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  Subjects -> PSYCHOLOGY (Total: 877 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 23)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 1)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 20)
ADHD Report The     Full-text available via subscription   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 40)
Advances in Mental Health     Hybrid Journal   (Followers: 73)
Advances in Physiotherapy     Hybrid Journal   (Followers: 56)
Advances in Psychology     Full-text available via subscription   (Followers: 60)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 30)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 409)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 16)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 35)
American Journal of Community Psychology     Hybrid Journal   (Followers: 23)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 21)
American Psychologist     Full-text available via subscription   (Followers: 182)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 68)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 29)
Annual Review of Psychology     Full-text available via subscription   (Followers: 218)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 23)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 69)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 32)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 18)
Applied Psychological Measurement     Hybrid Journal   (Followers: 17)
Applied Psychology     Hybrid Journal   (Followers: 143)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 20)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 4)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 10)
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Journal of Psychology     Hybrid Journal   (Followers: 19)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 31)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access  
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 19)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 36)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 4)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 18)
Behavior Therapy     Hybrid Journal   (Followers: 47)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 9)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 53)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 23)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 131)
Behavioural Processes     Hybrid Journal   (Followers: 7)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 16)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 138)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 36)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 32)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 42)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 59)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 65)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 33)
Burnout Research     Open Access   (Followers: 7)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 14)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 11)
Case Studies in Sport and Exercise Psychology     Hybrid Journal  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 27)
Child Development Research     Open Access   (Followers: 15)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 16)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 69)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 35)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 20)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 35)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 28)
Cognitive Psychology     Hybrid Journal   (Followers: 63)
Cognitive Research : Principles and Implications     Open Access   (Followers: 1)
Consciousness and Cognition     Hybrid Journal   (Followers: 27)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 22)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 14)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 7)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 21)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 4)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 8)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 12)
Cultural-Historical Psychology     Open Access  
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 10)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 49)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 4)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 21)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 14)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 15)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 17)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 45)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 9)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 13)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 27)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 47)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 7)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 32)
Emotion Review     Hybrid Journal   (Followers: 18)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)

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Journal Cover Contemporary School Psychology
  [4 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2159-2020 - ISSN (Online) 2161-1505
   Published by Springer-Verlag Homepage  [2353 journals]
  • Models and Frameworks for Culturally Responsive Adaptations of
           Interventions
    • Authors: Lisa S. Peterson; Victor Villarreal; Maria J. Castro
      Pages: 181 - 190
      Abstract: Abstract Research suggests that culturally and linguistically diverse (CLD) youths are underserved by mental health systems; CLD youths are less likely to receive mental health services and more likely to receive services that are inappropriate or inadequate. The lack of well-established treatments for CLD youths has been cited as one contributing factor to this problem. Consequently, it has been suggested that therapists should incorporate cultural awareness frameworks into their practice and adapt interventions in order to best serve youths from this population. The purpose of this literature review is to present established models that incorporate principles of cultural awareness and systematic intervention adaptation. Related studies that describe the applications of these models are also reviewed. Commonalities between different culturally responsive adaptation models are discussed, and implications for school-based practice are explored.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0115-9
      Issue No: Vol. 21, No. 3 (2017)
       
  • School-Based Considerations for Supporting Arab American Youths’
           Mental Health
    • Authors: Anisa N. Goforth; Lindsey M. Nichols; Cameo F. Stanick; Zachary R. Shindorf; Olivia Holter
      Pages: 191 - 200
      Abstract: Abstract Arab Americans are a culturally, linguistically, and religiously diverse group. Although there are an estimated 3.6 million Arab Americans in the USA, there is little discussion about how to best provide culturally responsive school-based mental health supports to Arab American youths. The purpose of this article is to (1) briefly describe the demographics and background of Arab Americans, (2) highlight the current research related to the academic performance and mental health of Arab American youths, and (3) provide specific recommendations for school-based mental health providers to use within multi-tiered systems of support. Lastly, broad recommendations for using culturally responsive practices in a multi-tiered system of support for this population are provided.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0117-7
      Issue No: Vol. 21, No. 3 (2017)
       
