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  Subjects -> PSYCHOLOGY (Total: 871 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: 21)
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: 38)
Advances in Mental Health     Hybrid Journal   (Followers: 68)
Advances in Physiotherapy     Hybrid Journal   (Followers: 50)
Advances in Psychology     Full-text available via subscription   (Followers: 56)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 28)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 389)
Aggressive Behavior     Hybrid Journal   (Followers: 17)
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: 15)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 33)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
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 Journal of Psychotherapy     Full-text available via subscription   (Followers: 33)
American Psychologist     Full-text available via subscription   (Followers: 160)
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: 66)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 25)
Annual Review of Psychology     Full-text available via subscription   (Followers: 195)
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: 22)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 65)
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: 125)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 6)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 16)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 3)
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: 9)
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: 16)
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: 17)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 31)
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: 3)
Behavior Modification     Hybrid Journal   (Followers: 9)
Behavior Research Methods     Hybrid Journal   (Followers: 17)
Behavior Therapy     Hybrid Journal   (Followers: 45)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 7)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 49)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 20)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviour     Hybrid Journal   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 110)
Behavioural Processes     Hybrid Journal   (Followers: 6)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 15)
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: 122)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 35)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 31)
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: 19)
British Journal of Psychology     Full-text available via subscription   (Followers: 56)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 66)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 31)
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: 6)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 11)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 10)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 26)
Child Development Research     Open Access   (Followers: 13)
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: 9)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 15)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 67)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 33)
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: 36)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 26)
Cognitive Psychology     Hybrid Journal   (Followers: 58)
Consciousness and Cognition     Hybrid Journal   (Followers: 26)
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: 8)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 21)
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: 19)
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: 7)
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: 3)
Current Addiction Reports     Hybrid Journal   (Followers: 9)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 46)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 3)
Current Psychological Research     Hybrid Journal   (Followers: 13)
Current Psychology     Hybrid Journal   (Followers: 14)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 14)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 14)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 16)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 44)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 8)
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: 12)
E-Journal of Applied Psychology     Open Access   (Followers: 7)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 25)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 46)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 6)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 33)
Emotion Review     Hybrid Journal   (Followers: 17)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)

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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  [2340 journals]
  • CASP Position Paper: Specific Learning Disabilities and Patterns of
           Strengths and Weaknesses
    • Authors: Catherine Christo; Jenny Ponzuric
      Pages: 7 - 9
      Abstract: Abstract California Association of School Psychologists (CASP) adopted a Position Paper in March, 2014 intended to support school psychologists in California in electing to use a process known as Patterns of Strengths and Weaknesses (PSW) as one of three methods specified in IDEA 2014 and California Code of Regulations, Title 5, to identify students being assessed for Specific Learning Disability (SLD). The CASP Position Paper recommends use of a Multi-Tiered System of Supports (MTSS) for assisting students who are experiencing learning difficulties. Suggested methods include a comprehensive evaluation using data from multiple sources such as response to instruction and intervention, direct observations across time and settings, record reviews, interviews, and direct assessment to identify the student’s strengths and weaknesses in cognitive and academic skill areas. Critical elements of the PSW model are described.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0099-5
      Issue No: Vol. 21, No. 1 (2017)
       
  • When Theory Trumps Science: a Critique of the PSW Model for SLD
           Identification
    • Authors: Ryan J. McGill; R. T. Busse
      Pages: 10 - 18
      Abstract: Abstract There has been vigorous debate within the state of California and elsewhere as to what constitutes appropriate procedures for determining whether an individual qualifies for special education and related services under the category of specific learning disability (SLD). Within the professional literature, there is growing support for educational agencies to adopt an approach to SLD identification that emphasizes the importance of an individual’s pattern of cognitive and achievement strengths and weaknesses (PSW). In 2014, the California Association of School Psychologists released a position paper endorsing this approach. As a vehicle for examining the PSW model, we respond critically to three fundamental positions taken in the position paper: (a) diagnostic validity for the model has been established; (b) cognitive profile analysis is valid and reliable; and (c) PSW data have adequate treatment utility. We conclude that at the present time there is insufficient support within the empirical literature to support adoption of the PSW method for SLD identification. Implications for professional practice are discussed.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0094-x
      Issue No: Vol. 21, No. 1 (2017)
       
