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School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements School Psychology International (IF 2.056) Pub Date : 2024-03-14 Marisa Carvalho, Rosário Serrão, Heleza Azevedo, Joana Cruz, Diana Alves, Cristina Martins, Elisabete Marques, Marisa Fonseca, Nuna Tormenta, Teresa de Jesus, Sofia Ramalho
School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course
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Head teacher leadership behavior, class collective efficacy and school adjustment of junior high school students: A 2-2-1 multilevel mediation analysis School Psychology International (IF 2.056) Pub Date : 2024-03-07 Leishan Shi, Yuping Wu, Yanfang Zhou
Based on Bass' leadership theory and Bandura's social cognitive theory, we tested the direct relationship between head teacher transformational leadership behavior, head teacher transactional leadership behavior, and junior high school students’ school adjustment as well as explored the role of class collective efficacy in mediating this relationship. Surveying 5,083 junior high school students in
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Exploring the role of implicit theories of talent in subjective well-being, academic buoyancy, and perceived physical health: A study in the Philippine context School Psychology International (IF 2.056) Pub Date : 2023-03-23 Jana Patricia Millonado Valdez
Prior studies commonly emphasized the beneficial impacts of a growth mindset on students’ success and well-being. However, recent evidence cast doubts on the ability of a growth mindset to optimize...
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Academic resilience and test anxiety: The moderating role of achievement goals School Psychology International (IF 2.056) Pub Date : 2023-03-15 May Li Lim, Kah Loong Chue
The present study examined the associations of academic resilience and achievement goals with test anxiety, and the moderating role of achievement goals in the relation between academic resilience ...
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Patterns of relational aggression, narcissism, and self-esteem: Adolescents’ social goals unraveled School Psychology International (IF 2.056) Pub Date : 2023-02-09 Ioanna Voulgaridou, Constantinos M. Kokkinos, Kostas Fanti
This study applies latent profile analysis to identify profiles of adolescents differentiated on levels of relational aggression (RAgg), self-esteem, and narcissism. To understand the social aspect...
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Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending youth with experiences of marginalization School Psychology International (IF 2.056) Pub Date : 2023-01-31 Anastassios Matsopoulos, Linda Theron
This special issue is focused on the lessons learned from the COVID-19 health crisis, showcasing new cross-cultural research from different countries, such as rural/urban US, South Africa, and Aust...
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Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors School Psychology International (IF 2.056) Pub Date : 2023-01-19 Taerim Lee, So E. Hong, Jieun Kang, Sang M. Lee
This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. T...
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Arab and Jewish mothers’ decisions regarding treatment of their children with attention-deficit/hyperactivity disorder: A qualitative study School Psychology International (IF 2.056) Pub Date : 2023-01-08 Amal Shehadeh-Sheeny, Hadass Goldblatt, Orna 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 chil...
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Assessing gender difference in mathematics achievement School Psychology International (IF 2.056) Pub Date : 2023-01-04 Yujie Lu, Xuan Zhang, Xinlin Zhou
Gender differences in math-related professional achievements have been identified as a worldwide problem. Academic achievement assessments, however, have repeatedly revealed gender similarities. Th...
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‘Put students’ dreams first’: Student perspectives on secondary school climate improvement in Mongolia School Psychology International (IF 2.056) Pub Date : 2022-12-29 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 ...
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The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness School Psychology International (IF 2.056) Pub Date : 2022-12-20 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 resear...
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A school intervention promotes compassion, empathy and social relationships in children School Psychology International (IF 2.056) Pub Date : 2022-12-18 Marcela Kappelmayer, Andrea Czar, Maria Tresca, Paola D’Adamo, Mariana 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 ...
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Risks and opportunities for children's well-being in resource-constrained multigenerational households during COVID-19: Implications for school psychology interventions School Psychology International (IF 2.056) Pub Date : 2022-12-18 Kamleshie Mohangi
The coronavirus disease (COVID-19) pandemic had a global impact on family social and economic well-being. Individuals and families sought alternative living arrangements as a result of the financia...