  • Culturally Responsive Wraparound Supports: Collaborating with Families to
           Promote Students’ Behavior Regulation Across Settings
    • Authors: Lindsay M. Fallon; Marlana R. Mueller
      Pages: 201 - 210
      Abstract: Abstract As public schools in the U.S. are becoming increasingly culturally and linguistically diverse (CLD), there has been an effort to generate empirical support for culturally responsive practices in schools to promote a variety of positive outcomes for children (e.g., behavioral health, mental health, academic achievement). School psychologists can assist with the delivery of culturally responsive practices based on their specialized training and expertise. For students with intensive needs, particularly for mental and behavioral health concerns, a wraparound service delivery model may be appropriate. Although resource-intensive, wraparound supports emphasize collaborative relationships between stakeholders. It aligns well with the provision of positive behavioral interventions and supports (PBIS), a comprehensive, coordinated framework to promote behavior regulation and increase displays of positive, prosocial behavior. The purpose of this paper is to provide a description of culturally responsive wraparound supports and present data from a preliminary case study. Specifically, the process of developing and implementing a family behavior support plan with a family in the northeast who recently emigrated from Puerto Rico is described. Implications for practice and research are discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0116-8
      Issue No: Vol. 21, No. 3 (2017)
       
  • Culturally Responsive Adaptations in Evidence-Based Treatment: the Impact
           on Client Satisfaction
    • Authors: Janine Jones; Lisa Lee; Julia Zigarelli; Yoko Nakagawa
      Pages: 211 - 222
      Abstract: Abstract This study expands the literature on multicultural counseling competencies (MCCs) in school psychology by outlining the relationship between client satisfaction, treatment approaches, and critical clinician variables such as clinician MCC. With growing emphasis on the integration of cultural considerations in evidence-based treatments (EBTs), this study specifically highlighted the differential impact of culturally adapted EBTs on counseling clients. In this nonrandomized repeated-measure study, two groups of clinicians were trained to deliver either culturally responsive cognitive behavioral therapy (CR-CBT) or traditional CBT to adolescent clients with depression symptoms. Clients rated therapy satisfaction on the Satisfaction Evaluation Questionnaire (SEQ)-Form 5 (Stiles and Snow 1984). The results indicated improvement on all four SEQ dimensions for both groups with differential effects appearing more rapidly in the therapeutic process when CR-CBT was used. These findings support the need for client perspectives in treatment efficacy evaluations and continued efforts to study culturally adapted EBTs in school psychology.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0118-6
      Issue No: Vol. 21, No. 3 (2017)
       
  • Nonverbal and Language-Reduced Measures of Cognitive Ability: a Review and
           Evaluation
    • Authors: Daniel D. Drevon; Rachel M. Knight; Sharon Bradley-Johnson
      Pages: 255 - 266
      Abstract: Abstract With the number of new and revised nonverbal and language-reduced tests of cognitive ability, selection and interpretation of appropriate measures can be complicated. Seven nonverbal or language-reduced tests with normative data collected within the last 15 years were evaluated. Besides evaluating technical adequacy, other variables affecting test selection and interpretation including adequacy of floors and item gradients, provision of data for subgroups of students, percent of timed items, and response mode are described. Eight additional tests with language-reduced components also were reviewed. Implications for practice and research are presented.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0114-x
      Issue No: Vol. 21, No. 3 (2017)
       
  • Examining Teachers’ Behavioral Management Charts: a Comparison of Class
           Dojo and Paper-Pencil Methods
    • Authors: S. Kathleen Krach; Michael P. McCreery; Hillary Rimel
      Pages: 267 - 275
      Abstract: Abstract Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-016-0111-0
      Issue No: Vol. 21, No. 3 (2017)
       