  • Response to McGill and Busse, “When Theory Trumps Science: A Critique of
           the PSW Model for SLD Identification”
    • Authors: Catherine Christo; Barbara J. D’Incau; Jenny Ponzuric
      Pages: 19 - 22
      Abstract: Abstract The California Association of School Psychologists (CASP) responds to a critique of the Association’s Position Paper: Specific Learning Disabilities and Patterns of Strengths and Weaknesses (2014, March. Available: http://casponline.org/about-casp/publications/) by McGill and Busse. The CASP offers corrections to McGill and Busse’s three critiques and clarifies the Association position that the assessment of students suspected of having a Specific Learning Disability involves a comprehensive evaluation that provides information regarding both environmental factors that include data on instruction and interventions as well as within-child factors such as response to intervention and the student’s pattern of academic and specific cognitive strengths and weaknesses.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0098-6
      Issue No: Vol. 21, No. 1 (2017)
       
  • Culturally Responsive School Psychology Practice: a Study of
           Practitioners’ Self-Reported Skills
    • Authors: Ronda S. Reyna; Milena A. Keller-Margulis; Andrea Backscheider Burridge
      Pages: 28 - 37
      Abstract: Abstract The American Psychological Association (APA) recognizes cultural competence as a defining feature of psychological practice, education, training, and research (Sue et al. American Psychologist, 49, 792–796, 1999). The purpose of this study was to investigate the self-appraised cultural competence of school psychology practitioners using the Multicultural School Psychology Counseling Competency Scale (MSPCCS; Rogers & Ponterotto Psychology in the Schools, 34(3), 211–217, 1997) as well as to investigate the convergent validity of the scale with the Cross-Cultural Counseling Inventory-Revised (CCCI-R; LaFromboise et al. Professional Psychology: Research and Practice, 22(5), 380–388, 1991). Social desirability was also investigated to determine if there was a statistically significant correlation with self-report ratings of multicultural competence. A total of 161 participants were part of the sample that was recruited from 11 state professional school psychology associations across the USA. The results revealed that the MSPCCS demonstrates convergent validity with the CCCI-R and that on average school psychology practitioners report moderately high levels of multicultural competence. There was not a statistically significant positive correlation between total scores and social desirability, suggesting respondents gave fair estimates of their self-reported multicultural competence. Implications for research and practice are discussed.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0102-1
      Issue No: Vol. 21, No. 1 (2017)
       
  • Problem-Solving Practices and Complexity in School Psychology
    • Authors: John Brady; William R. Espinosa
      Pages: 38 - 48
      Abstract: Abstract How do experienced school psychologists solve problems in their practice? What can trainers of school psychologists learn about how to structure training and mentoring of graduate students from what actually happens in schools, and how can this inform our teaching at the university? This qualitative multi-interview study explored the processes that five experienced school psychologist used to solve problems in their practice in the schools. The interviews described their problem-solving efforts as being imbedded in complex school contexts and reliant on a dynamic team process of searching for solutions. The paper suggests that these teams fit what the field of complexity theory calls complex adaptive systems (CAS) and outlines what the research on such systems tells us about enhancing their function. It concludes with suggestions that training programs include these concepts in their consultation training and ensure that all students experience case work that is ongoing and supervised.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0103-0
      Issue No: Vol. 21, No. 1 (2017)
       
  • Professional Development Needs and Training Interests: a Survey of Early
           Career School Psychologists
    • Authors: Prerna G. Arora; Jacqueline Brown; Bryn Harris; Amanda Sullivan
      Pages: 49 - 57
      Abstract: Abstract Early career psychologists (ECPs) are considered a distinct professional group that faces unique career challenges. Despite recent organizational efforts to increase engagement of these individuals, little is known about the professional development needs and training interests of ECPs, particularly within psychology’s subfields. As such, this study assessed ECPs’ professional development needs and training interests in school psychology, as well as their perceptions of how well their professional organization was in meeting their needs. One hundred ECP and graduate students responded to an online survey. Results indicated that participants had a strong interest in a variety of professional development topics, including developing short- and long-term career plans, the publication process, obtaining licensure, and work-life balance. Further, participants endorsed interest in various training formats, including brief workshops, ECP mentoring programs, and conference symposia. Participants stated that their professional organization currently met their needs moderately well, but reported seeking professional development support via a number of other sources. Researchers, faculty, and graduate students reported significantly higher perceptions of their professional organization than clinicians. Findings suggest areas for desired professional development and training format. Implications for professional organizations serving ECPs and school psychology graduate programs are addressed.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0108-8
      Issue No: Vol. 21, No. 1 (2017)
       
