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  Subjects -> PSYCHOLOGY (Total: 1066 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Academic Psychiatry and Psychology Journal : APPJ     Open Access   (Followers: 27)
Acción Psicológica     Open Access   (Followers: 5)
Acta Colombiana de Psicología     Open Access   (Followers: 9)
Acta Comportamentalia     Open Access   (Followers: 4)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 29)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Adaptive Human Behavior and Physiology     Hybrid Journal   (Followers: 7)
Addictive Behaviors Reports     Open Access   (Followers: 13)
ADHD Report The     Full-text available via subscription   (Followers: 12)
Adolescent Research Review     Hybrid Journal   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 59)
Advances in Mental Health     Hybrid Journal   (Followers: 102)
Advances in Methods and Practices in Psychological Science     Full-text available via subscription   (Followers: 21)
Advances in Neurodevelopmental Disorders     Hybrid Journal   (Followers: 5)
Advances in Physiotherapy     Hybrid Journal   (Followers: 80)
Advances in Psychology     Full-text available via subscription   (Followers: 79)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 41)
Affective Science     Hybrid Journal   (Followers: 4)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 6)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 503)
Aggressive Behavior     Hybrid Journal   (Followers: 25)
Aging Psychology     Open Access   (Followers: 14)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 53)
Ajayu Órgano de Difusión Científica del Departamento de Psicología UCBSP     Open Access  
Aletheia     Open Access   (Followers: 2)
American Behavioral Scientist     Hybrid Journal   (Followers: 27)
American Imago     Full-text available via subscription   (Followers: 4)
American Journal of Applied Psychology     Open Access   (Followers: 61)
American Journal of Community Psychology     Hybrid Journal   (Followers: 36)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 28)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 10)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 28)
American Journal of Psychology     Full-text available via subscription   (Followers: 52)
American Psychologist     Full-text available via subscription   (Followers: 313)
An-Nafs : Jurnal Fakultas Psikologi     Open Access  
Anales de Psicología / Annals of Psychology     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analitika : Jurnal Magister Psikologi Uma     Open Access  
Analogías del Comportamiento     Open Access   (Followers: 1)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 100)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 50)
Annual Review of Psychology     Full-text available via subscription   (Followers: 373)
Anuario de investigaciones (Facultad de Psicología. Universidad de Buenos Aires)     Open Access   (Followers: 2)
Anuario de Investigaciones de la Facultad de Psicología     Open Access  
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 27)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 81)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 52)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 31)
Applied Psycholinguistics     Hybrid Journal   (Followers: 29)
Applied Psychological Measurement     Hybrid Journal   (Followers: 21)
Applied Psychology     Hybrid Journal   (Followers: 273)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 65)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Aprender     Open Access  
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 36)
Archives of Depression and Anxiety     Open Access   (Followers: 2)
Archives of Scientific Psychology     Open Access   (Followers: 6)
Archives of Suicide Research     Hybrid Journal   (Followers: 12)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Art Therapy Online     Open Access   (Followers: 5)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 11)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 5)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 8)
Asian Journal of Behavioural Studies     Open Access   (Followers: 2)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 13)
Assessment     Hybrid Journal   (Followers: 20)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 16)
Augmented Human Research     Hybrid Journal   (Followers: 1)
Australasian Journal of Organisational Psychology     Hybrid Journal   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription   (Followers: 3)
Australian Journal of Psychology     Hybrid Journal   (Followers: 26)
Australian Journal of Rehabilitation Counseling     Full-text available via subscription   (Followers: 7)
Australian Psychologist     Hybrid Journal   (Followers: 15)
Autism Research     Hybrid Journal   (Followers: 61)
Autism Research and Treatment     Open Access   (Followers: 37)
Autism's Own     Open Access   (Followers: 10)
Autism-Open Access     Open Access   (Followers: 10)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 26)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 47)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 17)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 9)
Behavior Analyst     Hybrid Journal   (Followers: 7)
Behavior and Social Issues     Full-text available via subscription   (Followers: 2)
Behavior Modification     Hybrid Journal   (Followers: 14)
Behavior Research Methods     Hybrid Journal   (Followers: 28)
Behavior Therapy     Hybrid Journal   (Followers: 58)
Behavioral Development Bulletin     Full-text available via subscription   (Followers: 1)
