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Validation of a social emotional wellness survey among Japanese elementary school students The Educational and Developmental Psychologist Pub Date : 2021-03-29 Junko Iida, Ayako Ito, Ikuko Aoyama, Kie Sugimoto, Hiroko Endo, Meiki Chan, Michel J. Furlong
ABSTRACT Objective: This study investigated the validity of the Social Emotional Health Survey–Primary (SEHS-P;Furlong et al., 2013), which assesses four wellness dispositions (gratitude, optimism, zest, and persistence) associated with positive youth development. Method: The sample included 995 Japanese elementary school students (Grades 4-6) attending one of four schools in and nearby Tokyo. A confirmatory
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Understanding Samir: educational difficulties of a high school student from refugee background The Educational and Developmental Psychologist Pub Date : 2021-03-28 Nigar G. Khawaja, Glenn Howard
ABSTRACT Students from refugee background enter Australian schools to pursue their educational goal. Though most do well academically, a few encounter educational difficulties and struggle to acquire English language. An exploratory qualitative case study approach was used to investigate factors contributing to poor development of English language and academic progress and challenges associated with
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Understanding the perceived psychological distress and health outcomes of children during COVID-19 pandemic The Educational and Developmental Psychologist Pub Date : 2021-03-23 Gyanesh Kumar Tiwari, Ajit Kumar Singh, Priyanka Parihar, Ruchi Pandey, Devaki Nandan Sharma, Pramod Kumar Rai
ABSTRACT Objective: The study explored the impacts of restrictions on the perceived psychological distress and health outcomes in children by their mothers who acted as their full-time caregivers during the pan-India lockdown after the outbreak of COVID-19. Method: A narrative qualitative research design was used and a purposive heterogeneous sample of 20 mothers of children aged 9–11 years were chosen
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Audio description accompanying video content as a compensatory tool in socialization and cognitive-linguistic development of children with visual impairment: the search for theory for alternative AD application The Educational and Developmental Psychologist Pub Date : 2021-03-22 Monika Zabrocka
ABSTRACT Purpose: This article’s aim is to discuss the potential of audio description (AD) in two contexts: (1) developmental and educational difficulties experienced by children with low vision or total blindness; (2) psycho-social importance of access to mass media by children and adolescents. Method: The considerations presented here are formed on the basis of a literature review and – by referring
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The relationship between family processes and school absenteeism and dropout: a meta-analysis The Educational and Developmental Psychologist Pub Date : 2021-03-10 Sallyanne A. Marlow, Neelofar Rehman
ABSTRACT School absenteeism and dropout can have long-term detrimental consequences for young people. It is empirically established that children exposed to positive family processes (PFP) such as parental involvement, support, and high educational expectations have a reduced likelihood of being absent and dropping out of school. In contrast, negative family processes (NFP) such as conflict, maltreatment
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Enhancing empathy in preschoolers: a comparison of social and emotional learning approaches The Educational and Developmental Psychologist Pub Date : 2021-03-03 Danielle Soliman, Erica Frydenberg, Rachel Liang, Jan Deans
ABSTRACT Objective: Social and Emotional Learning (SEL) is at the heart of preschool education. Although there are many SEL programmes to guide early childhood teachers’ practice, seldom has empathy been a focus for teaching or assessment. Method: This study examined methods to teach empathy in the early years and investigated skills that promote its development. Sixty-nine preschoolers (M = 54 months)
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Social axioms and domain-specific perceived academic control: a study of Filipino students The Educational and Developmental Psychologist Pub Date : 2021-03-01 Adonis P. David, Allan B. I. Bernardo
ABSTRACT The present study examined the general hypothesis that social axioms (social cynicism, social complexity, religiosity, reward for application, and fate control) have main and interacting effects on domain-specific perceived academic control. Social axioms that assume personal control over life outcomes were hypothesised to be positively associated with perceived academic control, whereas social
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The performance of children with intellectual giftedness and intellectual disability on the WPPSI-IVA&NZ The Educational and Developmental Psychologist Pub Date : 2021-02-24 Hannah Cruickshank Campbell, Christopher J. Wilson, Nicki Joshua
ABSTRACT Objective The Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition Australian and New Zealand Standardised Edition (WPPSI-IVA&NZ) is one of the most widely used intelligence assessments for children aged 2 years 6 months to 7 years 7 months. Given the impact of clinical and placement decisions that are supported by WPPSI-IVA&NZ results, it is important to provide evidence