  • Emotional Labor and the Work of School Psychologists
    • Authors: Adam D. Weaver; Joseph A. Allen
      Pages: 276 - 286
      Abstract: Abstract As the field of school psychology faces critical shortages, investigations of work factors affecting job satisfaction and burnout are of increasing importance. One such factor is emotional labor, which is defined as the work of managing one’s emotions and emotional expressions so as to align to the expectations of the job or profession. In this study, practitioners (N = 192) were surveyed regarding their work experiences, recognition of display rules (standards that guide employees’ emotional expression), surface acting (the form of emotional labor in which employees manage their external emotional expression), job satisfaction, and burnout (consisting of emotional exhaustion, depersonalization, and personal accomplishment). Multiple regression analyses showed that display rule recognition was positively related to surface acting, and surface acting was positively related to emotional exhaustion and depersonalization while negatively related to job satisfaction and personal accomplishment. Results suggest that emotional labor may be an important aspect of the work of school psychologists—impacting both job satisfaction and burnout. Limitations and implications for research and practice are discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-017-0121-6
      Issue No: Vol. 21, No. 3 (2017)
       
  • Broadening Our Understanding of Evidence-Based Practice: Effective and
           Discredited Interventions
    • Authors: Brian A. Zaboski; Anna P. Schrack; Diana Joyce-Beaulieu; Jann W. MacInnes
      Pages: 287 - 297
      Abstract: Abstract The proliferation of unsubstantiated or discredited interventions underscores the importance of the evidence-based practice (EBP) movement in school psychology. Although researchers have conducted several surveys on discredited interventions in counseling and clinical psychology, no studies have investigated the use of these treatments in school psychology. This survey presented Florida Association of School Psychologist members with three categories of treatment: discredited treatments, treatments with mixed research results, and evidence-based treatments. Participants were asked to rate (1) the likelihood that they would recommend an intervention and (2) an intervention’s level of research support. Participants demonstrated unfamiliarity with discredited treatments, overestimated the research support for ineffective techniques, and expressed a desire to learn about discredited interventions through training and professional development opportunities. Training implications for school psychology programs are discussed.
      PubDate: 2017-09-01
      DOI: 10.1007/s40688-017-0131-4
      Issue No: Vol. 21, No. 3 (2017)
       
  • School Psychologists’ Experiences with and Training in Suicide
           Assessment: Challenges in a Rural State
    • Authors: Jacqueline A. Brown; Anisa N. Goforth; Greg Machek
      Abstract: Abstract Past research has shown that suicide rates for males and females are higher in rural than in urban areas. Because of the high incidence of suicide attempts and completion of youth in rural areas, it is critical that they receive mental health support within schools. Consequently, the current mixed-methods study surveyed school psychologists in Montana to obtain information about their involvement and training in suicide assessment and the related challenges they have encountered. Thirty-seven school psychologists participated in the study, with 47% serving schools in rural areas. Participants were recruited through the membership listserv of the Montana Association of School Psychologists (response rate of 27%) and through direct e-mail contact (response rate of 16%). Results indicated that only 17% of the participants take the lead in suicide risk assessments and 47% are involved in them less than five times a year, 93% of participants did not have a graduate class exclusively devoted to suicide assessment, and 58% received 10 or more hours of training in suicide assessment post-degree. Furthermore, qualitative thematic analyses, using NVivo software, yielded nine major categories of challenges in suicide assessment identified by school psychologists. Study limitations, future areas for research, and implications for school psychologists are also discussed.
      PubDate: 2017-07-31
      DOI: 10.1007/s40688-017-0147-9
       
  • Statewide Implementation of Threat Assessment in Virginia K-12 Schools
    • Authors: Dewey Cornell; Jennifer Maeng
      Abstract: Abstract In 2013, VA became the first state to mandate the use of threat assessment teams in its K-12 public schools. We provide an account of the development and adaptation of threat assessment as a school safety practice and research on the Virginia Student Threat Assessment Guidelines in VA schools. We describe the state law and the question of whether suicide assessment should be considered a form of threat assessment. We then describe research on the statewide implementation of threat assessment and summarize results indicating overall positive outcomes for schools who are actively engaged in threat assessment, but qualitative findings from a needs assessment identified team training gaps as well as a need to orient the larger school community to the threat assessment process. We describe a series of online programs to educate students, parents, teachers, and other school staff about the threat assessment process. In conclusion, this paper presents some lessons learned in the statewide implementation of threat assessment as a safe and effective violence prevention strategy.
      PubDate: 2017-07-27
      DOI: 10.1007/s40688-017-0146-x
       
