from an early age. In the present study we explore the benefits of an intervention programme that seeks to develop affective empathy, compassion and altruism in 9-year-old children from a school of Buenos Aires, Argentina. A pretest-posttest controlled study was carried out with 48 children, half of whom carried out the intervention. The remaining children, who constituted the waitlist group, participated in academic tutoring activities conducted by the same research team. The intervention was successful in promoting children's altruistic and compassionate attitudes, evidenced by the results obtained in the universal altruism test, social integration, and affective response. Effect sizes ranged from medium to large in the intervention group. These positive findings were not observed in the waitlist group (non-significant effect sizes). This study shows that children's self-awareness and awareness of others tend to foster compassion and affective empathy, contributing to individual and collective well-being.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45240874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-18DOI: 10.1177/01430343221133499
Jacqueline L. Tilley, J. M. Farver
Emerging research suggests that adolescents at high-achieving schools (HAS) in Western societies are at elevated risk for problem behaviours. This cross-sectional study explored whether adolescents attending HAS in a non-Western setting show similar risk patterns and if contextual (school-, family-, and peer-based) factors typically associated with the excessive pressures to achieve predict these problems. Participants were 237 adolescents (14–18 years old), and one of their parents, who were recruited from high-achieving private schools in Hong Kong. The parent-child dyads completed questionnaires on youth internalizing and externalizing problems and perceived stressors. Multiple linear regressions were conducted to test whether academic demands, parent-related stressors, and social status among peers were associated with youth problem behaviours, after controlling for age and gender. The study found that nearly half of the female adolescents and over a third of the males met borderline-clinical levels (≥ 86%ile) of internalizing problems; moreover, more females than males met clinical criteria (≥ 98%ile) for self-reported externalizing problems and parent-reported internalizing problems. Academic demands, parent-related stressors, and social status among peers predicted youth-reported internalizing problems; and the latter two factors contributed parent-reported internalizing problems. However, only parent-related stressors significantly predicted youth- and parent-reported externalizing problems. The findings provide preliminary indication that HAS adolescents from Hong Kong may be an “at risk” group, highlighting the need for increased awareness and targeted interventions.
{"title":"Contextual predictors of internalizing and externalizing problems among adolescents from high-achieving private schools in Hong Kong","authors":"Jacqueline L. Tilley, J. M. Farver","doi":"10.1177/01430343221133499","DOIUrl":"https://doi.org/10.1177/01430343221133499","url":null,"abstract":"Emerging research suggests that adolescents at high-achieving schools (HAS) in Western societies are at elevated risk for problem behaviours. This cross-sectional study explored whether adolescents attending HAS in a non-Western setting show similar risk patterns and if contextual (school-, family-, and peer-based) factors typically associated with the excessive pressures to achieve predict these problems. Participants were 237 adolescents (14–18 years old), and one of their parents, who were recruited from high-achieving private schools in Hong Kong. The parent-child dyads completed questionnaires on youth internalizing and externalizing problems and perceived stressors. Multiple linear regressions were conducted to test whether academic demands, parent-related stressors, and social status among peers were associated with youth problem behaviours, after controlling for age and gender. The study found that nearly half of the female adolescents and over a third of the males met borderline-clinical levels (≥ 86%ile) of internalizing problems; moreover, more females than males met clinical criteria (≥ 98%ile) for self-reported externalizing problems and parent-reported internalizing problems. Academic demands, parent-related stressors, and social status among peers predicted youth-reported internalizing problems; and the latter two factors contributed parent-reported internalizing problems. However, only parent-related stressors significantly predicted youth- and parent-reported externalizing problems. The findings provide preliminary indication that HAS adolescents from Hong Kong may be an “at risk” group, highlighting the need for increased awareness and targeted interventions.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46664453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-20DOI: 10.1177/01430343221122454
L. Looney, Eugene H. Wong, Kevin P. Rosales, Florissell Rosales, Gisselle Tirado
Considerable research has documented the impact of teacher perceptions on students’ academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences in the classroom. What remains unclear is whether teachers perceive changes that result from interventions administered outside of their classrooms. The purpose of this study was to examine changes in teacher perceptions of working memory and executive function concerns (two important predictors of academic success) among students who participated in a computerized cognitive training program designed to enhance working memory skills. The current results indicate that teachers perceived fewer concerns following students’ participation in the training; this outcome was supplemented with significant improvements in the students’ working memory capabilities following the training program. These findings have important implications given the literature highlighting the relation between teacher perceptions and student outcomes as a function of a school-based computerized cognitive training intervention.