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Student resilience to COVID-19-related school disruptions: The value of historic school engagement School Psychology International (IF 2.056) Pub Date : 2022-12-09 Linda Theron, Michael Ungar, Jan Höltge
Does historic school engagement buffer the threats of disrupted schooling – such as those associated with the widespread COVID-19-related school closures – to school engagement equally for female a...
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Towards best practice during COVID-19: A responsive and relational program with remote schools to enhance the wellbeing of Aboriginal and Torres Strait Islander students School Psychology International (IF 2.056) Pub Date : 2022-11-20 Janya McCalman, Nicole Caelli, Helen Travers, Veronica Graham, Ernest Hunter
PurposeFrom 2018, the Schools Up North (SUN) programme worked with three remote Australian schools to enhance their capability and resilience to support the wellbeing and mental health of Aborigina...
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Teacher perceptions of working memory and executive function improvements following school-day cognitive training School Psychology International (IF 2.056) Pub Date : 2022-11-20 Lisa 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 perce...
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Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending black South African youth aged 10 to 19 years old School Psychology International (IF 2.056) Pub Date : 2022-11-15 Jace Pillay
Several studies have highlighted the mental health challenges of children and youth during the COVID-19 pandemic lockdown period, especially, in relation to an escalation of depression, anxiety, an...
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Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation School Psychology International (IF 2.056) Pub Date : 2022-11-10 Fiona May, Gary E. Schaffer, Kelly-Ann Allen, Emily Berger, Alexa von Hagen, Vivian Hill, Zoe A. Morris, Stefanie Prior, Dianne Summers, Gerald Wurf, Andrea Reupert
COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists fr...
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Examining the imparity of immigrant children enrolled in special education classes in Japan: Roots and recommendations School Psychology International (IF 2.056) Pub Date : 2022-11-07 Mark R. Freiermuth, Angela Karsten Tsunoda, Diego Oliveira, Erica Maria Muramoto, Luzinete 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 cond...
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Collaboration between teachers and educational-psychological service counsellors School Psychology International (IF 2.056) Pub Date : 2022-09-26 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. R...
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Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change School Psychology International (IF 2.056) Pub Date : 2022-09-25 Suzannah B. Chatlos, Preeti G. Samudra, Jillian M. Magoon, Aquilas C. Lokossou
Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to res...
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Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022) School Psychology International (IF 2.056) Pub Date : 2022-09-23 Sally L. Grapin
This commentary offers a reflection on Proctor's (2022) contribution to the special issue. In particular, it focuses on three primary threads: (a) centering Black voices in school psychology's hist...
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The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers School Psychology International (IF 2.056) Pub Date : 2022-09-21 Aijah K. B. Goodwin, Anthony J. Roberson, Ar’Reon Watson, Grace L. Chen, Anna C. J. Long
Given the individual and systemic stress endured by children and families during the COVID-19 pandemic, research examining culturally responsive school experiences and supports to enhance resilienc...
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Can clinical judgement overcome flawed materials when assessing black children: The need for more intervention-based pedagogy and less assessment negligence School Psychology International (IF 2.056) Pub Date : 2022-09-21 Scott L. Graves
Albert Beckham, who was the first Black school psychologist in the U.S., frequently used intelligence tests with Black children. This usage required clinical decision making to explain the results ...
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Do parents have exam anxiety, too? The predictive role of irrational beliefs and perfectionism with parental exam anxiety in explaining students’ exam anxiety School Psychology International (IF 2.056) Pub Date : 2022-09-01 Kemal Baytemir
Objectives: Exam Anxiety is a condition influenced by both personal and environmental factors as well as cultural, family, and family-related systems. Accordingly, the current study aims at determi...
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Classroom practices and peer social status in junior high school School Psychology International (IF 2.056) Pub Date : 2022-09-01 Maria Rosaria Di Stasio, Robert Savage
This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed th...
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The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school School Psychology International (IF 2.056) Pub Date : 2022-08-01 Colleen R. O’Neal, Kristin Meyering, Leyla Babaturk, Nicole Gosnell, Hayley Weinberg
The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schoo...