  • Working Memory and School Readiness in Preschoolers
    • Authors: Madison Swayze; Casey Dexter
      Abstract: Abstract The main goals of the study were to replicate and measure the test-retest reliability of a previously used preschool working memory task, to analyze the relationship between working memory and school readiness above and beyond attention and an indicator of overall development, and to investigate these relationships for gender differences. Participants included 40 (20 girls and 20 boys) 3- and 4-year olds, and testing was broken into two sessions spaced 1 week apart. The test-retest reliability of preschool working memory was found to be r = .60. Further analyses demonstrated that while attention and working memory were significantly correlated with one another, working memory was a significant predictor of school readiness above and beyond the predictive ability of children’s sustained attention. Specifically, for boys, working memory was a significant predictor of school readiness above and beyond both attention and developmental status, but this was not the case for girls. These findings highlight the utility of this preschool working memory methodology as well as the importance of working memory above and beyond other related constructs at this stage of child development. Additionally, and perhaps worthy of consideration in future research, these findings also suggest notable gender-based differences in working memory during the preschool period.
      PubDate: 2017-07-24
      DOI: 10.1007/s40688-017-0145-y
       
  • The Effects of a Mindfulness and Biofeedback Program on the On- and
           Off-Task Behaviors of Students with Emotional Behavioral Disorders
    • Authors: Karena S. Rush; Maria E. Golden; Bruce P. Mortenson; Daniel Albohn; Melissa Horger
      Abstract: Abstract Research suggests that mind-body techniques are useful for enhancing self-regulatory behaviors, including attention and emotional regulation. The majority of research in this area focuses on adult behavior. However, there has been a growing interest in using mindfulness techniques with children and more recently, in the school setting. Students identified as emotionally disturbed (ED) could potentially benefit from such interventions. In this study, a 12-week mind-body curriculum utilizing mindfulness and game-based biofeedback techniques was implemented in special education emotional support classrooms with elementary and middle school students. A quasi-experimental design was implemented to examine the effects of the mindfulness and biofeedback program on students’ on-task and off-task behaviors in the classroom. Results indicated significant decreases in overall off-task behaviors and improvements that approached significance in on-task behaviors for the participants in the treatment group (n = 14) compared to the participants in the control group (n = 17). The potential benefits of using a mindfulness and biofeedback program with ED students are discussed as well as limitations of the study, implications for practice, and recommendations for future research.
      PubDate: 2017-07-21
      DOI: 10.1007/s40688-017-0140-3
       
  • Development of a Rating Scale for the Measurement of Other-Esteem
    • Authors: R. T. Busse; Jaime M. Flowers
      Abstract: Abstract Researchers have found self-esteem neither to be strongly related to achievement nor to anti-social behaviors in children and adolescents. Due to the inconclusive findings on the benefits of higher self-esteem, an additional concept may be warranted. Other-esteem was coined by Philip Hwang as respect, acceptance, caring, valuing, and promotion of all human beings, without reservation. The purpose of this study was to develop a measure we dubbed the Other-Esteem Rating Scale (OthERS). The participants were 226 undergraduate students. The total scale alpha was 0.89, indicating strong internal consistency. Temporal stability was low (r = 0.53). The OthERS evidenced a moderate negative correlation with aggression (r = −0.54), and moderate positive correlations with self-esteem (r = 0.35) and life satisfaction (r = 0.31). Factor analysis revealed five factors that accounted for 60% of the variance. Implications for practice and research are discussed.
      PubDate: 2017-07-20
      DOI: 10.1007/s40688-017-0144-z
       