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Improving children’s oral vocabulary with a dynamic intervention programme The Educational and Developmental Psychologist Pub Date : 2021-02-24 Edna Orr, Ronen Kasperski, Rinat Caspi, Smadar Hay
ABSTRACT Objective: Two agendas guided this study. The first is to report on a dynamic intervention programme that utilizes key developmental domains and strategies, such as emotional expression opportunities, motor activity, learning in groups, playful learning, and shared reading. The second is to explore the possibility that dynamic intervention can improve vocabulary growth in a low socioeconomic
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The exploration of the relationship between positive achievement emotions and academic success: testing the assumptions of the control-value theory of achievement emotions The Educational and Developmental Psychologist Pub Date : 2021-02-24 Barbara Balaž, Ivana Hanzec Marković, Andreja Brajša-Žganec
ABSTRACT Objective: The main purpose of this study was to examine the assumptions of the control-value theory of achievement emotions in the explanation of the relationship between positive achievement emotions and academic success. Method: The study was conducted among 513 high school students (341 female) from two high schools in Zagreb, Croatia. Participants’ academic control, positive class- and
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Social ostracism in school context: academic self-concept, prosocial behaviour, and adolescents’ conduct problems The Educational and Developmental Psychologist Pub Date : 2021-02-24 Gökmen Arslan
ABSTRACT Objective: Social ostracism is a serious psychosocial pattern because of its detrimental impact on adolescents’ adjustment and school functioning. The objective of present study was to examine whether academic self-concept and prosocial behaviour mediated the association of social ostracism with conduct problems among adolescents. Method: Participants of the study comprised 337 adolescents
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Recent advances in reading instruction The Educational and Developmental Psychologist Pub Date : 2020-12-03 Kevin Wheldall, Nicola Bell
(2020). Recent advances in reading instruction. The Educational and Developmental Psychologist: Vol. 37, No. 2, pp. 95-96.
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Teaching irregular words: What we know, what we don-t know, and where we can go from here The Educational and Developmental Psychologist Pub Date : 2020-12-03 Danielle Colenbrander, Hua-Chen Wang, Tara Arrow, Anne Castles
Abstract Instruction in regular letter-sound relationships is a key element of teaching children to read. However, in the English language, many words have irregular spellings (e.g. said, are, yacht). What is the best way to help children learn to read these words? To date, a number of different viewpoints have been put forward, but these viewpoints are seldom directly compared, and there is very little
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Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers The Educational and Developmental Psychologist Pub Date : 2020-12-03 Jennifer Buckingham
Abstract This article is a rejoinder to J.S. Bowers (2020), ‘Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction’, Educational Psychology Review (https://doi.org/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological connections between speech and print is an essential element of
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A national intervention in teaching phonics: A case study from England The Educational and Developmental Psychologist Pub Date : 2020-12-03 Rhona Stainthorp
Abstract At the start of the 21st century, literacy teaching in state primary schools was conducted under a framework guided by a National Literacy Strategy, which recommended a model of reading called ‘The Searchlights Model’. Early on it became clear that rises in performance predicted from adoption of this strategy were not happening. This led to a review of the effective teaching of early reading
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Instructional psychology and teaching reading: Ending the reading wars The Educational and Developmental Psychologist Pub Date : 2020-12-03 Jonathan E. Solity
Abstract This article explores the ‘reading wars’ from the perspective of instructional psychology, which focuses on the environmental and instructional factors that facilitate students’ progress in learning to read. It draws on research (computational analysis and classroom-based experimental studies) to inform a novel intervention that teaches reading through systematic synthetic phonics and real
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Teaching reading through Direct Instruction: A role for educational psychologists? The Educational and Developmental Psychologist Pub Date : 2020-12-03 Kerry Hempenstall
Abstract Educational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy
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Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative The Educational and Developmental Psychologist Pub Date : 2020-12-03 Linda S. Siegel