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Perceived teacher empathy and teenagers’ positive academic emotions: The mediating effect of interpersonal emotion regulation School Psychology International (IF 2.056) Pub Date : 2022-07-11 Shuyin Wang, Xu Li, Jiamei Lu, Meiqi Yu
Although teacher empathy has an important influence on adolescents’ positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interp...
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Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents School Psychology International (IF 2.056) Pub Date : 2022-07-03 Elizabeth J. Edwards, Caitlin S. Taylor, Robert S. Vaughan
Smartphones have many characteristics that make them attractive to adolescents. Recent work, however, has established a link between smartphone-related problems and self-esteem (self-worth) and social anxiety (fear of social relations). To date, little is known about the characteristics underpinning these relationships in combination. Driven by theory, the present study examined the association between
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Universal crisis psychoeducational interventions in schools: A scoping review School Psychology International (IF 2.056) Pub Date : 2022-06-28 Michele Capurso, Simona De Stasio, Benedetta Ragni
In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, ...
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Loneliness and depressive symptoms among Australian female boarding school students School Psychology International (IF 2.056) Pub Date : 2022-06-19 Michelle Rudrum, Stephen Houghton, Ken Glasgow
Loneliness in adolescence is a risk factor for the development and maintenance of a myriad of mental health conditions, especially among females. Adolescent females in boarding schools spend prolonged periods away from family and may therefore be more prone to experiencing loneliness and depression. Research into this significant issue is limited, however. The present study compared the levels of loneliness
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Assessing measurement equivalence of PSC-17 across teacher and parent respondents School Psychology International (IF 2.056) Pub Date : 2022-06-19 Ruiqin Gao, Alyssa Raygoza, Christine Distefano, Fred Greer, Erin Dowdy
The Pediatric Symptom Checklist-17 (PSC-17) is a popular screening instrument used by parents and clinicians to assess children's behavioral functioning. However, more schools are examining the potential of the PSC-17 as part of a Multi-Tier System of Support framework. To investigate the potential of the PSC-17 in the schools, a sample of 1,779 U.S. preschool and kindergarten-aged children rated by
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The relation between nominations and traditional measures in the gifted identification process: A meta-analysis School Psychology International (IF 2.056) Pub Date : 2022-06-10 Francesco Marsili, Marta Pellegrini
This meta-analysis aimed to examine the relations between nominations and traditional measures to identify gifted students and between four forms of nominations. The article also identified potential moderators of the effect, including nomination form, school level, and type of traditional measure. A total of 29 studies were included, 26 of which analysed the association between nominations and traditional
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Adolescents’ academic achievement, mental health, and adverse behaviors: Understanding the role of resilience and adverse childhood experiences School Psychology International (IF 2.056) Pub Date : 2022-06-10 Aye Myat Myat Zaw, Nay Zar Win, Bang-on Thepthien
This study examined the relationship between exposure to adverse childhood experiences (ACEs) and health in adolescents with high or low levels of resilience. Data came from the 2020 Bangkok Behaviour Surveillance Survey (BBSS). Multivariate logistic regression analyses examined associations between ACEs and health conditions overall, and for adolescents with low versus high resilience on the Grotberg’s
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Videoconferencing-based cognitive behavioral therapy for youth with anxiety and depression during COVID-19 pandemic School Psychology International (IF 2.056) Pub Date : 2022-05-09 Burcu Uysal, Ebru Morgül, Feyzanur Taştekne, Dilruba Sönmez, Mehmed Seyda Tepedelen, Sümeyra Gülay, Iclal Eskioğlu Aydın, Hülya Evecek, Vahdet Gormez
The need for psychosocial intervention programmes to address the negative consequences of the COVID-19 pandemic and its associated lockdown restrictions on the mental health of young people is evident. Using a within subject pretest-posttest design, this study aimed to evaluate the effects of online Cognitive Behavioural Therapy (CBT)-based anxiety and depression management psychoeducation programmes
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Translating reports: School psychologists, knowledge-making and pedagogy School Psychology International (IF 2.056) Pub Date : 2022-05-09 Joanne Lindelauf
This paper is a post-qualitative inquiry (PQI) exploring how, and with what effect, school psychologists support the translation of psychoeducational reports into pedagogy for children who experience learning difficulties. Using the knowledge-making practices of three Australian school psychologists, and my own experience as a practicing school psychologist, Rhodes & Lancaster’s (2019) evidence-making