  • The Effects of Physical Activity on Learning Behaviors in Elementary
           School Children: a Randomized Controlled Trial
    • Authors: Susan P. Harvey; Kate Lambourne; Jerry L. Greene; Cheryl A. Gibson; Jaehoon Lee; Joseph E. Donnelly
      Abstract: Abstract Research in education and developmental psychology indicates that behavioral engagement in learning is a critical predictor of children’s academic success. In an effort to improve academic achievement, school administrators are continually in search of methods to increase behavioral engagement. Previous research has indicated that classroom-based physical activity (PA) lessons have a positive impact on academic achievement. However, little research has been done in assessing the impact of such interventions on the behavioral engagement of students with learning behavior difficulties. This study assesses the impact of classroom-based PA on teacher-rated classroom behaviors of students with identified learning behavior difficulties. Two schools (one intervention, one control) participating in a larger, cluster-randomized trial provided scores on a teacher-administered classroom behavior scale. This scale was used to collect information on 15 characteristics identified as being essential to behavioral engagement. Participants included male and female students in second and third grade classrooms who were identified by their classroom teacher and school counselor as having difficulties with learning behaviors. Mixed linear modeling for repeated measures was used to examine the changes over time in the classroom behavior scores. The intervention group showed significant improvement over time in classroom behavior while the control group showed no change or a slight degradation over time (i.e., group × time interaction, F[2132] = 4.52, p = 0.01). Schools must meet the diverse needs of students today, including those who exhibit less than optimal learning behaviors. Combined with the evidence that PA is linked to several health and cognitive-behavior benefits, providing classroom-based PA that is incorporated within the curriculum provides common ground for all students to participate. It is a potential solution to increasing behavioral engagement, and in turn stimulating and enhancing learning.
      PubDate: 2017-07-17
      DOI: 10.1007/s40688-017-0143-0
       
  • A Qualitative Exploration of Primary School Students’ Experience and
           Utilisation of Mindfulness
    • Authors: Bavani Bannirchelvam; Karen L. Bell; Shane Costello
      Abstract: Abstract Despite the increasing utilisation of mindfulness-based interventions in children, research investigating the impact of these interventions in children is still in its infancy. One significant gap in the literature is the general omission of the child’s voice in how they experience and benefit from mindfulness-based intervention. Therefore, the present study explored children’s experiences of a mindfulness-based intervention, as well as why and how they utilised mindfulness techniques. A semi-structured interview was undertaken with eight upper primary school-aged students after completion of a classroom-based eight-session mindfulness intervention. Thematic analysis elicited 11 key themes across the three research questions. Students generally liked the mindfulness-based intervention but preferred experiential over passive program components. Students utilised mindfulness techniques for emotion regulation, typically by focusing on their breathing, shifting their attention to the present, and using a smartphone application. These findings provide insights into factors contributing to program engagement and children’s use of mindfulness as a strategy for emotion regulation.
      PubDate: 2017-07-10
      DOI: 10.1007/s40688-017-0141-2
       
  • Introduction to Special Issue: Culturally Responsive School-Based Mental
           Health Interventions
    • Authors: Sara M. Castro-Olivo
      PubDate: 2017-07-05
      DOI: 10.1007/s40688-017-0137-y
       
  • Adapting and Implementing a School-Based Resilience-Building Curriculum
           Among Low-Income Racial and Ethnic Minority Students
    • Authors: Roya Ijadi-Maghsoodi; Lauren Marlotte; Ediza Garcia; Hilary Aralis; Patricia Lester; Pia Escudero; Sheryl Kataoka
      Abstract: Abstract Although youth are at risk for exposure to adversity and trauma, many youth, especially ethnic and racial minorities, do not have access to mental health care. Resilience-building curriculums can teach important internal resilience skills and provide support to students who may not receive prevention or treatment services. We adapted a resilience curriculum initially used for military-connected youth facing adversities related to parental wartime deployments, to meet the needs of low-income, predominantly racial and ethnic minority students in a large urban school district. In this article, we describe the cultural adaptation, the implementation process, and the evaluation of the trauma-informed resilience curriculum using pre-post surveys and focus group discussions. We found significantly improved overall internal resilience scores, as well as significantly improved scores on subscales of problem-solving and empathy among students receiving the curriculum. The focus groups revealed that the curriculum enhanced connections among students, as well as students and teachers, and served as a way to destigmatize mental health issues. The acceptability of the curriculum as well as implementation successes and challenges are described. We provide suggestions for future steps for school psychologists and school social workers for implementing this curriculum.
      PubDate: 2017-06-29
      DOI: 10.1007/s40688-017-0134-1
       