Abstract This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence
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Researching the efficacy of a reading intervention: An object lesson The Educational and Developmental Psychologist Pub Date : 2020-12-03 Kevin Wheldall, Robyn Wheldall, Nicola Bell, Jennifer Buckingham
Abstract Conducting classroom-based educational research trials is important for establishing the efficacy and effectiveness of specific instructional interventions. Such endeavours, however, are challenging to implement. This was made evident during a recent independent evaluation of the efficacy of the MiniLit program, wherein various difficulties emerged relating to the dosage and fidelity of instruction
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My journey in coping reseach and practice: The impetus and the relevance The Educational and Developmental Psychologist Pub Date : 2020-05-27 Erica Frydenberg
Abstract My journey in the field of stress and coping began in the mid 1980s when I was researching the rather new field of childhood depression. It was a relatively under-explored field, and as a clinical and educational psychologist it was becoming increasingly apparent that there were concerns of young people, with some of these reflected in their experiences of sadness and despair. However, as
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More than play: The impact of playgroup participation on culturally and linguistically diverse parents’ and carers’ degree of social support, connectedness and self-efficacy The Educational and Developmental Psychologist Pub Date : 2020-05-20 Lauren Deadman, Vicki L. McKenzie
Abstract Supported playgroups are a common form of intervention offered in Australian early childhood education. This study used interviews and quantitative measures to examine whether attending supported playgroups benefits culturally and linguistically diverse (CALD) parents’ or carers’ social support, connectedness, and parental self-efficacy (PSE). Thirty-five playgroup attendees completed three
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A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth The Educational and Developmental Psychologist Pub Date : 2020-05-11 Jenna Miller, Emily Berger
Abstract Aboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews
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Social exclusion and adolescent wellbeing: Stress, school satisfaction, and academic self-efficacy as multiple mediators The Educational and Developmental Psychologist Pub Date : 2020-05-04 Begum Satici
Abstract This study explored how social exclusion predicted adolescent wellbeing via stress, academic self-efficacy, and school satisfaction. Data were collected from 328 adolescents in Turkey. Mediation analyses revealed that the negative effects of social exclusion on wellbeing were partially mediated by stress, academic self-efficacy, and school satisfaction. Given its important role in students’
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Ways in which school psychologists can identify suitable apps for supporting the self-management of asthma by students The Educational and Developmental Psychologist Pub Date : 2020-04-28 Brett E. Furlonger, Jasmine Chung, Marko Ostojic, Margherita Busacca, Dennis W. Moore, Angelika A. Anderson, Katrina Phillips, Levita D’Souza
Abstract The effective management of chronic asthma requires long-term adherence to both pharmacotherapy and optimal self-management practices. The use of mobile applications (apps) offer a promising and cost-effective platform to support the self-management of asthma. However, students as consumers may not always be sufficiently knowledgeable to select the best app to link with the management of their
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‘Some people treat you like an alien’: Understanding the female athlete experience of belonging on campus The Educational and Developmental Psychologist Pub Date : 2020-04-24 Christopher D. Slaten, Jonathan K. Ferguson, Hayley A. Hughes, Dominick A. Scalise
Abstract College athletes across north America are often known on their respective college campuses for their athleticism, and spend a considerable amount of hours weekly engaging in their respective sport through practices, meetings, travelling and meals, to name a few. It is no wonder it is difficult for these students to feel fully engaged and connected on university campuses as students. Female
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Assessing cognitive inhibition in emotional and neutral contexts in children The Educational and Developmental Psychologist Pub Date : 2020-04-14 Eliana V. Zamora, Santiago Vernucci, Macarena del Valle, Isabel Introzzi, María M. Richard’s
Abstract Different studies indicate that emotions can interfere with the efficacy of inhibitory control. However, understanding this impact requires considering that inhibition is not a unitary construct. Cognitive inhibition is the process responsible for attenuating and resisting the interference of thoughts, representations, and memories that are irrelevant to the task at hand. Due to the relevance
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The relationship among children’s learning disabilities, working memory, and problem behaviours in a classroom setting: Three case studies The Educational and Developmental Psychologist Pub Date : 2020-03-25 Tracy Packiam Alloway, Rachel K. Carpenter