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COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice School Psychology International (IF 2.056) Pub Date : 2022-04-04 Andrea Reupert, Daliya Greenfeld, Fiona May, Emily Berger, Zoe A. Morris, Kelly-Ann Allen, Dianne Summers, Gerald Wurf
The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role
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Exploring self-care experiences of school counsellors: A qualitative study School Psychology International (IF 2.056) Pub Date : 2022-03-30 Zeynep Şimşir Gökalp
School counsellors are responsible for maintaining their well-being to provide quality service for the students. Self-care activities are the best way to preserve and enhance the well-being of counsellors. In this vein, this study aimed to discover the self-care experiences of school counsellors employing a qualitative approach. Fifteen licensed school counsellors (eight of whom were female) from various
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Adolescent bystanders’ moral emotions in cyberbullying School Psychology International (IF 2.056) Pub Date : 2022-03-22 Yea-Ji Hong, Kangyi Lee
The purpose of the current study was to extensively investigate not only bystander roles but also individual bystanders’ moral emotional responses in the context of cyberbullying based on the perpetrator's perceived popularity and the message type. Data from 566 adolescents in grade 7 attending six middle schools in South Korea were used to identify their bystander behavior and moral emotions in response
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Editorial notice School Psychology International (IF 2.056) Pub Date : 2022-03-16
Acknowledgement of Reviewers for SPI, 2021: The Editorial team at School Psychology International (SPI) journal would like to acknowledge the following colleagues who reviewed articles for the journal in 2021. We appreciate the time and expertise devoted to these reviews, which have substantially improved the quality of the journal.
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Prevalence and predictors of staff victimization of students in Kosovo School Psychology International (IF 2.056) Pub Date : 2022-03-07 Aliriza Arënliu, Rami Benbenishty, Kaltrina Kelmendi, Zamira Hyseni Duraku, Jon Konjufca, Ron Avi Astor
Student victimization by school staff members has important potential consequences for students’ academic achievement and physical and psychological outcomes. Several studies have shown that such victimization exists in multiple contexts and there is considerable variation in prevalence among contexts. This study examined the prevalence of student victimization in public schools by staff members and
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Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India School Psychology International (IF 2.056) Pub Date : 2022-03-02 Mackenzie J. Hart, Rahul Sable, Arundhuti Gupta, Jean Boddu, Samuel D. McQuillin
We report on the process of planning, adapting, and implementing a brief, instrumental, school-based mentoring curriculum originally developed in the United States, in three cities in India. India has the world’s largest population of young adults aged 10-24 years, a developmental period associated with heightened psychosocial stressors and the onset of mental health issues, as well as a dire shortage
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Examining the Importance of Rooting out Bias Through Culturally Responsive Clinical Judgement When Assessing Black Children School Psychology International (IF 2.056) Pub Date : 2022-02-15 Candice Aston,Leann Smith,Isaac Woods
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Longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness in Korean secondary school students School Psychology International (IF 2.056) Pub Date : 2022-02-01 Hyoyeon In
Although personal and environmental correlates of adolescents’ happiness have been found, the temporal direction of these relationships is less known. The present study explored the longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness during secondary school years in South Korea. Longitudinal data of 2,351 adolescents from three time points (Grades 7, 9, and
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From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology School Psychology International (IF 2.056) Pub Date : 2022-01-27 Sherrie L. Proctor
This article reflects on key ideas in Graves (2009) that are relevant to recruitment, retention, and inclusion of Black people in school psychology. The article begins with a critique of the field's lack of engagement with the ideas Albert Beckham introduced in the 20th century. Then, the article discusses issues that Black school psychologists are engaging today through their research and practice
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Reconceptualizing school safety for Black students School Psychology International (IF 2.056) Pub Date : 2022-01-27 Kamontá Heidelburg, Chavez Phelps, Tai A. Collins