  • A Multi-method Inquiry of the Practice and Context of Rural School
           Psychology
    • Authors: Anisa N. Goforth; Erin R. Yosai; Jacqueline A. Brown; Zachary R. Shindorf
      Pages: 58 - 70
      Abstract: Abstract This multi-method inquiry used (1) quantitative examination of context, characteristics, roles, and responsibilities of rural school psychologists compared to their suburban and urban counterparts and (2) qualitative examination of two focus groups of rural school psychologists. Results showed that rural school psychologists served more schools, had fewer years of experience, and spent significantly more time traveling, yet they had similar access to a variety of interventions and professional development opportunities. Four emergent themes evolved out of the focus groups: (1) advantages and disadvantages of the rural community and school size, (2) cultural challenges and disparities in rural schools, (3) professional issues, and (4) ethical issues of working in rural schools. Considerations and implications for practicing rural school psychologists are discussed. The provision of psychological services for children in rural communities is a significant challenge. Rural communities are diverse in many ways, including proximity to major metropolitan areas, population ethnicity, religiosity, and socioeconomic status (Beebe-Frankenberger and Goforth 2014). Children from rural communities are at an elevated risk for mental health problems compared to their urban counterparts, yet they have less access to mental health care (Moore et al. 2005). Commonly, people from small rural communities face barriers to mental health care that include driving great distances to nearby towns or cities, the inability to afford the high cost of mental health care, as well as facing or perpetuating stigma associated with mental health (Heflinger, Wallston, Mukolo, & Brannan, 2014). In addition, rural children underachieve academically compared to other children, scoring lower on reading and math proficiency tests compared to suburban children, and are less likely to enroll in college (National Center for Education Statistics, 2007). School psychologists provide important services to this community to meet rural children’s academic and social–emotional needs. Rural school psychologists, however, face a number of challenges that affect their ability to provide services. They may work in schools that are spread across hundreds of miles, which may decrease their ability to develop relationships with parents and children within those schools (Beebe-Frankenberger and Goforth 2014). Moreover, rural school psychologists have higher pupil-to-psychologist ratios compared to their urban counterparts, being responsible for an average of 1700 children (Hosp and Reschley 2002), suggesting that fewer children are receiving adequate social–emotional and academic support. The importance of school psychologists’ role in helping children in rural communities is clear, yet there is surprisingly little recent research conducted on the school psychologists’ specific roles and responsibilities in rural public schools. Previous surveys of rural school psychologists have suggested that the practice of rural school psychology has a unique set of challenges, such as limited support services and professional isolation (Clopton and Knesting 2006), while other research has suggested that there are few significant differences in the practice of rural school psychology (Reschly and Connolly 1990). Consequently, the purpose of this study is to provide an in-depth, multi-method inquiry of the practice and context of rural school psychology by comparing the roles and responsibilities of rural, suburban, and urban school psychologists.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0110-1
      Issue No: Vol. 21, No. 1 (2017)
       
  • Rethinking College: Roles for School Psychologists in Transition Planning
           for Students with Intellectual Disability
    • Authors: Felicia L. Wilczenski; Amy L. Cook; Colleen P. Regal
      Pages: 71 - 79
      Abstract: Abstract Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID) who are more likely to remain in poverty compared to their peers without disabilities (Mock and Love, J Policy Pract Intellect Disabil, 9:289-297, 2012; Siperstein et al., J Vocat Rehabil, 39:157-160, 2013). In the USA, the critical transition period from adolescence to adulthood for students with ID is receiving increased attention. There have been significant advances in educational programming and PSE options for students with ID targeting academic growth, personal adjustment, and career development goals. Increasing access to PSE for students with ID is a shared responsibility, involving collaboration across a variety of service providers, including school psychologists. This article reviews transition challenges and programming opportunities as well as describes the roles that school psychologists can assume in identifying and providing effective support strategies to meet the postsecondary transition needs of students with ID.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0112-z
      Issue No: Vol. 21, No. 1 (2017)
       
  • Staff Concerns in Schools Planning for and Implementing School-Wide
           Positive Behavior Interventions and Supports
    • Authors: Ashli D. Tyre; Laura L. Feuerborn; Leslie Woods
      Abstract: Abstract Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) were explored using the Concerns-Based Adoption Model (CBAM). The concerns of staff were coded and aggregated to generate group concern profiles. Results revealed that planning and implementing staff most frequently reported task-related concerns associated with managing, organizing, and implementing SWPBIS. More staff in planning schools were unaware of SWPBIS, while more staff in implementing schools were concerned with the impact of SWPBIS on students. Across all schools, the majority of staff reported their support for SWPBIS implementation, but they were concerned about the support and implementation of their colleagues. Analysis of concerns in this manner can help teams to understand the nature of staff concerns in their school and better target areas of professional development at the universal, targeted, and individual level of SWPBIS. Additional implications for practice are discussed.
      PubDate: 2017-04-10
      DOI: 10.1007/s40688-017-0130-5
       
  • Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income
           Kindergarten Population
    • Authors: Elise Hendricker; Wendy M. Reinke
      Abstract: Abstract Children who exhibit early behavioral and academic difficulties are at increased risk of later negative outcomes (U.S. Department of Human and Health Services 2009). Within the school setting, conceptualization of family risk, culture, and demographic factors is needed to effectively identify at-risk families to improve child educational outcomes. This study investigates family risk factors within profiles of low-income kindergarten students and associated longitudinal academic and behavioral outcomes. Latent profile analysis was conducted separately for African-American, Caucasian, and Latino samples, using five observed family risk factors. Once profiles were established, analysis was conducted to determine significant differences in relation to third-grade outcomes. Family profiles varied based on race/ethnicity, with some risk factors being more prominent in differentiating among profiles. Some profiles were also significantly different in relation to reading, externalizing behavior, and internalizing behavioral outcomes. Implications of these findings in conceptualizing risk factors, as well as screening and intervention practices, are discussed.
      PubDate: 2017-04-03
      DOI: 10.1007/s40688-017-0128-z
       
  • Bringing Social Justice Principles to Practice: New Practitioners Speak
    • Authors: Kisha V. Jenkins; David Shriberg; Devyn Conway; Dana Ruecker; Haley Jones
      Abstract: Abstract Using consensual qualitative research methods, this qualitative study explored how nine recent graduates, all graduating within the past 7 years from an overtly social justice-oriented school psychology program, were experiencing social justice in practice. Semistructured interviews were conducted covering the following three theme areas: defining social justice, potential application of social justice principles to their practice, and evaluating their graduate training on social justice relative to their experiences as practitioners. Practitioners discussed barriers faced when implementing social justice in practice, and ways training programs can more effectively prepare trainees for advocacy work. The implications of this research include informing school psychology training models for social justice and stimulating the impetus for greater acknowledgment and emphasis on social justice research in school psychology literature.
      PubDate: 2017-03-27
      DOI: 10.1007/s40688-017-0129-y
       
  • The Role of Self-Efficacy and Autonomy Support in School
           Psychologists’ Use of ABA
    • Authors: Katie Runyon; Tara Stevens; Brook Roberts; Richelle Whittaker; Ashley Clark; Christy K. Chapman; Misty Boggs-Lopez
      Abstract: Abstract The most recent version of the Individuals with Disabilities Education Improvement Act (IDEIA) emphasizes research-based intervention in the school setting. Administrators expect school psychologists to lead initiatives introducing interventions and techniques derived from scientific approaches, such as applied behavior analysis (ABA). However, in the field of school psychology, the use and possible barriers of ABA are largely unknown. The study’s purpose was to gather data to evaluate whether self-efficacy and autonomy support mediate the relationship between school psychologists’ training and reported use of ABA. Participants included 405 practicing school psychologists who provided information about their training and completed measures of self-efficacy, autonomy support, and reported practice. Structural equation modeling revealed that training predicted reported ABA practice, and these direct relationships were mediated by self-efficacy. Autonomy support was related to both training and reported practice but did not mediate the association between them. Although ABA training for school psychologists is increasing, results provide preliminary support for the mediating relationship between a school psychologists’ perception of self-efficacy for ABA and the use of ABA in practice. In addition to traditional training and coursework, findings suggest that practicing school psychologists need opportunities in the field to enhance their self-efficacy related to the practice of ABA.
      PubDate: 2017-03-27
      DOI: 10.1007/s40688-017-0126-1
       
  • Cognitive Mediators of Reading Comprehension in Early Development
    • Authors: Scott L. Decker; Julia Englund Strait; Alycia M. Roberts; Emma Kate Wright
      Abstract: Abstract Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest select cognitive variables predict reading comprehension above and beyond basic reading skills. However, the relative importance of specific cognitive abilities in predicting reading comprehension differs across grade levels. Further analyses using mediation models found specific cognitive abilities mediated the effects of basic reading skills on reading comprehension. Implications for the important and dynamic role of cognitive abilities in predicting reading comprehension across development are discussed.
      PubDate: 2017-03-15
      DOI: 10.1007/s40688-017-0127-0
       