Abstract Over 2.4 million children in the public school system are diagnosed with a learning disability, including dyslexia and developmental dyscalculia. Previous research has shown that some teachers are unaware of the importance of working memory in a student’s academic and social realm and what working memory deficits may look like in the classroom. The relationship between learning disabilities
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Do little annoyances relate to bullying? The links between personality, attitudes towards classroom incivility, and bullying The Educational and Developmental Psychologist Pub Date : 2020-01-23 Natalie Spadafora, Jan C. Frijters, Danielle S. Molnar, Anthony A. Volk
Abstract Civility relates to following rules that typically are aimed at promoting positive social behaviour. A lack of civility can be either intentional (e.g., insulting a classmate) or unintentional (e.g., packing up early). Civility is an important issue within classroom settings because it not only influences classroom functioning, but may also serve as a gateway to more serious antisocial behaviour
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Adolescent experiences of app-integrated therapy The Educational and Developmental Psychologist Pub Date : 2019-12-26 Simone Gindidis, Sandra E. Stewart, John Roodenburg
Abstract Smartphone ownership estimates indicate the vast majority of young people are engaging with smartphone devices. The medium offers a promising opportunity for psychologists to connect with young people seeking help to traverse challenges with mental health, behaviour, learning and wellbeing. However, the views of young people using apps alongside face-to-face therapy remain largely unexplored
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Family warmth, self-perception, social competence, and friendships in emerging adulthood The Educational and Developmental Psychologist Pub Date : 2019-11-04 Albert Alegre, Mark J. Benson
Abstract This study examines the factors influencing friendship quality during emergent adulthood. Data were collected on a sample of 393 college students (age range 18–22, M = 20.01). Nine multi-item measures were used as indicators in this study. Seven scales were drawn from the Battery of Adolescent Measures (Benson & Faas, 2014). The other two were the pragmatic (social) language and the aloof
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A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy The Educational and Developmental Psychologist Pub Date : 2019-10-21 Kevin Wheldall, Nicola Bell, Robyn Wheldall, Alison Madelaine, Meree Reynolds, Sarah Arakelian
Abstract The aim of the present study was to determine the efficacy of a small-group reading instruction program that was delivered over two school terms to Australian students in Years 3 through 6. A large cohort (n = 239) of primary school children was assessed on their literacy skills before and after receiving ‘MacqLit’, a phonics-based program designed for older struggling readers. Parametric
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Emotion word comprehension in children aged 4–7 years The Educational and Developmental Psychologist Pub Date : 2019-10-21 Christelle Declercq, Pauline Marlé, Régis Pochon
Abstract Despite its importance for furthering social relationships, the development of the emotional lexicon has seldom been studied. Recent research suggests that during childhood, emotion words are acquired less rapidly than concrete words, but more rapidly than abstract words. The present study directly compared the comprehension of emotion words with the comprehension of concrete and abstract
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The Relationship Between Academic Trait Boredom, Learning Approach and University Achievement The Educational and Developmental Psychologist Pub Date : 2019-10-14 Brian Hemmings, Russell Kay, John G. Sharp
This study explored factors that influence academic achievement and hence, future career prospects. The relationships between the factors, academic trait boredom, approach to learning and academic achievement were examined using data collected from university students at a small English university and from their student records. The initial statistical analysis revealed significant effects of gender
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Secondary school teachers’ ability to recognise and refer students with differing levels of anxiety The Educational and Developmental Psychologist Pub Date : 2019-10-10 Nadine Missenden, Marilyn Campbell
Adolescents experiencing excessive anxiety are often under-identified in the school context, and consequently under-referred for in-school counselling or other mental health support. This is despite anxiety being the most prevalent mental health condition currently experienced by adolescents. The purpose of this study was to explore secondary teachers’ ability to recognise the need to refer adolescents
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Improving the quality of life of children and adolescents with autism spectrum disorders through athletic-based therapy programs The Educational and Developmental Psychologist Pub Date : 2019-07-30 Michelle Jimeno
