A cross-cultural examination of preschool teacher cognitions and responses to child aggression
The associations among preschool teachers’ attributions about child responsibility, intentionality, knowledge, and the seriousness of hypothetical displays of children’s aggressive behavior are examined in United States (N = 82) and Vietnamese (N = 91) preschool teachers. The results suggest cross-cultural differences as well as similarities in the relations among preschool teachers’ cognitions, affect, and disapproval of physical aggression. Teachers’ perceptions of the seriousness of and their negative affective responses to aggression, but not their beliefs about intent, predict teacher disapprov...
Source: School Psychology International - March 18, 2014 Category: Psychiatry & Psychology Authors: Pochtar, R., Vecchio, T. D. Tags: Articles Source Type: research
Implementation of the Social Decision-Making Skills Curriculum on primary students (Grades 1-3) in Lebanon
This study investigated the effect of the Social Decision-Making Skills Curriculum (SDSC) on the emotional intelligence and the prosocial behaviors of primary students in Grades 1–3, in a private school in Lebanon. Students were trained in social problem-solving and social decision-making skills through the implementation of the SDSC. Participants were 80 students (29 students, experimental group; 51 controls). The SDSC was implemented in classrooms to students in the experimental group. A rating scale from this curriculum was used to determine the students’ profile in social decision-making and social-problem-...
Source: School Psychology International - March 18, 2014 Category: Psychiatry & Psychology Authors: Hassan, K. E., Mouganie, Z. Tags: Articles Source Type: research
Understanding gypsy children's conceptions of learning: A phenomenographic study
In Portugal, as in other European countries, gypsy children remain largely at the margins of the educational system. Their underachievement and the associated dropout rates from school are serious educational issues and factors contributing to their marginalization in society. However, there is limited research qualitatively examining the different ways in which gypsy children think about learning. The current study examined data provided by 26 Portuguese gypsy elementary school children ranging from 9- to 13- years-old. Data analysis presented an outcome space representing the gypsy children’s qualitatively differen...
Source: School Psychology International - March 18, 2014 Category: Psychiatry & Psychology Authors: Rosario, P., Nunez, J. C., Azevedo, R., Cunha, J., Pereira, A., Mourao, R. Tags: Articles Source Type: research
Does it work in Finland? School psychological services within a successful system of basic education
The Finnish educational system has become a subject of wide interest during the 2000s due to the country’s success in the OECD’s PISA surveys. One might expect that the challenges of school psychology would also have been solved successfully. However, in reality, Finnish school psychology is suffering from the same types of problems as in many other countries: No large-scale shift from reactive work to active promotion and prevention has taken place, and the number of school psychologists is insufficient. In the present article we delineate critical factors that have hindered the more adequate and effective use...
Source: School Psychology International - March 18, 2014 Category: Psychiatry & Psychology Authors: Ahtola, A., Niemi, P. Tags: Articles Source Type: research
The enhancement of community integration: Coping strategies of Chinese parents of children with Autism Spectrum Disorders
This study presents a collaborative research project by school psychologists and educators in Hong Kong. It investigated the coping strategies used by Chinese parents of children with Autism Spectrum Disorders (N = 380) to enhance their children’s community integration and how these strategies were related to their perceptions of community integration and willingness to engage their children in community activities. A factor analysis of questionnaire responses revealed three clusters of coping strategies: Constructive, avoidant, and confrontational strategies. Parents’ willingness to engage their children in co...
Source: School Psychology International - March 18, 2014 Category: Psychiatry & Psychology Authors: Wong, B. P. H., Lam, S.-f., Leung, D., Ho, D., Au-Yeung, P. Tags: Articles Source Type: research
Thai and Korean Students' perceptions about the roles and functions of school psychologists
The purpose of the present study was to compare Thai and Korean college students on their perceptions of the roles and functions of school psychologists. One hundred and ninety-three Thai college students and 238 Korean counterparts participated in this study. Students rated the importance of various roles/functions of a school psychologist and specified who should assume those roles/functions in the absence of a school psychologist. Results indicated that Thai education students rated the roles/functions of counselling students, intervention, consultation with teachers, and consultation with parents, significantly higher ...