  • A Rejoinder on the PSW Model for SLD Identification: Still Concerned
    • Authors: Ryan J. McGill; R. T. Busse
      Abstract: Abstract We address Christo, D’Incau, and Ponzuric’s response to our original contribution to this journal “When theory trumps science: A critique of the PSW model for SLD identification.” Christo and colleagues stated that there is an empirical support for pattern of strengths and weaknesses (PSW) procedures as a component in the identification of specific learning disorders and raised concerns regarding our critique of the PSW model. We present further research to support our perspective and maintain that empirical data are lacking for PSW assessment in the identification of specific learning disability (SLD). School psychologists are cautioned to consider the evidence regarding the practice of PSW-related procedures.
      PubDate: 2017-02-22
      DOI: 10.1007/s40688-017-0124-3
       
  • Introduction to the Special Section on Patterns of Strength and Weakness
    • Authors: James Hiramoto
      PubDate: 2017-02-22
      DOI: 10.1007/s40688-017-0123-4
       
  • ADHD and Comorbid Developmental Coordination Disorder: Implications and
           Recommendations for School Psychologists
    • Authors: Stephen M. Lange
      Abstract: Abstract Developmental coordination disorder (DCD) is frequently comorbid with attention-deficit hyperactivity disorder (ADHD). DCD results in functional impairment in activities of daily living, and children’s physical activities with peers. Children with DCD report fewer friendships, more bullying, and less confidence in their ability to participate in peer activities. DCD is frequently associated with depressive and anxiety disorders. Because of its relationship with lower level of physical activity, DCD is a risk factor for obesity, cardiovascular disease, and diabetes mellitus. The developmental outcomes of DCD persist through adolescence and into adulthood. Consequently, school psychologists should incorporate screening for DCD when evaluating students with ADHD diagnoses or suspected of having ADHD. This paper provides a review of the underlying brain-behavior relationships between ADHD and DCD, a description of developmental trajectories associated with DCD, and recommended screening and assessment strategies.
      PubDate: 2017-02-13
      DOI: 10.1007/s40688-017-0122-5
       
  • Emotional Labor and the Work of School Psychologists
    • Authors: Adam D. Weaver; Joseph A. Allen
      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: 2017-02-10
      DOI: 10.1007/s40688-017-0121-6
       
  • Peer-Mediated Interventions: a Practical Guide to Utilizing Students as
           Change Agents
    • Authors: Tai A. Collins; Renee O. Hawkins; Emily M. Flowers
      Abstract: Abstract Student interventionists have been utilized as change agents in a variety of contexts to improve the academic, social, and communicative behaviors of target students. A strong literature base supports the use of peers in academic interventions such as peer tutoring, as well as in behavioral interventions such as peer-mediated Check-In/Check-Out, peer modeling, and social skill groups with peer interventionists. Prior to implementation, peer tutoring, modeling, and management interventions may require a significant amount of time and/or resources on the part of school staff to train student interventionists and make a plan to monitor intervention effectiveness. As such, the current paper discusses implementation issues surrounding peer-mediated interventions and provides recommendations for deciding whether a peer-mediated intervention is appropriate, selecting and training target students, and monitoring and troubleshooting intervention effectiveness.
      PubDate: 2017-02-09
      DOI: 10.1007/s40688-017-0120-7
       
  • Digital Media and Youth: a Primer for School Psychologists
    • Authors: Elena Savina; Jennifer L. Mills; Kelly Atwood; Jason Cha
      Abstract: Abstract The growing proliferation of digital media over the past few decades has engendered both significant promise and significant concerns regarding children’s development. Digital media have changed the ways young people learn, interact with others, and develop essential cognitive and social-emotional skills. This paper provides school psychologists with a comprehensive literature review about the effects of digital media on various aspects of children’s functioning. It discusses the effects of digital media use on youth’s physical and mental health, attention, and cognition. It further highlights risks for young people’s cognitive functioning associated with multitasking and reviews the outcomes of reading on a screen vs. reading on paper. Special attention is given to the effects of digital media on youth’s social-emotional functioning, including relationships with others and identity formation, and socio-emotional risks such as cyberbullying and aggressive behaviors. School psychologists are provided with recommendations on how to incorporate information about digital media in their work with parents, educators, and youth in order to promote healthy digital media use.
      PubDate: 2017-01-17
      DOI: 10.1007/s40688-017-0119-0
       
  • 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
      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: 2016-12-27
      DOI: 10.1007/s40688-016-0117-7
       
 
 
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