Abstract Autism spectrum disorder (ASD) is a multifaceted disorder that is pervasive across sensory, behavioural, emotional, social and motor dysfunction. Research suggests up to 50% of children diagnosed with ASD demonstrate motor difficulties. An inability to perform complex motor movements often leads to preference for simple and sedentary activities. Furthermore, social communication difficulties
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Parent help-seeking behaviour: Examining the impact of parent beliefs on professional help-seeking for child emotional and behavioural difficulties The Educational and Developmental Psychologist Pub Date : 2019-07-24 Jennah Alonso, Emma Little
Abstract For children experiencing emotional and behavioural difficulties, parents are key gatekeepers to treatment access. However, despite the substantial prevalence of child mental health problems in Australia, there remains a significant disparity between the rate of children requiring treatment and the rate of parents actively seeking professional help for their child. Therefore, an understanding
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Educational and Developmental Psychology: Towards a united profession The Educational and Developmental Psychologist Pub Date : 2019-07-01 Kelly-Ann Allen
Educational and developmental psychologists work across a range of settings and populations, and while their roles may vary from country to country there are several commonalities, particularly in their ability to produce and disseminate quality research (Jimerson, Annan, Skokut, & Renshaw, 2009; Topping & Lauchlan, 2013). While there may be no one overarching international definition of educational
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A parenting intervention for middle childhood: An expansion of a Circle of Security intensive individual protocol The Educational and Developmental Psychologist Pub Date : 2019-06-17 Ellen Andrews
The intensive Circle of Security intervention is an attachment-based program that utilises video feedback to support parents to understand and respond to their children’s attachment needs. The original group format was developed into an individual protocol for flexible delivery and broad dissemination. This protocol, described elsewhere, has been previously meaningfully applied to caregiver-child dyads
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Neurodevelopmental therapy adherence in Australian parent-child dyads: The impact of parental stress The Educational and Developmental Psychologist Pub Date : 2019-06-03 Sharna J. Loader, Nindy Brouwers, Lisa M. Burke
Abstract Families with neurodevelopmental disorders engage in varied types of therapies to address behavioural, communication and cognitive challenges. Research suggests that consistent therapy adherence predicts positive therapy outcomes. The present study examined therapy adherence in 55 parent-child dyads where all children had been diagnosed with ASD, ADHD, and/or ID. Parents completed questionnaires
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‘It’s a lot trickier than I expected’: Assessment Issues and Dilemmas for Intern Psychologists The Educational and Developmental Psychologist Pub Date : 2019-05-31 Linda Gilmore, Marilyn Campbell
Abstract Beyond the basic information provided in foundation texts and test manuals, there is a notable scarcity of professional literature addressing complex issues and dilemmas in assessment. At times, psychologists need to make decisions based on their professional experience or personal preferences, and it is possible that some of these decisions are made without adequate justification or reflection
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Levels of problem behaviours and risk and protective factors In suspended and non-suspended students The Educational and Developmental Psychologist Pub Date : 2019-05-24 Daniel Quin
External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents
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Mental Health Literacy, Help-Seeking Behaviour and Wellbeing in Young People: Implications for Practice The Educational and Developmental Psychologist Pub Date : 2019-05-15 Prishini Ratnayake, Chelsea Hyde
Abstract Research indicates that individuals who have high levels of mental health literacy engage in help-seeking for mental health issues more in comparison to those with low mental health literacy. It is therefore important to ensure that young people are able to identify signs of psychological distress and identify appropriate supports and resources when necessary. Preliminary research has identified
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Learning to Cope: A CBT Evaluation Exploring Self-Reported Changes in Coping with Anxiety Among School Children Aged 5–7 Years The Educational and Developmental Psychologist Pub Date : 2018-10-16 Sylvia Ruocco, Nerelie C. Freeman, Louise A. McLean
This study examined the effects of a school-based cognitive-behavioural group intervention for anxiety in young children, Get Lost Mr Scary, on child self-reported anxiety and coping skills. Participants included 65 children (Mage = 6.50 years, SDage = 0.75) drawn from 13 public primary schools located in Western Sydney, Australia. The children participated in seven weekly 1-hour Get Lost Mr Scary