Behavioral Disorders     Hybrid Journal   (Followers: 2)
Behavioral Interventions     Hybrid Journal   (Followers: 19)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 68)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 30)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 16)
Behaviormetrika     Hybrid Journal  
Behaviour Change     Full-text available via subscription   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 23)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 245)
Behavioural Processes     Hybrid Journal   (Followers: 9)
Behavioural Public Policy     Hybrid Journal   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 6)
Beyond Behavior     Hybrid Journal   (Followers: 2)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 9)
BMC Psychology     Open Access   (Followers: 22)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 15)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
Brain Science Advances     Open Access  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 243)
British Journal of Developmental Psychology     Hybrid Journal   (Followers: 41)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 45)
British Journal of Health Psychology     Hybrid Journal   (Followers: 53)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 19)
British Journal of Psychology     Full-text available via subscription   (Followers: 78)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 73)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 50)
Buletin Psikologi     Open Access  
Cadernos de psicanálise (Rio de Janeiro)     Open Access   (Followers: 1)
Cadernos de Psicologia Social do Trabalho     Open Access   (Followers: 1)
Cahiers d’Études sur la Représentation     Open Access  
Canadian Art Therapy Association     Hybrid Journal   (Followers: 1)
Canadian Journal of Art Therapy : Research, Practice, and Issues     Hybrid Journal   (Followers: 1)
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 7)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 19)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 14)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 6)
Castalia : Revista de Psicología de la Academia     Open Access  
CASUS : Revista de Investigación y Casos en Salud     Open Access  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
CES Psicología     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 41)
Child Development Research     Open Access   (Followers: 25)
Ciencia Cognitiva     Open Access   (Followers: 3)
Ciencia e Interculturalidad     Open Access   (Followers: 2)
Ciências & Cognição     Open Access   (Followers: 1)
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice & Epidemiology in Mental Health     Open Access   (Followers: 2)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 14)
Clinical Psychological Science     Hybrid Journal   (Followers: 17)
Clinical Psychologist     Hybrid Journal   (Followers: 21)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 92)
Clinical Psychology and Special Education     Open Access   (Followers: 8)
Clinical Psychology Review     Hybrid Journal   (Followers: 59)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 29)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 12)
Clocks & Sleep     Open Access   (Followers: 2)
Coaching : Theorie & Praxis     Open Access   (Followers: 3)
Coaching Psykologi : The Danish Journal of Coaching Psychology     Open Access   (Followers: 2)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 49)
Cognitive Behaviour Therapist     Hybrid Journal   (Followers: 15)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 22)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 43)
Cognitive Psychology     Hybrid Journal   (Followers: 88)
Cognitive Research : Principles and Implications     Open Access   (Followers: 5)
Community Psychology in Global Perspective     Open Access   (Followers: 1)
Comprehensive Psychoneuroendocrinology     Open Access  
Comprehensive Results in Social Psychology     Hybrid Journal   (Followers: 1)
Consciousness and Cognition     Hybrid Journal   (Followers: 41)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 4)
Consumer Psychology Review     Hybrid Journal   (Followers: 2)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 33)
Contemporary Psychoanalysis     Hybrid Journal   (Followers: 2)
Contemporary School Psychology     Hybrid Journal   (Followers: 7)
Contextos Clínicos     Open Access  
Counseling et spiritualité / Counselling and Spirituality     Full-text available via subscription   (Followers: 2)
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 13)
Counseling Psychologist     Hybrid Journal   (Followers: 17)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 19)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 28)
Counselling and Values     Hybrid Journal   (Followers: 7)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 17)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 9)
Creativity Research Journal     Hybrid Journal   (Followers: 30)
Creativity. Theories ? Research ? Applications     Open Access   (Followers: 9)
Crime Psychology Review     Hybrid Journal   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 13)
Cuadernos de Marte     Open Access  
Cuadernos de Neuropsicología     Open Access   (Followers: 2)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos Hispanoamericanos de Psicología     Open Access  
cultura & psyché : Journal of Cultural Psychology     Hybrid Journal   (Followers: 2)
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 22)
Cultural-Historical Psychology     Open Access   (Followers: 4)