{"title":"Teacher perceptions of working memory and executive function improvements following school-day cognitive training","authors":"L. Looney, Eugene H. Wong, Kevin P. Rosales, Florissell Rosales, Gisselle Tirado","doi":"10.1177/01430343221122454","DOIUrl":"https://doi.org/10.1177/01430343221122454","url":null,"abstract":"Considerable research has documented the impact of teacher perceptions on students’ academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences in the classroom. What remains unclear is whether teachers perceive changes that result from interventions administered outside of their classrooms. The purpose of this study was to examine changes in teacher perceptions of working memory and executive function concerns (two important predictors of academic success) among students who participated in a computerized cognitive training program designed to enhance working memory skills. The current results indicate that teachers perceived fewer concerns following students’ participation in the training; this outcome was supplemented with significant improvements in the students’ working memory capabilities following the training program. These findings have important implications given the literature highlighting the relation between teacher perceptions and student outcomes as a function of a school-based computerized cognitive training intervention.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46492187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1177/01430343221135179
M. Freiermuth, Angela Karsten Tsunoda, Diego Oliveira, E. Muramoto, L. Nagatani, Yukiko Nakajima
This study discusses the disparity in numbers between Japanese children and their Brazilian immigrant peers concerning placement in Japanese special education classes. In-depth interviews were conducted with 21 stakeholders including Japanese nationals and Brazilian immigrants to see if there were any ways to explain the larger numbers of immigrant children assigned to such classes. Five main factors affecting the stakeholders emerged: Linguistic and Cultural Related Misunderstandings of Information, Limitations Concerning Counseling and Educational Planning, Requests for Improving the Support System for Non-Japanese Students, Importance of a Second Opinion, and Cultural and Linguistic Effects when Evaluating Non-Japanese Students. The study provides policy recommendations aimed at improving the support system for immigrant communities who face a variety of stresses living in an unfamiliar culture.
{"title":"Examining the imparity of immigrant children enrolled in special education classes in Japan: Roots and recommendations","authors":"M. Freiermuth, Angela Karsten Tsunoda, Diego Oliveira, E. Muramoto, L. Nagatani, Yukiko Nakajima","doi":"10.1177/01430343221135179","DOIUrl":"https://doi.org/10.1177/01430343221135179","url":null,"abstract":"This study discusses the disparity in numbers between Japanese children and their Brazilian immigrant peers concerning placement in Japanese special education classes. In-depth interviews were conducted with 21 stakeholders including Japanese nationals and Brazilian immigrants to see if there were any ways to explain the larger numbers of immigrant children assigned to such classes. Five main factors affecting the stakeholders emerged: Linguistic and Cultural Related Misunderstandings of Information, Limitations Concerning Counseling and Educational Planning, Requests for Improving the Support System for Non-Japanese Students, Importance of a Second Opinion, and Cultural and Linguistic Effects when Evaluating Non-Japanese Students. The study provides policy recommendations aimed at improving the support system for immigrant communities who face a variety of stresses living in an unfamiliar culture.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47751479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/01430343221130480
Scott L. Graves
reconceptualizing school safety Black students.