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Preservice Psychology Training About (Specific) Learning Differences The Educational and Developmental Psychologist Pub Date : 2018-09-20 Andrea Sadusky, Nerelie C. Freeman, Kate E. Jacobs, Andrea E. Reupert
What Australian psychologists currently learn about specific learning disorders (SLDs) through postgraduate-level training is not clear. Accordingly, the current Australia-wide study analysed 800 postgraduate psychology unit handbook entries to identify which courses teach about SLD and what they teach in this area. Only 2.38% of the identified units explicitly indicated SLD-related content, with 0
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Supervision and Collaborative Practice in Educational and Developmental Psychology The Educational and Developmental Psychologist Pub Date : 2018-06-14 Shane Costello
Psychologists have a vital role to play in schools. From identifying and treating complex psychopathology, through to using psychology as a tool to enrich lives by improving learning, facilitating positive developmental trajectories, and supporting social justice and advocacy, a school psychologist works in a complex and diverse space. In this way, any single day could include questions such as whether
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School Psychology and Supervision in Australia The Educational and Developmental Psychologist Pub Date : 2018-04-26 Nina Ding, Janene Swalwell
Clinical supervision is an essential feature of high-quality psychological practice. However, it has been under-investigated within the field of school psychology and particularly in Australia. An overview of the field of school psychology, its clinical supervision, and its use by school psychologists is provided. Past literature has suggested inadequate engagement with supervision among these practitioners
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Collaborative Practices Among Australian School Psychologists, Guidance Officers and School Counsellors: Important Lessons for School Psychological Practice The Educational and Developmental Psychologist Pub Date : 2018-04-10 Monica Thielking, Jason Skues, Vi-An Le
In Australia, policies such as the Better Outcomes in Mental Health Care initiative have been the impetus for improved collaboration between medical practitioners and psychologists in general. However, policies that promote collaboration between school psychologists and community mental health, health, justice and/or human services professionals are yet to occur. This is despite known benefits arising
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The School Experiences of Siblings of Children With Chronic Illness: Australian Parents’ Perceptions The Educational and Developmental Psychologist Pub Date : 2018-04-02 Lucy L. Gan, Alistair Lum, Claire E. Wakefield, Barbara M. Donnan, Glenn M. Marshall, Mary A. Burns, Adam Jaffe, Steven Leach, Daniel A. Lemberg, Joanna E. Fardell
Children with chronic illness often experience difficulties at school, yet little is known about the impact of the child's illness on siblings’ school experiences. This study investigated parents’ perceptions of siblings’ school experiences and school support. We conducted semi-structured telephone interviews with 27 parents of children with a chronic illness who had a sibling or siblings (4–25 years)
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Learning, Transitions, and Changing of the Guard The Educational and Developmental Psychologist Pub Date : 2017-12-01 Shane Costello
When I think of educational and developmental psychology, two words come to mind — learning, and transitions. Learning is of course the priority in formalised education, but also through our experiences across the lifespan. And as we grow and develop, transitions and change are inevitable. This edition of The Educational and Developmental Psychologist heralds another transition with a changing of the
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The Relationship Between Parent-Reported Coping, Stress, and Mental Health in a Preschool Population The Educational and Developmental Psychologist Pub Date : 2017-12-01 Neisha Kiernan, Erica Frydenberg, Jan Deans, Rachel Liang
The present study explored the component structure of coping in preschoolers as measured by the Children's Coping Scale — Revised (CCS-R) through principal component analysis (PCA). The study also examined the relationship between different coping patterns and mental health (as measured by the Strengths and Difficulties Questionnaire; SDQ) in preschoolers. One hundred and thirty-two parents of preschoolers
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Attachment Strength and Relationship Expectancies in the Prediction of Adolescent Stress and Depression The Educational and Developmental Psychologist Pub Date : 2017-10-09 Yun Lin Daphne Goh, Ross B. Wilkinson
Interpersonal relationships are the recent focus of research identifying protective factors in adolescent psychological health. Using an attachment theory perspective, this study examines the relationship of normative attachment strength and individual differences in attachment expectancies on self-reports of depression and stress in 511 Australian high school students. Attachment reorganisation was
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Associations Between Positive Mental Wellbeing and Depressive Symptoms in Australian Adolescents The Educational and Developmental Psychologist Pub Date : 2017-09-06 Corinne Zadow, Stephen Houghton, Simon C. Hunter, Michael Rosenberg, Lisa Wood