Source: School Psychology International - March 18, 2014 Category: Psychiatry & Psychology Authors: Tangdhanakanond, K., Lee, D. H. Tags: Articles Source Type: research
The continued development and practice of school psychology in Singapore: Using REACH as an Illustration
This article describes a potential framework based on the cognitive-behavioral approach for working with children with disruptive behaviors and aggression in the school system. By combining REACH, a national collaborative framework, and evidence-based treatment programs, we provide a promising model of care to support children and their families in Singapore. (Source: School Psychology International)
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Ooi, Y. P., Ang, R. P., Ibrahim, N. H., Koh, D., Lee, P. Y., Ong, L. P., Wong, G., Fung, D. S. S. Tags: Regular articles Source Type: research
Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools
This study evaluated the effects of a universal mental health promotion intervention delivered in primary schools. Three hundred and seventeen 9- to 10-year-olds were randomly allocated by class group to intervention conditions (psychologist-led or teacher-led), or a comparison condition. Coping and anxiety were measured pre- and post-intervention and at six-month follow-up. Significant anxiety reduction and improved coping were found post-intervention and at follow-up. There were no significant differences between the teacher- and psychologist-led intervention groups. Results indicated that a universal school programme de...
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Collins, S., Woolfson, L. M., Durkin, K. Tags: Regular articles Source Type: research
Linking regulation of practitioner school psychology and the United Nations Convention on the Rights of the Child: The need to build a bridge
In 2014, the 25th anniversary of the United Nations Convention on the Rights of the Child presents an opportunity for school psychology to evaluate its achievements relevant to the Convention, as well as its current and future strategic adherence to the Convention’s principles. With analysis of key school psychology documentation from the UK, it is shown that for school psychologists the achievements and strategy relating to the international Convention have been directly, albeit implicitly, supported from ‘top down’, by the post-ratification governance processes and structures of national level agencies ...
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Woods, K., Bond, C. Tags: Theme issue articles Source Type: research
Democratic citizenship: Responsible life in a free society
The Convention on the Rights of Child charges educators not only to respect children’s rights but also to prepare children to develop as responsible citizens in a free society. The Convention enriches the perspective of school psychologists by emphasizing the need to respect children’s rights while also promoting their competencies as political agents. The Convention also opens up new possibilities for school psychologists to collaborate with teachers and administrators in providing more effective civic education. Civic education should teach children not only about democratic institutions but also how to live ...
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Power, F. C., Scott, S. E. Tags: Theme issue articles Source Type: research
Child rights as a framework for advancing professional standards for practice, ethics, and professional development in school psychology
This article examines the consistency of the Articles of the Convention with the professional standards for school psychology, as articulated by the major organizations representing the profession in the USA––American Psychological Association, International School Psychology Association, and National Association of School Psychologists. Although the standards for ethics, practice, and training of these organizations are generally consistent with the UN Convention, the standards lack the specificity provided by the Convention’s 54 Articles. To facilitate the application of child rights’ principles i...
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Nastasi, B. K., Naser, S. Tags: Theme issue articles Source Type: research
An approach to assessing 'accountability' in implementing the UN Convention on the Rights of the Child: Implications for School Psychology
This article outlines how school psychologists can assess and support progress towards the aspiration that children have equitable access to services that promote healthy development regardless of parental limitations. (Source: School Psychology International)
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Garbarino, J., Briggs, A. Tags: Theme issue articles Source Type: research
Children's rights and school psychology: Historical perspective and implications for the profession
School psychology and children’s rights have great potential, well beyond what has been realized, for advancing the best interests of children, their communities, and societies. A child rights approach infused into school psychology can significantly contribute to the fulfillment of this potential. To respect and illuminate these factors and possibilities, a brief history of children’s rights is presented, its major components as embodied in the UN Convention on the Rights of the Child and their relevance for education and the school community are clarified, and the opportunities for school psychology to champi...
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Hart, S. N., Hart, B. W. Tags: Theme issue articles Source Type: research
Children's rights and school psychology: An introduction to the multiple journal series honoring the 25th anniversary of the United Nations Convention on the Rights of the Child
(Source: School Psychology International)
Source: School Psychology International - January 26, 2014 Category: Psychiatry & Psychology Authors: Mcloughlin, C. S., Hart, S. N. Tags: Preface Source Type: research
Prevalence of school bullying among secondary students in Taiwan: Measurements with and without a specific definition of bullying
Estimates of bullying and bullying victimization rates vary depending on how these rates are measured. The current study used survey methods of the World Health Organisation (WHO) to investigate the prevalence of school bullying among secondary students in Taiwan. We also examined whether results differed between surveys with and without definitions of bullying. Olweus-type global items and the timeframe, response categories, and cut-off point adopted in the WHO’s Health Behaviour in School-Aged Children study were used in this study. Surveys were administered to secondary students in Taiwan (grades 7–12), with...
Source: School Psychology International - November 19, 2013 Category: Psychiatry & Psychology Authors: Chen, L.-M., Cheng, Y.-Y. Tags: Articles Source Type: research