重新定义学校安全黑人学生
{"title":"Introduction: Revisiting Albert Sidney Beckham","authors":"Scott L. Graves","doi":"10.1177/01430343221130480","DOIUrl":"https://doi.org/10.1177/01430343221130480","url":null,"abstract":"reconceptualizing school safety Black students.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44463880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1177/01430343221130494
Sally L. Grapin, Amity Noltemeyer
As a whole, the field of school psychology has become increasingly attuned to its historical and contemporary role in perpetuating systemic racism, particularly anti-Black racism in the United States. Scholars have pointed to evidence of racism across all areas of school psychologists’ professional work, including their research (e.g., Grant et al., 2022), practice (e.g., Albritton et al., 2021), and training (e.g., Proctor & Truscott, 2012). One critical yet often overlooked way in which school psychologists have perpetuated racism is through the recounting of their field’s history. In particular, the centering of whiteness has resulted in the marginalization of ideas and innovations of psychologists of color, who have been instrumental in advocating for a more inclusive field since its inception. As Co-Editors of School Psychology International (SPI), we are grateful for the opportunity to publish this special issue titled, “Revisiting Albert Sidney Beckham: Contemporary Applications for Research and Practice.” In recent editorials (Noltemeyer & Grapin, 2021, 2022), we identified several interrelated goals reflecting the journal’s larger commitment to advancing social justice and equity in school psychology. One of these goals involved inviting contemporary reflections and commentaries on a classic article around social justice from SPI’s previous scholarship. In light of the significant injustices impacting Black school psychologists and Black youth, we invited Dr. Scott Graves, Associate Professor of School Psychology at the
{"title":"A note from the Co-Editors of School Psychology International","authors":"Sally L. Grapin, Amity Noltemeyer","doi":"10.1177/01430343221130494","DOIUrl":"https://doi.org/10.1177/01430343221130494","url":null,"abstract":"As a whole, the field of school psychology has become increasingly attuned to its historical and contemporary role in perpetuating systemic racism, particularly anti-Black racism in the United States. Scholars have pointed to evidence of racism across all areas of school psychologists’ professional work, including their research (e.g., Grant et al., 2022), practice (e.g., Albritton et al., 2021), and training (e.g., Proctor & Truscott, 2012). One critical yet often overlooked way in which school psychologists have perpetuated racism is through the recounting of their field’s history. In particular, the centering of whiteness has resulted in the marginalization of ideas and innovations of psychologists of color, who have been instrumental in advocating for a more inclusive field since its inception. As Co-Editors of School Psychology International (SPI), we are grateful for the opportunity to publish this special issue titled, “Revisiting Albert Sidney Beckham: Contemporary Applications for Research and Practice.” In recent editorials (Noltemeyer & Grapin, 2021, 2022), we identified several interrelated goals reflecting the journal’s larger commitment to advancing social justice and equity in school psychology. One of these goals involved inviting contemporary reflections and commentaries on a classic article around social justice from SPI’s previous scholarship. In light of the significant injustices impacting Black school psychologists and Black youth, we invited Dr. Scott Graves, Associate Professor of School Psychology at the","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41837959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1177/01430343221127435
Maryann Jortveit
This qualitative study examines cross-professional collaboration between Educational-Psychological Service (EPS) counsellors and school teachers who have pupils with special needs in their class. Research shows that EPS counsellors spend much time writing assessment reports, that they do not have much presence in school and that there is a power imbalance between the collaborating parties. The collaboration may be experienced as imbalanced because the teacher is dependent on the EPS counsellors’ expertise and assessment reports for special teaching resources to be made available for pupils. Six teachers have been interviewed about their collaboration with EPS staff. The thematically analysed findings show that the teachers generally have good collaboration with the counsellors and trust them. However, they feel vulnerable because their teaching is being assessed, and they depend on the EPS report’s recommendations for resources. The informants feel that the typical signs of an equal collaboration relationship are when the partners have a good dialogue and mutual trust. A role clarification between the collaboration parties is needed, where there is trust, acknowledgement and mutual respect. This will in turn inspire a collaboration that leads to changes in the teaching situation and to special teaching measures for the pupils with special needs.
{"title":"Collaboration between teachers and educational-psychological service counsellors","authors":"Maryann Jortveit","doi":"10.1177/01430343221127435","DOIUrl":"https://doi.org/10.1177/01430343221127435","url":null,"abstract":"This qualitative study examines cross-professional collaboration between Educational-Psychological Service (EPS) counsellors and school teachers who have pupils with special needs in their class. Research shows that EPS counsellors spend much time writing assessment reports, that they do not have much presence in school and that there is a power imbalance between the collaborating parties. The collaboration may be experienced as imbalanced because the teacher is dependent on the EPS counsellors’ expertise and assessment reports for special teaching resources to be made available for pupils. Six teachers have been interviewed about their collaboration with EPS staff. The thematically analysed findings show that the teachers generally have good collaboration with the counsellors and trust them. However, they feel vulnerable because their teaching is being assessed, and they depend on the EPS report’s recommendations for resources. The informants feel that the typical signs of an equal collaboration relationship are when the partners have a good dialogue and mutual trust. A role clarification between the collaboration parties is needed, where there is trust, acknowledgement and mutual respect. This will in turn inspire a collaboration that leads to changes in the teaching situation and to special teaching measures for the pupils with special needs.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45527741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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