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Similar Journals
Journal Cover
Contemporary School Psychology
Number of Followers: 7  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2159-2020 - ISSN (Online) 2161-1505
Published by Springer-Verlag Homepage  [2654 journals]
  • Correction to: An Exploratory Study of School Psychology Students’
           Perceptions of Religious and Spiritual Diversity Training in their
           Graduate Programs

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      PubDate: 2021-09-30
       
  • An Exploratory Study of School Psychology Students’ Perceptions of
           Religious and Spiritual Diversity Training in their Graduate Programs

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      Abstract: Abstract Religiosity and spirituality are essential aspects of individuals’ cultural identities. However, the field of school psychology has generally avoided in-depth discussion regarding the implications of religious/spiritual diversity within the context of multiculturalism and culturally responsive practice. One aim of this study was to examine school psychology students’ perceptions of their current training relative to religious and spiritual diversity, because graduate training is critical for helping emerging practitioners develop attitudes, knowledge, and skills to employ culturally responsive services. Results showed that students received limited preparation and explicit teaching to address issues related to religious and spiritual diversity; and programs most frequently addressed disability diversity, socioeconomic diversity, and racial/ethnic diversity. Furthermore, the participants most frequently identified practicum experiences as facilitating their capacity to respond to religious and spiritual diversity in their professional practice. Key results suggest that school psychology graduate students may benefit from more explicit instruction during their graduate training to respond to religion and spirituality as  aspects of cultural diversity in their professional work.
      PubDate: 2021-09-14
       
  • Modular Approach to Autism Programs in Schools (MAAPS): a Feasibility
           Study

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      Abstract: Abstract As the prevalence of autistic children receiving special education continues to increase, educators are expected to identify and implement evidence-based interventions for autistic students. Unfortunately, there are numerous barriers to implementation of evidence-based interventions in schools and educators report a lack of adequate training regarding the needs of autistic students and appropriate intervention approaches. Modular approaches to intervention are a promising but untested strategy for helping educators receive training on evidence-based interventions and support with implementation. This study uses mixed methods to explore the initial feasibility of the Modular Approach to Autism Programs in Schools (MAAPS) in typical school settings. Key indicators of feasibility are presented using the RE-AIM framework (Glasgow et al. American journal of public health, 89(9), 1322-1327, Glasgow et al., 1999), with emphasis on intervention fidelity, social validity, and promise of efficacy. Additionally, directions for future research are discussed.
      PubDate: 2021-09-08
       
  • Introduction to Critical Training Topics Series: Meeting the Needs of a
           Diverse Nation

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      PubDate: 2021-09-01
       
  • Critical Issues in the Training of Bilingual School Psychologists

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      Abstract: Abstract There are over five million bilingual learners in the US public school system as reported by the National Center for Education Statistics (2020) and this number has increased dramatically over the past several decades. Shortages of well-trained bilingual school psychologists (BSP) can negatively influence the provision of culturally and linguistically responsive services, contribute to potential misidentification or delayed special education identification of bilingual learners, and reduce home-school collaboration among bilingual families. The training of BSPs is complex, and there are currently no professional standards for competencies required for this specialized profession. This article provides a research-based review of recommended training components for BSPs. Most importantly, a foundational training in cultural responsiveness, advocacy, and equity must permeate all training. BSPs must also have advanced language proficiency in another language that aligns with the provision of school psychology practice. Recommended competencies for BSPs in the areas of assessment, counseling, intervention, and consultation are provided as well as suggestions for supervision and field-based experiences. Implications for the field of bilingual school psychology are provided as well as areas for future research.
      PubDate: 2021-09-01
       
  • Multicultural Competency Building: a Multi-year Study of Trainee
           Self-Perceptions of Cultural Competence