Ensuring a psychologically and physically safe learning environment for students and staff is necessary for students to learn and grow and for teachers to teach. However, for Black students and other marginalized students, the school environment is often physically and emotionally unsafe and they are targeted by anti-Black policies and practices, ultimately producing inequitable outcomes. As such,
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Rural students’ achievement goal orientation choices: A qualitative analysis of the influential individuals and factors School Psychology International (IF 2.056) Pub Date : 2022-01-24 Mohammad Sajedifard, Zahra Sajedifard
This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates)
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Promoting equity and social justice in the peer review process: Tips for reviewers School Psychology International (IF 2.056) Pub Date : 2022-01-19 Lindsay Fallon,Sally 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
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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 School Psychology International (IF 2.056) Pub Date : 2022-01-11 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
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Positive Family Environment, General Distress, Subjective Well-Being, and Academic Engagement among High School Students Before and During the COVID-19 Outbreak School Psychology International (IF 2.056) Pub Date : 2021-12-31 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
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Do it yourself: The role of early self-care ability in social skills in Japanese preschool settings School Psychology International (IF 2.056) Pub Date : 2021-12-16 Zhu Zhu, Emiko Tanaka, Etsuko Tomisaki, Taeko Watanabe, Yuko Sawada, Xiang Li, Dandan Jiao, Ammara Ajmal, Munenori Matsumoto, Yantong Zhu, Tokie 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
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Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years School Psychology International (IF 2.056) Pub Date : 2021-12-13 Hans Bengtsson, Åsa Arvidsson, Beatrice 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
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Bereavement and educational outcomes in children and young people: A systematic review School Psychology International (IF 2.056) Pub Date : 2021-11-25 Tahli L. Elsner, Karolina Krysinska, Karl 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
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Exploring challenges in mental health service provisions for school-going adolescents in Sri Lanka School Psychology International (IF 2.056) Pub Date : 2021-10-26 H. Kaushi 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
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Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions School Psychology International (IF 2.056) Pub Date : 2021-08-29 Chryse Hatzichristou, Niki Georgakakou-Koutsonikou, Panayiotis Lianos, Aikaterini 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
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Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity School Psychology International (IF 2.056) Pub Date : 2021-08-26 Yi Ding, Tamique 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
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The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school School Psychology International (IF 2.056) Pub Date : 2021-08-03 Stelios N. Georgiou, Kyriakos Charalambous, Panayotis Stavrinides
The aim of this study was two-fold: to investigate the relationship between emotion regulation, dispositional mindfulness and bullying/victimization experiences at school, and to examine the mediating effects of internalizing and externalizing problems on this relationship. Self-reports measuring the above variables were completed by 444 adolescents (mean age 15.3) who attended high school in Cyprus
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Assessing the impact of the European resilience curriculum in preschool, early and late primary school children School Psychology International (IF 2.056) Pub Date : 2021-06-26 Celeste Simões, Anabela C. Santos, Paula Lebre, João R. Daniel, Cátia Branquinho, Tânia Gaspar, Margarida G. de Matos
Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed
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The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement School Psychology International (IF 2.056) Pub Date : 2021-05-18 Caterina Buzzai, Luana Sorrenti, Sebastiano Costa, Mary Ellen Toffle, Pina Filippello
The main purpose of this study is to investigate how students’ perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising
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Depression and anxiety among school adolescent females: A national study from Jordan School Psychology International (IF 2.056) Pub Date : 2021-05-18 Manar M. AlAzzam, Ahmad Y. AL-Sagarat, Nadin M. Abdel Razeq, Faris A. Alsaraireh
Depression and anxiety are major mental health concerns among adolescent females within the school community and inflect many implications for psychological service providers in schools. The aims of this descriptive correlational study are to estimate the prevalence of anxiety and depression among high school adolescent females in Jordan, and to determine the contributing factors associated with depression