This study examined the association and directionality of effect between mental wellbeing and depressive symptoms in Australian adolescents. Data were collected on two occasions 21 months apart. At Time 1, 1,762 10- to 14-year-old adolescents from a range of socio-economic status areas participated. At Time 2 (T2), 1,575 participated again. On both occasions, the Short Warwick-Edinburgh Mental Wellbeing
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Children's Transition to School: Relationships Between Preschool Attendance, Cortisol Patterns, and Effortful Control The Educational and Developmental Psychologist Pub Date : 2017-07-01 James Hall, Ariel Lindorff
Aims: To determine whether distinct trends can exist in children's diurnal cortisol slopes as they transition to school, and the extent to which these trends relate to preschool attendance and/or exerted effortful control. Method: A secondary analysis of the anonymised data gathered for the UK Transition to School Study was carried out. 105 children were studied over a 12-month period during transition
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Progressive Educational and Developmental Psychology The Educational and Developmental Psychologist Pub Date : 2017-07-01 Christopher Boyle
In this issue, the focus of psychological issues in schools is the predominant feature. There are six articles covering various themes that are designed to enhance practice and research knowledge in educational and developmental psychology. The journal is attempting to regularly increase the number of articles per issue from five to at least six, and this is the second issue in a row where this has
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School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement The Educational and Developmental Psychologist Pub Date : 2017-06-13 Kelly-Ann Allen, Margaret L. Kern, Dianne Vella-Brodrick, Lea Waters
School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by National Assessment Program — Literacy and Numeracy
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Reconceptualising Relational Aggression as Strategic Communication: Girls, Goals, and Their Peer Groups The Educational and Developmental Psychologist Pub Date : 2017-04-24 Angela Page, Jennifer Charteris
Since its inception, relational aggression has been conceptualised as a set of destructive attempts by young girls to get their own way, and these aggressive acts have been demonised in public and media debate. This article challenges the prevailing developmental psychopathologisation literature to centre the focus on functionality, positioning relational aggression as a set of behaviours that are
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An Intervention to Retrain Attributions Using CBT: A Pilot Study The Educational and Developmental Psychologist Pub Date : 2017-04-03 Amira Bosnjak, Christopher Boyle, Alicia R. Chodkiewicz
The role of affective and cognitive factors in learning have long been recognised as imperative determinants of the learning process. Maladaptive styles with which we perceive and explain accomplishments and failures in achievement outcomes have an important motivational impact upon approach and avoidance behaviours towards academic tasks. Interventions to change these maladaptive styles are well established
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School Psychologists and Ethical Challenges The Educational and Developmental Psychologist Pub Date : 2017-03-20 Maryanne Kapoulitsas, Tim Corcoran
This research explored how psychologists working in the Victorian secondary state school system construct meaning around ethical practice. The specific aims of the research were to examine psychologists understanding of ethics in practice within schools and to explore challenges they faced regarding professional ethics when working in the education system. A qualitative design was adopted to explore
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Extracurricular Activity Intensity and Adolescent Risk-Taking: Exploring Interactive Effects of Contextual Risk and Coping Efficacy The Educational and Developmental Psychologist Pub Date : 2017-03-17 Gabriel P. Heaslip, Bonnie L. Barber
Adolescence is a period of heightened risk-taking. Therefore it is important to investigate positive settings that can facilitate healthy adolescent development and reduce risk-taking behaviour. This study investigated the relations between non-sporting extracurricular activity participation intensity and risky behaviour. Adolescents' coping efficacy was tested as a moderator between extracurricular
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The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice The Educational and Developmental Psychologist Pub Date : 2016-11-24 Tony Loughland, Penny Vlies
Teacher adaptability is a key disposition for teachers that has been linked to outcomes of interests to schools. The aim of this study was to examine how the broader disposition of teacher adaptability might be observable as classroom-based adaptive practices using an argument-based approach to validation. The findings from the initial phase of the validation study indicate that there is sufficient
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