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      Abstract: Abstract The rapid growth of cultural diversity in the US population has urged training programs to prepare school psychologists and related school-based mental health practitioners to work with students from culturally diverse backgrounds. Accreditation bodies, such as the National Association of School Psychologists and the American Psychological Association, charge graduate programs with measuring growth in trainees in terms of competencies. As a result, multicultural competency is a domain of professionalism deserving of further study. The current study investigated the effects of a 10-week standalone graduate course on multicultural issues in school psychology, designed to increase self-assessed multicultural competencies in preservice school psychologists. The results indicated a significant increase in students’ perceptions of multicultural competence across all 5 years of the investigation. In addition, using a two-way analysis of variance, cohort effects on growth over time suggested that the demographic composition of cohorts affected the growth in multicultural awareness, knowledge, and skills. Implications and recommendations for future school psychology research are discussed.
      PubDate: 2021-09-01
       
  • Can Computers Teach Social Skills to Children' Examining the Efficacy
           of “The Social Express” in an African-American Sample

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      Abstract: Abstract This study examined the efficacy of a computer-based social skills training program, The Social Express. Independent researchers evaluated the program at both a school-wide level (Tier 1) and at a referred group level (Tier 2). The sample included third-, fourth-, and fifth-grade students in a Title 1 public school with a 100% African-American population. At the Tier 1 level, pre-post (immediate) comparisons on a social skills rating scale indicated statistically significant differences by group at the α = .10 level (p = 0.058). A significant Tier 1 quadratic effect for time (pre-test, post-test (immediate), post-test [delayed]) was found (p = 0.029) as well. At the Tier 2 level, pre-post comparisons indicated no statistically significant group improvement. Pre-post comparisons at the individual level found that about 39% of the children had statistically significant improvement in social skills, with 9% indicating a decrease in problem behaviors.
      PubDate: 2021-09-01
       
  • Incorporating Social Justice Advocacy and Interdisciplinary Collaborative
           Training in the Recruitment and Retention of Diverse Graduate Students

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      Abstract: Abstract The critical shortage of school psychologists across the nation has been a long-standing issue, along with the need to diversify the profession. While recruitment efforts have attempted to attract culturally and linguistically diverse (CLD) students into school psychology programs, novel practices integrating social justice advocacy and interdisciplinary collaborative training may aid in both recruitment and retention efforts. Broadly, graduate programs in education and psychology disciplines are ripe with opportunities to collaborate in a coordinated effort to meet the complex educational and mental health needs of diverse children and adolescents. The purpose of the manuscript is to (1) outline and address barriers relating to the critical shortage of CLD school psychologists, (2) promote integration of social justice advocacy and interdisciplinary collaborative training, and (3) provide strategies and recommendations to recruit and retain CLD students in graduate training programs.
      PubDate: 2021-09-01
       
  • Study Abroad and School Psychologists’ Perceptions of Intercultural
           Competence

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      Abstract: Abstract This study investigated perceived influence of study abroad experiences on intercultural competence in school psychologists and school psychologists-in-training. This exploratory descriptive qualitative analysis involved semi-structured interviews with a purposively sampled group (n = 20) of school psychologists (n = 10) and school psychology graduate students (n = 10) who studied abroad during their undergraduate or graduate programs. Participants responded to questions about their study abroad experience, how it affected them, what they learned about other cultures, and how it affected their career or career preparation. Four themes were identified: (1) awareness of cultural similarities and differences; (2) recognition of privilege; (3) development of empathy; and (4) shaping of professional practice. Participants reported that their study abroad experiences had a positive impact on their perceived intercultural competence. Implications for school psychology training programs and suggestions for future research are discussed.
      PubDate: 2021-09-01
       
  • Religion and Spirituality as Diversity Topics in School Psychology
           Publications: A Content Analysis of School Psychology Journals