  • A Pilot Study and Review of the School Psychology Cultural Competency
           Training Scale
    • Authors: Aaron A. Gubi; Joel O. Bocanegra; Jackaira M. Espinal; Carlos Dejud; Chung-Hau Fan
      Abstract: Abstract This study aims to evaluate the individual scales that comprise the School Psychology Cultural Competency Training Scale (SPCCTS), to examine school psychologists’ perceptions of the quality of training they received with regard to providing culturally competent services. Individual scales were created so that critical domains of professional practice in school psychology could be examined independently. One general scale and six measures examining critical multicultural professional practice competencies in specific domains were examined. All scales used were found to have an internal consistency within the adequate to excellent range and significantly correlated with each other. The general scale and five of the six domain-specific scales enjoyed very good to excellent internal consistency (0.88–0.94), whereas one domain scale demonstrated adequate internal consistency. Contrary to expectations, the level of graduate training or the racial/ethnic background of the respondent did not influence their perception of the quality of multicultural training they received in their graduate program. Perceptions of quality of graduate training within several domains of school psychology were evaluated and are discussed. Findings suggest that while students report that they received quality multicultural training in many areas of professional practice, findings suggest that there are practice domains of cultural competency that could be enhanced through improved exposure and training within graduate programs. Also, findings suggest that there is utility in providing ongoing professional development to practicing school psychologists. Implications and limitations were discussed.
      PubDate: 2017-06-29
      DOI: 10.1007/s40688-017-0139-9
       
  • Job Burnout in School Psychology: How Big Is the Problem'
    • Authors: Ethan J. Schilling; Mickey Randolph; Candace Boan-Lenzo
      Abstract: Abstract Job burnout is characterized by feelings of physical, emotional, and mental exhaustion within the context of one’s work. Individuals experiencing burnout are at risk for a range of negative outcomes including increased feelings of stress and emotion strain, negative perceptions of work-life balance, and may ultimately lead to exiting one’s current job or field of employment. Given the well-documented shortages of school psychology practitioners across the USA, it is important to understand the extent of feelings of burnout in the field, causes of these feelings, and potentially effective ways of preventing and/or responding to burnout when it occurs. The current study surveyed practitioners in four Southeastern states regarding current and past feelings of burnout, perceptions of causes of burnout, personal strategies used in dealing with burnout when it occurs, and thoughts regarding the role of training programs in preventing burnout among practitioners. Results indicated that most participants noted feeling some level of burnout at some point during their careers. Commonly identified causes of burnout included feelings of role overload and lack of support from administration. Practitioners also reported a range of strategies as particularly helpful in dealing with feelings of burnout including the importance of training programs emphasizing the importance of self-care and presenting a realistic picture of real-world practice. Implications for future research and practice are also discussed.
      PubDate: 2017-06-23
      DOI: 10.1007/s40688-017-0138-x
       
  • Using Consultee-Centered Consultation with Teachers in a Contemporary
           School Setting to Inform Culturally Responsive Practice
    • Authors: Felicia Castro-Villarreal; Billie Jo Rodriguez
      Abstract: Abstract The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers’ experiences with and perceptions of consultation with graduate school psychology student consultants and utilized a hybrid model methodology that combined qualitative interviews and single-case research within a single investigation allowing insight into the complexity of schools (Kratochwill and Stoiber, School Psychology Review, 29(4): 591–603, 2000). This research examined the cultural and contextual factors that bear on consultation processes, intervention implementation, and student academic and behavioral outcomes in a contemporary school setting. A second aim was to study the effectiveness of and reported satisfaction with consultee-centered consultation (CCC). Teacher voices suggest a need for an expanded solution-focused consultation model with enhanced focus on teacher perceived need and relationships. AB case data provide preliminary support for CCC approaches as culturally responsive in a contemporary school setting.
      PubDate: 2017-05-23
      DOI: 10.1007/s40688-017-0135-0
       
 
 
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