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      Abstract: Abstract Religion and spirituality are identified as important aspects of adults’ and adolescents’ lives in the USA. Though research can strengthen school psychologists’ capacity to effectively serve religiously and spiritually diverse clients/students, limited scholarship relative to these areas of human diversity has been published in the professional school psychology literature. The purpose of this study was to review articles published in nine major school psychology journals from 2003 to 2018 to determine the extent to which the journals included diversity content related to religion and spirituality. We employed a content analysis, where six researchers used a systematic coding process to analyze the data descriptively. Of the 4534 articles we reviewed, only 17 (0.4%) articles addressed religion and spirituality. Most articles were empirical studies and included a general review of cultural issues or implications for assessment and/or intervention implementation. Implications for the field of school psychology are provided.
      PubDate: 2021-09-01
       
  • Mind the Gap: Addressing the Need for Post-Graduate Training in Behavioral
           Assessment and Intervention

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      Abstract: Abstract School psychologists play a critical role in the provision of functional, student-centered, and data-driven behavioral assessments and intervention. However, research examining their procedural knowledge and comfort conducting these assessments is minimal. In this manuscript, we will review the results of a mixed method study indicating that school psychologists perceive a gap between their knowledge of behavioral assessment and intervention and what they are expected to perform in the educational environment. Future implications and directions are discussed.
      PubDate: 2021-08-16
       
  • Exploring the Effectiveness of Student Topic Choice in Reading Fluency
           Interventions

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      Abstract: Abstract Incorporating student choice is an effective intervention to improve task engagement that may also promote skill and behavioral generalization. In this study, we evaluated the effectiveness of a reading fluency intervention that incorporated student choice of topic and instructional passages using a delayed multiple baseline across student design. Four fourth-grade students participated in an 8-week reading fluency intervention consisting of evidence-based reading fluency strategies (i.e., verbal cueing, repeated reading, modeling, error correction, goal setting, and performance feedback) implemented on student-selected passages. Results demonstrated reading fluency gains on instructional passages for all four students that generalized to untaught standardized passages for three of the students. Because reading is a difficult and low-frequency behavior for struggling students, allowing students to select reading topics and passages in intervention can reduce task difficulty via skill improvements while also introducing students to natural maintaining contingencies for reading behavior, potentially promoting generalization of reading behavior beyond intervention sessions.
      PubDate: 2021-08-09
       
  • Self-regulation in the Kindergarten Classroom: Contributions of Relational
           and Sociodemographic Factors

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      Abstract: Abstract Prior research suggests that dimensions of the student–teacher relationship are transactionally associated with students’ self-regulation of classroom behavior, an important component of school readiness and success. The current study sought to determine the extent to which associations for student–teacher closeness and conflict with self-regulation (a) vary across kindergarten classrooms and schools and (b) are moderated by individual- (i.e., socioeconomic status, race/ethnicity) and system-level sociodemographic factors (i.e., economic disadvantage level, racial/ethnic composition). These associations were explored using multilevel modeling within a large national, longitudinal dataset including approximately 9990 kindergarteners, 1990 classrooms, and 670 schools. Despite substantial variance in the associations of closeness with self-regulation across classrooms and of conflict with self-regulation across classrooms and schools, results identified no sociodemographic moderators of the relationship–self-regulation associations, suggesting that these factors are universally related and promotive for varying sociodemographic populations; however, results also pointed to several sociodemographic subgroups at increased risk for low relational closeness, high relational conflict, and low self-regulation in the classroom. These findings are discussed in light of issues related to measurement and service delivery in schools.
      PubDate: 2021-08-05
       
  • Modular Therapy with Academic Supports: Three Case Studies in a High Needs
           Setting

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      Abstract: Abstract Modular therapies allow practitioners to design and deliver individualized child and adolescent psychotherapies using the elements common to multiple evidence-based treatments, but most modular therapies are derived from outpatient treatments that do not directly address academic or social impairments in schools. In three case studies conducted in an urban Title 1 public school, we examined the feasibility, acceptability, and preliminary efficacy of school-based modular therapy combined with elements of the Challenging Horizons Program (CHP), an academic skills training package. Adherence measures suggest that school-based practitioners successfully integrated academic training elements into their modular sessions, but only at low doses. Parent satisfaction ratings suggest that the hybrid approach was acceptable, and measures of short-term efficacy suggest reliable improvements for two of the three cases, as reported by teachers. We discuss the practice implications of these cases and offer directions for future research in school-based modular approaches.
      PubDate: 2021-07-29
       
  • The Impact of a Universal Mental Health Intervention on Youth with
           Elevated Negative Affectivity: Building Resilience for Healthy Kids

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      Abstract: Objective In response to the rise in mental health needs among youth, a school-based resilience intervention was implemented for sixth graders at an urban middle school. The goal of this analysis is to examine improvements in key mental health parameters among students who endorsed negative affectivity at baseline. Method A total of 285 11–12-year-olds (72% white, 18% Hispanic, 55% female) participated in a single-arm, non-randomized 6-week 1:1 school-based coaching intervention, Healthy Kids. Youth completed validated surveys at baseline and 6-week follow-up assessing depression/anxiety symptoms, bullying, self-efficacy, academic pressure, grit, and resilience. Participants were determined to have elevated negative affectivity if they reported mild-to-severe symptoms for both depression and anxiety symptoms. General linear models examined differences between groups for each mental health parameter, as well as change in outcomes from baseline to follow-up. Results A third of participants (38%) at baseline endorsed negative affectivity. Youth who endorsed negative affectivity were more often female (71% vs 29%; p < 0.001) and identified as victims of cyberbullying (25% vs 8%; p < 0.001). Youth with baseline negative affectivity scored lower for self-efficacy (total 70.5 vs 86.8; p < 0.0001). Baseline negative affectivity was a significant moderator for change in mental health parameters. Post-intervention, those who endorsed baseline negative affectivity, medium effect sizes were observed for self-efficacy (g = 0.6; 95%CI 0.3, 0.9; p < 0.001) and anxiety symptoms (g =  − 0.70; 95%CI − 1.0, − 0.4; p < 0.001). Among all youth, there were significant medium intervention effects in resilience (g = 0.5; 95%CI 0.3, 0.7; p < 0.001) and self-efficacy (g = 0.7; 95%CI 0.4, 0.9; p < 0.001). Conclusions A universal resiliency program may improve self-efficacy and symptoms of anxiety among youth experiencing negative affectivity, while improving resilience and self-efficacy among all youth. Our findings suggest a universal school-based coaching program benefits all youth, while also specifically targeting the needs of youth with negative affectivity who are most at risk for mental health concerns.
      PubDate: 2021-07-27
       
  • After Endrew: Progress Monitoring Methods for Supporting IEP Teams

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      Abstract: Abstract The 2017 Supreme Court ruling in Endrew vs. Douglas County charged educators to provide evidence toward the attainment of Individual Education Plan (IEP) goals beyond de minimus educational benefit. The purpose of this article is to present two methods that may be useful for supporting IEP teams in evaluating progress toward the attainment of IEP goals. We present trend analysis and goal attainment scaling as single-case outcome methods for evaluating progress toward attaining IEP objectives and determining benefits from instruction. Each method is described along with its respective strengths and limitations, followed by examples of the methods for evaluating IEP goals. Implications for school psychology practice and implementation to support special educators and IEP teams toward evaluating educational benefits in school-based settings are discussed.
      PubDate: 2021-07-21
       
  • The Development of School Psychology in Taiwan: Status Quo and Future
           Directions

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      Abstract: Abstract School psychology as a recent mental health service profession in Taiwan has drawn attention and interest, especially after the Student Guidance and Counseling Act (SGCA) was passed by the Taiwanese government in 2014. This article reviews school psychology’s developmental history in Taiwan, introduces governmental policies’ influences on its current service delivery framework, identifies contemporary challenges, and analyzes potential directions for its future development. To meet the needs of culturally diverse students and their families in Taiwan, the findings suggest adopting an ecological systems perspective for case conceptualization and strengthening cross-disciplinary collaboration in multi-tiered systems of support, which can result in shared work responsibilities and consistent responses to student needs. Also, more comprehensive training is recommended to expand the current scope of school psychological services and facilitate systemic collaboration within the educational system. It is hoped the knowledge presented in this article can contribute to continuous development and policy improvement for school psychological training and practice in Taiwan.
      PubDate: 2020-09-21
      DOI: 10.1007/s40688-020-00324-7
       
  • Training Experience in the US School Psychology Program: Understanding
           Asian International Students’ Assets, Challenges, and Coping

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      Abstract: Abstract To address the rapidly increasing demand for culturally and linguistically diverse school psychologists and training needs for international school psychology students in the USA, this study was grounded in the risk and resilience framework and used semi-structured interviews to explore the nuanced experiences of Asian international trainees in school psychology programs in the USA. Participants included 11 Asian international students who were enrolled in or recently graduated from school psychology programs in the USA. Thematic analysis revealed that Asian international school psychology students identified some assets they have brought to the program, including their diverse perspectives and experiences, awareness and commitment to social justice, and the potential to diversify the school psychology workforce. Participants also identified several challenges they were facing, such as acculturative stress, microaggression and discrimination, training program–related issues, and working restrictions related to their visa status. Moreover, they identified some effective strategies (i.e., seeking resources and increasing internal strengths) they have used to cope with these challenges. The findings provide important implications for school psychology graduate programs in the USA to improve the training experiences and training outcomes for international students from Asia and other countries.
      PubDate: 2020-09-10
      DOI: 10.1007/s40688-020-00320-x
       
  • Pseudoscience, an Emerging Field, or Just a Framework Without
           Outcomes' A Bibliometric Analysis and Case Study Presentation of
           Social Justice Research

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      Abstract: Abstract The term social justice is frequently utilized in the field of school psychology. However, a systematic review of this framework in terms of its relationship to research and outcomes has not been undertaken. As such, the purpose of this study was to conduct a bibliometric analysis and case study review of research literature associated with the term social justice in the field of school psychology. To accomplish this, the following school psychology journals were utilized: Contemporary School Psychology, Psychology in the Schools, International Journal of School and Educational Psychology, Journal of Applied School Psychology, Journal of School Psychology, School Psychology (Quarterly), School Psychology Review, School Psychology International, and the Journal of Educational and Psychological Consultation. Based on a 40-year timeframe (1980–2020) a total of 28 articles were found. Social justice topical articles demonstrated an increasing trend during this period, with the dominant research theme being how to define the term social justice. Surprisingly, when comparing published research on social justice to the current initiatives being implemented by practice organizations such as the NASP Social Justice Committee, there is evidence of a rare practice-to-research gap. Meaning that practice is tackling topics (e.g., White privilege and school-to-prison pipeline) that are not present in the social justice research literature. Implications are discussed in terms of encouraging proponents of social justice to begin to expand their research beyond definition rhetoric to include outcomes associated with applied psychological outcomes.
      PubDate: 2020-09-08
      DOI: 10.1007/s40688-020-00310-z
       
  • Preparation of School Psychologists to Support Black Students Exposed to
           Police Violence: Insight and Guidance for Critical Training Areas

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      Abstract: Abstract The extrajudicial killing of Black people, particularly unarmed Black boys and men, at the hands of police is one of the most pressing social and racial justice issues in the USA. The awareness of, and indirect exposure to, police killings of Black people has a detrimental impact on the academic achievement, school attendance, mental health, and social development of Black children and youth. Despite this, there has been silence from the school psychology profession regarding police violence against Black people and ways to provide school-based support to Black children and youth who are exposed to such violence. Thus, the purpose of this study was to explore school psychology students’ and school psychologists’ knowledge about police violence against Black people, their experiences with graduate education preparation for providing professional support to Black students who are exposed to police violence against Black people, and their perceptions of training areas in which school psychology programs could improve. Findings indicated that participants gained knowledge about police violence against Black people from multiple sources, including personal and professional experiences; few discussed police violence or Black Lives Matter specifically in their programs; none had specific training to support Black students exposed to police violence against Black people; and most recommended programs improve multicultural training.
      PubDate: 2020-08-24
      DOI: 10.1007/s40688-020-00317-6
       
 
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